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All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year Sort by creator [A → Z]' creator [Z → A]' publishing year ↑ (asc)' publishing year ↓ (desc)' title [A → Z]' title [Z → A]' Simple Search Page: 1 2 3 4 5...18 Hits 1 – 20 of 352 1 Exploring Mobile Screen Media Use Among Preschoolers and the Implications for Supporting Children’s Early Language and Literacy Skills Turco, Rosa Guzman. - 2022 BASE Show details 2 Game on: a leitura em jogo na sala de aula de língua estrangeira ; Game on: reading at play in the foreign language classroom Vogelmann, Talisson Subtil. - : Universidade Tecnológica Federal do Paraná, 2022. : Curitiba, 2022. : Brasil, 2022. : Programa de Pós-Graduação em Estudos de Linguagens, 2022. : UTFPR, 2022 Abstract: With the continuous advancement of technology, more and more, smart devices and social media applications are part of different social interaction situations. In this sense, research in Applied Linguistics has been pointing to the presence of Digital Information and Communication Technologies, henceforth TDIC, in the educational context. Students, inserted in this scenario, make use of social practices of reading and writing that involve different languages inside and outside the classroom and, increasingly, work creatively, collaboratively and critically on the internet. The 5th edition of the Portraits of Reading Survey in Brazil (2019) confirms this perspective, which points to a drop in the habit of reading and, on the other hand, an increase in the use of social networks and the internet, including for games among schoolage subjects. These results lead us to infer that, in the digital space, cultural offerings such as online games and streaming platforms compete with reading books. This preference of children and young people reaffirm the need to think of reading and writing practices in new media as a way of teaching/learning through playfulness, moving games from the sphere of entertainment to that of education. Thus, this research takes as its object of study the digital game “What Remains of Edith Finch” (GIANT SPARROW, 2017). Thus, this qualitative, exploratory and interpretive research seeks to answer the following question: “How is the pedagogy of multiliteracies present in digital games, especially in the game What Remains of Edith Finch?”. To answer it, it is assumed as a general objective to understand, from the pedagogy of multiliteracies, the possibility of using the digital game What Remains of Edith Finch for the teaching of reading in the subject of Foreign Language. In order to achieve this objective, the interrelationship between language and technology (BAKHTIN, 1986; PINTO, 2005; VARGAS, 2001), concepts from the Multiliteracies (NEW LONDON GROUP, 1996; COPE & KALANTZIS, 2000, 2009), concepts of digital games (EGENFELDT-NIELSEN, 2005; GEE, 2003, 2007; SALEN & ZIMMERMAN, 2005) and reflections on Foreign Language Teaching (GEE, 2011; OSTENSON, 2013; TOOMEY, 2013) are used as a theoretical contribution. Based on theoretical reflections, the analysis of the game establishes relationships with multiliteracies, with multiliterate practices and with the teaching of reading a foreign language. Finally, with the combination of the theoretical framework and the analysis, it can be noted that not only the aspects of multiliteracies are present in the game in question, but mainly how multimodality and genres are relevant and complex within the game. In addition, the game goes beyond the idea of a tool, and becomes a literary game, which when used, becomes a new mode of expression for literature in the classroom. ; Com o avanço contínuo da tecnologia, cada vez mais, dispositivos inteligentes e aplicativos de mídia social fazem parte das diferentes situações de interação social. Nesse sentido, pesquisas em Linguística Aplicada vêm apontando para a presença das Tecnologias Digitais da Informação e Comunicação no contexto educacional. Os estudantes, inseridos nesse cenário, fazem uso de práticas sociais de leitura e escrita que envolvem diferentes linguagens dentro e fora da sala de aula e, cada vez mais, trabalham de forma criativa, colaborativa e crítica na Internet. Confirma essa perspectiva, a 5ª edição da Pesquisa Retratos da Leitura no Brasil (2019) que aponta uma queda no hábito de leitura e, em contrapartida, um crescimento no uso das redes sociais e da Internet, inclusive para os jogos entre os sujeitos em idade escolar. Esses resultados nos levam a inferir que, no espaço digital, as ofertas culturais como, os jogos on-line e as plataformas de streaming, competem com a leitura de livros. Essa preferência das crianças e jovens reafirma a necessidade de pensarmos as práticas de leitura e escrita nas novas mídias como uma maneira de ensinar/aprender por meio da ludicidade, deslocando os jogos da esfera do entretenimento para a da educação. Assim, esta pesquisa assume como objeto de estudo o jogo digital What Remains of Edith Finch (GIANT SPARROW, 2017). Dessa forma, esta pesquisa qualitativa, de caráter exploratório e de cunho interpretativista, busca responder à seguinte pergunta: “De que forma a pedagogia dos multiletramentos se faz presente nos jogos digitais, em especial no jogo What Remains of Edith Finch?”. Para respondê-la, assume-se como objetivo geral compreender, a partir da pedagogia dos multiletramentos, a possibilidade do uso do jogo digital What Remains of Edith Finch para o ensino de leitura na disciplina de Língua Estrangeira. Com vistas a atingir tal objetivo, serão empregados como aporte teórico a interrelação entre linguagem e tecnologia (BAKHTIN, 1986; PINTO, 2005; VARGAS, 2001), conceitos dos Multiletramentos (GRUPO DE NOVA LONDRES, 1996; COPE & KALANTZIS, 2000, 2009), conceitos dos jogos digitais (EGENFELDT-NIELSEN, 2005; GEE, 2003, 2007; SALEN & ZIMMERMAN, 2005), reflexões sobre o Ensino de Língua Estrangeira (GEE, 2011; OSTENSON, 2013; TOOMEY, 2013). A partir das reflexões teóricas, a análise do jogo estabelece relações com os multiletramentos, com as práticas multiletradas e com o ensino de leitura de língua estrangeira. Por fim, com a combinação do referencial teórico com a análise, pode-se notar que não apenas os aspectos dos multiletramentos estão presentes no jogo em questão, mas principalmente como a multimodalidade e os gêneros são relevantes e complexos dentro do jogo. Além disso, o jogo vai além da ideia de ferramenta e se transforma em um jogo literário, que, quando utilizado, se torna um novo modo de expressão para a literatura em sala de aula. Keyword: CNPQ::LINGUISTICA; Communication and technology; Comunicação e tecnologia; Educational games; Educational technology; Electronic games; Information technology; Jogos educativos; Jogos eletrônicos; Language and languages - Study and teaching; Letramento; Letras; LETRAS E ARTES::LETRAS; Linguagem e línguas - Estudo e ensino; Literacy; Tecnologia da informação; Tecnologia educacional URL: http://repositorio.utfpr.edu.br/jspui/handle/1/28294 BASE Hide details 3 Rogers' Diffusion of Innovation Used to Explore Special Education Administrators' Self-Reported Technology Skills and Attitudes Regarding Speech Language Pathology Telepractice ... Muller, Carolyn Wheeler. - : Drexel University, 2021 BASE Show details 4 Developing a competency-based training tool to introduce word reading drills to novice learners Tran, Lien. - 2021 BASE Show details 5 The Impact of Virtual Literacy Communities in an English Language Arts Classroom ... : A Case Study Using Goodreads ... Duvall, Matthew D.. - : Drexel University, 2021 BASE Show details 6 Exploring communication patterns in Massive Open Online Courses Cunningham, Paige Danielle. - 2021 BASE Show details 7 The Impact of Web 2.0 Technologies on American Samoan Middle Level Students' English Vocabulary Performance Simanu, Crystal. - : University of Hawai'i at Manoa, 2021 BASE Show details 8 Exploring the Evolution of Assessment Identity when Infusing Technology into Educational Contexts Carbone, Katrina. - 2021 BASE Show details 9 Enseñar español online: una propuesta didáctica para estudiantes de ELE polacos de nivel B1 para fomentar la interacción oral Cyrankowska, Agnieszka. - 2021 BASE Show details 10 Enhancing Teacher Instruction through Evidence-Based Educational Technology: Evaluating Teacher’s Use of Data Based Decision Making and Differentiated Instruction Hinkle, Hailey. - : University of Oregon, 2021 BASE Show details 11 Rethinking analogical reasoning: The power of stimuli and task framework in understanding biomedical science, technological advancements, and social interactions Catanzarite, Nicole Crystal. - 2021 BASE Show details 12 Telops for language learning: Japanese language learners’ perceptions of authentic Japanese variety shows and implications for their use in the classroom Sikkema, Eline Christina. - : Dublin City University. School of Applied Language and Intercultural Studies, 2020. : Dublin City University. Centre for Translation and Textual Studies (CTTS), 2020 In: Sikkema, Eline Christina (2020) Telops for language learning: Japanese language learners’ perceptions of authentic Japanese variety shows and implications for their use in the classroom. PhD thesis, Dublin City University. (2020) BASE Show details 13 Designed and emerging affordances in tutor-learner multimodal interactions via videoconferencing for second language learning and teaching: an activity theoretical approach Dey-Plissonneau, Aparajita. - : Dublin City University. School of Applied Language and Intercultural Studies, 2020 In: Dey-Plissonneau, Aparajita (2020) Designed and emerging affordances in tutor-learner multimodal interactions via videoconferencing for second language learning and teaching: an activity theoretical approach. PhD thesis, Dublin City University. (2020) BASE Show details 14 Computational Thinking in Children: The Impact of Embodiment on Debugging Practices in Programming Ahn, Junghyun. - 2020 BASE Show details 15 "We just learned from each other": ESOL pre-service teachers learning to use digital tools across coursework and student teaching ... Durham, Carmen. - : Digital Repository at the University of Maryland, 2020 BASE Show details 16 "Langsam vermisse ich die Schule .". Schule während und nach der Corona-Pandemie Edelstein, Benjamin Hrsg.; Fickermann, Detlef Hrsg.. - : Waxmann, 2020. : Münster, 2020. : New York, 2020. : pedocs-Dokumentenserver/DIPF, 2020 In: Münster ; New York : Waxmann 2020, 229 S. - (Die Deutsche Schule, Beiheft; 16) (2020) BASE Show details 17 Intercultural Communication Competence in upper primary students: International collaboration case studies using Web 2.0 technologies Duyckers, Rebecca Louise. - : Edith Cowan University, Research Online, Perth, Western Australia, 2020 In: Theses: Doctorates and Masters (2020) BASE Show details 18 A COVID-19 Induced Shift: From Introducing High School Females to Computing Careers to an Assessment of Technological Readiness Among STEM Teachers Almeyda, Jareau. - : Nova Southeastern University, 2020 BASE Show details 19 Frankenstein's Monster at Gatsby's Party: A Researcher's Creation of and Entanglement with Virtual Reality Let Loose in a High School English Classroom Powell, Amanda Rae. - : Tennessee Technological University, 2020 BASE Show details 20 Beyond the Keyboard: Implementing Speech Recognition Technology for Writing & Universal Design for Learning Pennington, Jon. - : University of Hawai'i at Manoa, 2020 BASE Show details Page: 1 2 3 4 5...18

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