<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>2318-1982</journal-id>
<journal-title><![CDATA[Série-Estudos]]></journal-title>
<abbrev-journal-title><![CDATA[Série-Estudos]]></abbrev-journal-title>
<issn>2318-1982</issn>
<publisher>
<publisher-name><![CDATA[Universidade Católica Dom Bosco]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2318-19822015000100035</article-id>
<article-id pub-id-type="doi">10.20435/2318-1982-2015-v.39(03)</article-id>
<title-group>
<article-title xml:lang="en"><![CDATA[University students' rankings and reflections on technologies value to their learning]]></article-title>
<article-title xml:lang="pt"><![CDATA[Classificações e reflexões de estudantes universitários sobre o valor das tecnologias em sua aprendizagem]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Whither]]></surname>
<given-names><![CDATA[David B]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Boston University School of Education  ]]></institution>
<addr-line><![CDATA[Massachusetts ]]></addr-line>
<country>EUA</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>06</month>
<year>2015</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>06</month>
<year>2015</year>
</pub-date>
<numero>39</numero>
<fpage>35</fpage>
<lpage>62</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2318-19822015000100035&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2318-19822015000100035&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2318-19822015000100035&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract The Measuring Technologies Value to Learning (MTVL) survey instrument was developed and deployed to collect data on the value learners place on 37 specific technologies and in some cases, the processes they facilitate. Administered to university students in three different locations in the spring of 2014, findings provide evidence to educators on the value to learning of measured items. Surprisingly, "writing with a word processor" was rated number one for its value to learning (n=386). The constructivist and didactic deployment of technologies was also surveyed for their value to learning. Constructivist usages with technology ranked four of the top five and didactic learning from technology occupied four out of the top ten and eight of the top 15 value rated positions, indicating value of both types of use. Respondents indicated a high degree of meta-awareness of technologies value to learning and a higher degree of ability to communicate and collaborate in-person compared to through social networking or any other online tools. Findings support the pedagogical use of technologies and show relative value of different tools.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo O instrumento de pesquisa "Valor de Mensura&#231;&#227;o das Tecnologias para a Aprendizagem" (MTVL) foi desenvolvido e implantado para coletar dados sobre o valor que os alunos atribuem a 37 tecnologias espec&#237;ficas e, em alguns casos, aos processos que elas facilitam. Aplicado a estudantes universit&#225;rios em tr&#234;s locais diferentes na primavera de 2014, os resultados fornecem evid&#234;ncia aos educadores sobre o valor para a aprendizagem dos itens mensurados. Surpreendentemente, "escrever com um processador de texto" foi classificado n&#250;mero 1 de valora&#231;&#227;o para a aprendizagem (n = 386). A implanta&#231;&#227;o construtivista e did&#225;tica das tecnologias tamb&#233;m foi levantada como um item de valora&#231;&#227;o para a aprendizagem. Os usos construtivistas com tecnologia foram classificados quatro dos cinco primeiros e a aprendizagem did&#225;tica a par ti r da tecnologia ocupou quatro classifica&#231;&#245;es entre as 10 primeiras e 8 classifica&#231;&#245;es entre as 15 primeiras, indicando valor a ambos os tipos de uso. Os respondentes indicaram um alto grau de meta-consci&#234;ncia em rela&#231;&#227;o ao valor das tecnologias para a aprendizagem e um grau maior &#224; habilidade de se comunicar e de colaborar via face-a-face comparada &#224; via rede social ou a outras ferramentas online. Os resultados sustentam o uso pedag&#243;gico das tecnologias e mostram valor relative das diferentes ferramentas.]]></p></abstract>
<kwd-group>
<kwd lng="en"><![CDATA[Technology]]></kwd>
<kwd lng="en"><![CDATA[Value]]></kwd>
<kwd lng="en"><![CDATA[Learning]]></kwd>
<kwd lng="pt"><![CDATA[Tecnologia]]></kwd>
<kwd lng="pt"><![CDATA[Valor]]></kwd>
<kwd lng="pt"><![CDATA[Aprendizagem]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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