Geogebra
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Geogebra is dynamic mathematics software that combines geometry, algebra, spreadsheets, graphics, statistics, and calculus. It has millions of users around the world and is available in many languages. Geogebra allows for the creation of interactive learning materials and is open source for non-commercial use. The document discusses how technology can be used as an amplifier to help transcend limitations, or as a reorganizer of mental activity, and the distinction between exploratory versus expressive student activity when using dynamic worksheets in Geogebra.
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The document discusses the pros and cons of using technology in the classroom. It outlines key advantages like access to information, easy communication between teachers and students/parents, and useful tools for lessons. Disadvantages include technology failures interrupting lessons, student distractions online, and lack of access for some. The document recommends embracing available technology like projectors, tablets, and computers to help students learn and teachers teach. Specific online tools highlighted are Google Classroom for communication, Mathplayground.com for math practice, and ProWritingAid for writing assistance.
Analysis Of Learning Outcomes From Mobile Mathematics Applications
This document analyzes mobile mathematics applications and their learning outcomes. It discusses how mobile technologies like tablets and smartphones can be used for educational purposes in the classroom through illustrated lectures, online learning, and hands-on activities. Specifically, it highlights the current state of educational math apps, their limitations, and taxonomy of effective app features. It provides guidance on selecting apps that fit instructional needs and align with solid educational theory.
importance of technology in the geometry
this will help to understand the need to use technology in classroom
EdTech With A Purpose: An Introductory Guide to Education Technology for NYC ...
Across the New York City public school district (NYC Schools), educators are successfully using education technology (edtech) to support instructional objectives and student learning. These schools demonstrate that edtech is not a “silver bullet” or teacher replacement, but can be used enhance good teaching practice when integrated into instruction. We created this guide to support educators with small-scale implementation of instructional edtech tools by sharing insights, tips, and lessons learned from real-life cases of integrating education technology.
Ijcst v2 i2p15
This document discusses the use of educational robotics as assistive tools for learning mathematics and science. It provides an overview of the advantages of using robots in education, such as developing cognitive and social skills. However, challenges also exist, such as teachers not being prepared to implement new technologies. The document also examines different robotics platforms and programming software used in education. Overall, educational robotics have been shown to improve student learning and motivation, especially for subjects like math, but support materials and training for teachers is needed for successful integration.
Teaching Math in the classroom
The document discusses how technology can be used in the classroom to enhance learning. It notes that technology allows students to explore curriculum topics, gather information from online sources, and create and present information in innovative ways. It also argues that technology is needed to develop skills like digital literacy that students will need for the future. When used appropriately, technology can help make the classroom a site for active, student-centered learning that develops critical thinking skills.
USING CHATGPT TO GENERATE COMPUTER SCIENCE PROBLEM SETS
The topic of this paper is the exploration of using ChatGPT as a tool to assist educators in creating
innovative computer science problem sets for programming classes. The motivation for this research stems
from the challenges educators face in continually developing engaging and relevant problem sets that
stimulate students’ critical thinking and align with the evolving landscape of the computer science field. By
harnessing the capabilities of ChatGPT, we aim to provide a solution that can alleviate the burden on
educators and enable them to create dynamic, diverse, and effective learning experiences for their
students.
ChatGPT to Generate Computer Science Problem Sets
The topic of this paper is the exploration of using ChatGPT as a tool to assist educators in creating
innovative computer science problem sets for programming classes. The motivation for this research stems
from the challenges educators face in continually developing engaging and relevant problem sets that
stimulate students’ critical thinking and align with the evolving landscape of the computer science field. By
harnessing the capabilities of ChatGPT, we aim to provide a solution that can alleviate the burden on
educators and enable them to create dynamic, diverse, and effective learning experiences for their
students.
Pedagogical concerns
The document discusses pedagogical concerns for using computers in the classroom. It addresses the role of computers as virtual teachers to promote autonomous learning. Teachers see computers as complementary tools rather than replacements. Software programs have been created to help guide teachers and provide comprehensive language teaching without human intervention, however computers are still limited and cannot fully replace teachers. The level of student trust depends on the instructional model used in software.
Educational robotics session
Educational Robotics session
As part of work prepared for inclusive education training in Cartagena, Colombia.
Scope of Integration Technology Enabled Learning In Academic Programme
Scope of Integration Technology Enabled Learning In Academic Programme a PhD seminar presented by Faizan Ulhaq Faizan in Agricultural Extension Division at Indian Agricultural Research Institute, New Delhi India
USEFUL IDEAS FOR USING ICT ACROSS CURRICULUM
This document presents useful ideas for integrating information and communication technology (ICT) across different subject curriculums. It provides examples of how tools like Google Drive, blogs, wikis, and interactive whiteboards can be used to encourage collaboration and enhance learning. Specific software is also highlighted for subjects like mathematics, science, language, and geography that take advantage of technology's interactive capabilities. The conclusion emphasizes that research shows technology supports developing skills like critical thinking when integrated properly into education.
USEFUL IDEAS FOR USING ICT ACROSS CURRICULUM
This document presents useful ideas for integrating information and communication technology (ICT) across different subject curriculums. It provides examples of how tools like Google Drive, blogs, wikis, and interactive whiteboards can be used to encourage collaboration and enhance learning. Specific software is also highlighted for subjects like mathematics, science, language, and geography that take advantage of technology's interactive capabilities. The conclusion emphasizes that research shows technology supports developing skills like critical thinking when integrated properly into education.
Impact of social media in learning mathematics
National Seminar on Social Media Networks and Society organised by Tamil Nadu Teachers Education University (TNTEU), Chennai and Indian Council of Social Science Research (IMPRESS), New Delhi on 3rd February 2021
State of technology
The document summarizes the current state of a school district's technology plan, including accomplishments, ongoing goals, and areas for improvement. It notes that the district has successfully integrated technology into assessments, teacher collaboration, and provided students with access to devices. However, it lacks data on how staff uses technology and needs to shift its focus from being teacher-centered to more student-centered. The document calls for evaluating the effectiveness of the plan and ensuring accountability with resources.
A Study on Impact of Multimedia Approach Teaching –Learning Process
This study examined the impact of using multimedia approaches in teaching and learning biology compared to traditional teaching methods. Students were assigned to either an experimental group that was taught using multimedia technologies or a control group that used traditional teaching only. Both groups took a pre-test and post-test on biology topics. The results found no significant difference between the groups on the pre-test, but the experimental multimedia group performed significantly better on the post-test, indicating that multimedia approaches can improve student academic achievement when learning biology. The study concluded that integrating multimedia elements like audio, video and animations into lessons helps students learn and understand biology concepts better than solely traditional methods.
Application of Geogebra In Mathmatics Teaching
Application of Geogebra In Mathmatics TeachingInternational Journal of Management, Sciences, Innovation, and Technology IJMSIT
Mathematical education software is designed for innovative, interactive and dynamic teaching in various areas of mathematics. Their application would be best in distance education, which implies the spatial distance between teachers and students. In this paper, the focus will be on GeoGebra, software that mathematically connects geometry, algebra and analysis. The method of software application and integration with the Moodle platform will be explained. Advantages of using it for students in the process of visual mastering of mathematical material. Increasing the interactivity between teachers and students, all with the aim of improving the quality of teaching. The work was created with the aim of popularizing the free GeoGebra software and the distance learning platform Moodle.Similar to Geogebra (20)
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EdTech With A Purpose: An Introductory Guide to Education Technology for NYC ...
USING CHATGPT TO GENERATE COMPUTER SCIENCE PROBLEM SETS
USING CHATGPT TO GENERATE COMPUTER SCIENCE PROBLEM SETS
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A Study on Impact of Multimedia Approach Teaching –Learning Process
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skeleton System.pdf (skeleton system wow)
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تتميز هذهِ الملزمة بعِدة مُميزات :
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#فهم_ماكو_درخ
3- دقة الكتابة والصور عالية جداً جداً جداً
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Level 3 NCEA - NZ: A Nation In the Making 1872 - 1900 SML.ppt
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Geogebra
- 1. GEOGEBRA Geometry, algebra, spread sheets, graphic, statistics and calculas in one easy-to-use package. Geogebra is dynamic mathematics software, for all levels of education that brings together Geogebra is a rapidly expanding community of millions of users located in just about every country. Geogebra has become the leading provider of dynamic mathematics software, supporting science, technology, engineering and mathematics education and innovations in teaching and learning world wide. Quick Facts Geometry, Algebra and Spread sheet are connected and fully dynamic. Easy-to-use interface, yet many powerful features. Authoring tool to create interactive learning materials as web pages. Available in many languages for our millions of users around the world. Open source software freely available for non commercial users Key words:Teacher education, pedagogy, TPAK Technological pedagogical content knowledge The standard approach suggests that teachers simply need to be trained to use technology. Underlying this approach is a view of technology that sees it as being a universally applicable skill; unlocking the power and potential of technology can be achieved by acquiring basic competency with hardware and software packages. Amplifier Vs. Reorganizer use of technology Pea defines cognitive technologies as those which help transcend the limitations of the mind in thinking, learning and problem solving activities. He further proposes the metaphors of amplifier and recognizer of mental activity in his discussion of two fundamental ways in which cognitive technologies might be used in education.
- 2. Exploratory Vs. Expressive activity Another important distinction for student work in a technological environment like geogebra is how its use is constrained by the task in which it is used. With respect to Geogebra this is an important difference in considering what tools to provide students within in a dynamic worksheet, if any. At one extreme, one can create a dynamic worksheet for students with no tools available. At the other extreme, students may be given a fairly open entered problem and use geogebra to try to solve it with any of the default tools available. What is pedagogically appropriate depends on students’ prior mathematical knowledge, the socio-mathematical norms of the class room, and their experience with geogebra.