{"id":115292,"date":"2018-03-11T10:43:42","date_gmt":"2018-03-11T10:43:42","guid":{"rendered":"https:\/\/www.deberes.net\/tesis\/sin-categoria\/the-computer-input-output-subsystem-education-in-an-undergraduate-introductory-course-a-multiperspective-study\/"},"modified":"2018-03-11T10:43:42","modified_gmt":"2018-03-11T10:43:42","slug":"the-computer-input-output-subsystem-education-in-an-undergraduate-introductory-course-a-multiperspective-study","status":"publish","type":"post","link":"https:\/\/www.deberes.net\/tesis\/arquitectura-de-ordenadores\/the-computer-input-output-subsystem-education-in-an-undergraduate-introductory-course-a-multiperspective-study\/","title":{"rendered":"The computer input\/output subsystem education in an undergraduate introductory course: a multiperspective study"},"content":{"rendered":"<h2>Tesis doctoral de <strong> Edurne Larraza Mendiluze <\/strong><\/h2>\n<p>Laburpenatesi hau informatikaren irakaskuntzaren ikerkuntza lerroaren barruan kokatzen da. Oinarri gisa, teknolog\u00eda, pedagogia eta edukien ezagutza  eredua (tpack model, bere ingeleseko sigletatik) hartzen du. Ikerketa honetan, aipatutako ereduaren osagai bakoitza ikuspuntu desberdin gisa  erabilia izan da konputagailuaren s\/i azpisistemaren irakaskuntza aztertzeko. Edukien ezagutza osagaiaren ikuspuntutik, testuliburuak,  unibertsitateetako programak eta ikerkuntza bibliografia aztertu dira eta gaia irudikatzeko hurbilpen bat baino gehiago badaudela aurkitu da.  Teknolog\u00edaren ezagutza osagaiaren ikuspuntutik, nintendo ds makinaren s\/i azpisistemaren funtzionamendua aztertu da. Pedagogiaren  ezagutza osagaiaren ikuspuntutik, proiektuetan oinarritutako ikaskuntza eta beste hainbat metodolog\u00eda aktibo ikasi egin dira ondoren aplikatu  ahal izateko. Txosten honek azaltzen du nola konbinatu diren osagai horietako ezagutzak bestelako ezagutzak sortzeko: teknolog\u00eda eta edukien  ezagutza, teknolog\u00eda eta pedagogia ezagutza, pedagogia eta edukien ezagutza, eta azkenik, teknolog\u00eda, pedagogia eta edukien ezagutza.  Ezagutza berri hauekin konputagailuaren s\/i azpisistemarentzako hezkuntza ingurune eraginkor bat sortzeko asmoz. Horretarako pauso hauek  jarraitu dira:\u00c2\u00bf edukiak irudikatzeko hurbilpen bat aukeratzea,\u00c2\u00bf nintendo ds makina eduki zehatza lantzeko prestatzea eta\u00c2\u00bf proposatutako teknika pedagogikoen baliozkotzea.Tpack ereduan nolabait ezkutatuta baldin badago ere, hezkuntzarako eredu bat den neurrian, ikasleak ere hartzen ditu ikuspuntu gisa. Eta lan  hau tpack ereduan oinarritzen den neurrian, ikasleak ere hartzen ditu ikuspuntu gisa, eta haien ezagutza aztertu egiten du horretarako. Lan  honek informatikaren irakaskuntzaren ikerkuntza lerroan ate asko irekitzen ditu. Izan ere, informatikaren irakaskuntzaren ikerkuntzak  konputagailuen s\/i aspisistemari ez baitio arreta handirik ipini.Abstractthis dissertation is framed in the computing education research area. As background, the technological, pedagogical and content knowledge  framework (tpack model) has been used. Each construct of the mentioned framework serves as a different study perspective, where the topic  analysed is the computer i\/o subsystem. From the content knowledge perspective, textbooks, university syllabi and research bibliography have  been analysed and different approaches found. From the technological knowledge perspective, the i\/o subsystem of the nintendo ds machine  has been studied. From the pedagogical knowledge perspective, project-based learning (pbl), and other active learning methodologies have  been learned for its latter application. The dissertation explains how these constructs have been combined into technological content knowledge,  technological pedagogical knowledge, pedagogical content knowledge, and finally technological, pedagogical and content  knowledge in order to define an effective educational environment for the computer i\/o subsystem topic. The following steps are followed: \u00c2\u00bf the  selection of a content representation approach, \u00c2\u00bf the preparation of the nintendo ds machine for its use this the specific content, and\u00c2\u00bf the validation of the proposed pedagogical techniques.Although somehow hidden, the tpack model, as an educational framework, includes the student as a perspective, and also does this work, with  the analysis of students\u00c2\u00bf knowledge. This work opens many doors in the field of computing education research towards the computer i\/o subsystem, which has been barely payed attention.<\/p>\n<p>&nbsp;<\/p>\n<h3>Datos acad\u00e9micos de la tesis doctoral \u00ab<strong>The computer input\/output subsystem education in an undergraduate introductory course: a multiperspective study<\/strong>\u00ab<\/h3>\n<ul>\n<li><strong>T\u00edtulo de la tesis:<\/strong>\u00a0 The computer input\/output subsystem education in an undergraduate introductory course: a multiperspective study <\/li>\n<li><strong>Autor:<\/strong>\u00a0 Edurne Larraza Mendiluze <\/li>\n<li><strong>Universidad:<\/strong>\u00a0 Pa\u00eds vasco\/euskal herriko unibertsitatea<\/li>\n<li><strong>Fecha de lectura de la tesis:<\/strong>\u00a0 24\/02\/2014<\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n<h3>Direcci\u00f3n y tribunal<\/h3>\n<ul>\n<li><strong>Director de la tesis<\/strong>\n<ul>\n<li>Nestor Garay Vitoria<\/li>\n<\/ul>\n<\/li>\n<li><strong>Tribunal<\/strong>\n<ul>\n<li>Presidente del tribunal: clemente Rodriguez lafuente <\/li>\n<li>Miguel Valero garcia (vocal)<\/li>\n<li>Mar\u00eda  Jos\u00e9 Santofimia  romero (vocal)<\/li>\n<li>Alberto Prieto espinosa (vocal)<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n","protected":false},"excerpt":{"rendered":"<p>Tesis doctoral de Edurne Larraza Mendiluze Laburpenatesi hau informatikaren irakaskuntzaren ikerkuntza lerroaren barruan kokatzen da. Oinarri gisa, teknolog\u00eda, pedagogia eta [&hellip;]<\/p>\n","protected":false},"author":1,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"site-sidebar-layout":"default","site-content-layout":"","ast-site-content-layout":"","site-content-style":"default","site-sidebar-style":"default","ast-global-header-display":"","ast-banner-title-visibility":"","ast-main-header-display":"","ast-hfb-above-header-display":"","ast-hfb-below-header-display":"","ast-hfb-mobile-header-display":"","site-post-title":"","ast-breadcrumbs-content":"","ast-featured-img":"","footer-sml-layout":"","theme-transparent-header-meta":"","adv-header-id-meta":"","stick-header-meta":"","header-above-stick-meta":"","header-main-stick-meta":"","header-below-stick-meta":"","astra-migrate-meta-layouts":"default","ast-page-background-enabled":"default","ast-page-background-meta":{"desktop":{"background-color":"var(--ast-global-color-4)","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-gradient":""},"tablet":{"background-color":"","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-gradient":""},"mobile":{"background-color":"","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-gradient":""}},"ast-content-background-meta":{"desktop":{"background-color":"var(--ast-global-color-5)","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-gradient":""},"tablet":{"background-color":"var(--ast-global-color-5)","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-gradient":""},"mobile":{"background-color":"var(--ast-global-color-5)","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-gradient":""}},"footnotes":""},"categories":[4810,12909,40526],"tags":[21132,12973,228154,222241,58292,44766],"class_list":["post-115292","post","type-post","status-publish","format-standard","hentry","category-arquitectura-de-ordenadores","category-pais-vasco-euskal-herriko-unibertsitatea","category-perifericos-de-ordenadores","tag-alberto-prieto-espinosa","tag-clemente-rodriguez-lafuente","tag-edurne-larraza-mendiluze","tag-maria-jose-santofimia-romero","tag-miguel-valero-garcia","tag-nestor-garay-vitoria"],"_links":{"self":[{"href":"https:\/\/www.deberes.net\/tesis\/wp-json\/wp\/v2\/posts\/115292","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/www.deberes.net\/tesis\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/www.deberes.net\/tesis\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/www.deberes.net\/tesis\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/www.deberes.net\/tesis\/wp-json\/wp\/v2\/comments?post=115292"}],"version-history":[{"count":0,"href":"https:\/\/www.deberes.net\/tesis\/wp-json\/wp\/v2\/posts\/115292\/revisions"}],"wp:attachment":[{"href":"https:\/\/www.deberes.net\/tesis\/wp-json\/wp\/v2\/media?parent=115292"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/www.deberes.net\/tesis\/wp-json\/wp\/v2\/categories?post=115292"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/www.deberes.net\/tesis\/wp-json\/wp\/v2\/tags?post=115292"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}