Rosemari Lorenz Martins

Using Mobile Learning in Formal and Non-formal Educational Settings

This paper presents experiences on mobile devices in formal and non-formal educational settings based on the relation among different ongoing research projects involving the use of mobile devices, such as tablets in educational processes. The experiences addressed in this work are interconnected through a common objective: to use of mobile devices as tablets in education to enhance teaching and learning processes. Therefore, this paper presents our experiences in two educational settings, regarding the challenges and issues we face when including the use of mobile devices in educational processes. The study uses a qualitative approach with results indicating three relevant aspects, apart from the educational setting. Therefore, we concluded that the use of mobile technologies in educational processes involve: the training of teachers or educators; the selection, organization and planning of digital resources; and, the profile of the students implicated in the educational process.

Experiências com dispositivos móveis na educação não escolar: Construindo a identidade por meio da tecnologia

This article aims to show the benefits of educational use of mobile technologies with children and teenagers in oncological treatment. Due to periods of treatment, these subjects do not conclude educational content at the same rate of other students. The research work in progress, performed at the Association of Assistance in Pediatric Oncology - AMO, has involved the production of a story in a Non-Formal Educational setting, producing results, which allowed observing linguistic development and the use of mobile technologies as educational possibilities. It demonstrates how mobile learning can contribute to the educational development of each individual.

INFLUÊNCIAS INTERLINGUÍSTICAS DO HUNSRÜCKISCH NA ESCRITA EM PORTUGUÊS BRASILEIRO POR CRIANÇAS BILÍNGUES DO 1º, 2º E 3º ANO DO ENSINO FUNDAMENTAL DA CIDADE DE MORRO REUTER/RS

Muitos pais e professores de criancas bilingues falantes do hunsruckisch e do portugues acreditam que os erros de ortografia dessas criancas resultem de influencias do hunsruckisch na escrita do portugues. Diante disso, este trabalho tem como objetivo investigar em que medida o bilinguismo interfere na escrita em portugues por parte de criancas bilingues do 1o, 2o e 3o ano do Ensino Fundamental da cidade de Morro Reuter/RS. Para tanto, investigaram-se a fala e a escrita de 36 criancas, considerando-se o papel de contextos linguisticos e sociais. A analise das amostras de fala e de escrita mostrou que o bilinguismo interfere, em alguma medida, na escrita das criancas em portugues, porque as criancas, em fase de aquisicao, buscam apoio na oralidade em seu processo de construcao da escrita. Contudo, nem todos os erros de ortografia podem ser creditados a influencias interlinguisticas.