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Návrh pracovních listů pro výuku matematiky na ZŠ a SOU, vybrané kapitoly - procenta, osová souměrnost / Workbook proposal for teaching Mathematics at primary and secondary school, chosen chapters - percentage, axial symmetryKRÁTKÁ, Lenka January 2009 (has links)
My thesis is focused on using ICT (Information and Communication Technology) for teaching about percentage and axial symmetry. Specifically I am using an interactive whiteboard to support my teaching. The thesis is divided into two parts, a theoretical and a practical part. The first part is looking into various teaching methods, use of ICT and the interactive whiteboard in teaching in general. The second part of my thesis contains a workbook I have prepared to support my teaching on the interactive whiteboard and the application of the workbook during lessons for the students on secondary school. I have concluded my thesis with evaluation of my teaching methods and reflective practice.
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Výuka slovní zásoby pomocí interaktivní tabule / Teaching vocabulary through the interactive whiteboardBUTOROVÁ, Zuzana January 2010 (has links)
The aim of this diploma thesis is to prepare and try to present and practise vocabulary in practice using a interactive whiteboard. Vocabulary topics are based on RVP (FEP) and designed for 6th grade of elementary school. A textbook Way to Win 6 is used as a source and basic material for the topics. This textbook comes precisely from RVP (FEP). I have prepared presentations and practices on the basis of professional literature which are methodically correct. These presentations and practices are connected with a meaning and a spoken and written form of each word. Pupils will be able to use this vocabulary actively after practising.
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A lousa digital no ensino de razão e proporção: uma análise das interaçõesMELO, Pablo Charles de Oliveira 15 March 2013 (has links)
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Previous issue date: 2013-03-15 / O movimento das inovações tecnológicas trouxe, para a sala de aula, a Lousa Digital, tecnologia
que associa as potencialidades do computador ao quadro - Associam-se as já discutidas
potencialidades do computador para o ensino da Matemática com o tradicional quadro, num
processo de convergência de mídias digitais. A presente pesquisa analisou a atividade docente
com o uso da Lousa Digital em aula de Matemática, especificamente as interações docentes em
aula de Razões e Proporções. Para tanto, realizou-se um estudo de caso com um professor
considerado usuário experiente com a Lousa Digital, com a filmagem de uma de suas aulas, com
37 minutos e 38 segundos de duração, com o uso da Lousa Digital. A atividade docente foi
analisada a partir da literatura em Interação e da revisão de literatura em Razão e Proporção.
Pautada na análise de conteúdo, a atividade docente foi investigada a partir da identificação das
interações docentes com a Lousa e com a turma, ou alunos da turma. Cada interação foi
identificada a partir de seus objetivos, compondo um total de 130 interações, estas últimas
classificadas em mediação didática, mediação pedagógica, gestão de recursos e outras. Os
resultados mostram que a Lousa Digital foi usada pelo professor na maioria delas, em
aproximadamente 71,8%, das interações com objetivo de mediação didática.. Nas interações de
mediação didática, observou-se o uso da Lousa Digital em 95,3% para apresentação de conceitos
e procedimentos, 88,9% das interações para estabelecer objetivos de aula e 90,9% das interações
relativas à proposição de exercícios. No ensino de Razões e Proporções, em que foram utilizados
recursos da Lousa Digital, ficou evidente que o uso da Lousa permitiu ao professor propor uma
boa variedade de exercícios, elaborados a partir de recursos digitais e expressos em forma de
textos, tabelas, exemplos, todos na tentativa de favorecer a apresentação dos conteúdos de razão e
proporção. Ressalta-se que não foram propostas atividades em que os alunos interagissem
diretamente com a Lousa Digital. Observou-se que algumas funções da Lousa Digital, como o
uso do teclado na Lousa Digital ou a função lápis, precisam ser mais bem estruturadas e
articuladas pelos desenvolvedores da ferramenta, facilitando, assim, a relação dessa com outros
softwares e com outras apresentações. / The movement of the technological innovations brought to the classroom the interactive
whiteboard, which associates the potentialities of the computer with the Whiteboard. The several
potentialities of the computer for the Mathematics teaching coupled to one of the most traditional
tools in the classroom, thus facilitating the work of the technological tools with the entire group
of the classroom. In this context, the present study analyzed the teaching activity with the use of
interactive whiteboard in mathematics class, particularly the interactions of teachers in the class
of ratios and proportions. For both, we conducted a case study with a teacher regarded as an
expert with the interactive whiteboard, with the filming of one of his classes, with 37 minutes and
38 seconds, with the use of interactive whiteboard. The teaching activity was analyzed starting
from the literature on interaction and review of the literature in ratio and proportion. Guided in
analysis of content, the teaching activity was analyzed through the identification of interactions
with the interactive whiteboard and teacher with the class, or pupils in the class. Every interaction
was identified from their goals, making a total of 130 interactions, classified as didactic
Mediation, pedagogical mediation, resource management and others. The results show that,
among the interactions with didactic mediation purpose, the Digital whiteboard was used by the
teacher on most of these interactions, approximately 71.8%. From among the mediating didactic
interactions, it was observed the use of Digital whiteboard in 95.3% for the presentation of
concepts and procedures, 88.9% of the class to set goals and 90.9% of the interactions
concerning to the exercises of proposition. In the teaching of ratios and proportions using
interactive whiteboard resources, became apparent that the use of the interactive whiteboard
allowed the teacher to propose a nice variety of exercises and digital resources, in form of texts,
tables, examples, trying to encourage the presentation of related content. The use of interactive
whiteboard promotes the teaching of mathematics in maximize methodologies of teaching in the
presentation of the content and use of digital resources. There were not proposed activities in
which students interact directly with the interactive whiteboard. Some digital tools, such as using
the keyboard on the interactive whiteboard Pencil or function, need to be better structured and
linked by developers to facilitate the writing of the interactive whiteboard.
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Desenvolvimento de atividades pedagógicas para a educação infantil com a lousa digital interativa = uma inovação didática / Educational activities for kindergarten with digital interactive whiteboard : a teaching innovationGomes, Elaine Messias 17 August 2018 (has links)
Orientador: Sérgio Ferreira do Amaral / Dissertação (mestrado) - Universidade Estadual de Campinas, Faculdade de Educação / Made available in DSpace on 2018-08-17T14:40:53Z (GMT). No. of bitstreams: 1
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Previous issue date: 2010 / Resumo: Frente a diversidade de Tecnologia de Informação e Comunicação (TIC) na sociedade que está provocando inúmeras mudanças na forma como o sujeito se comunica, se informa, faz-se necessário repensar a prática pedagógica atual dos professores, pois a partir de então, começa-se a pensar em uma nova forma de se comunicar dentro da sala de aula, sintetizada através da Pedagogia Comunicacional Interativa, a qual tem como foco a introdução do vídeo digital, como meio de comunicação entre professor e aluno e a aprendizagem de forma interativa, a partir do uso das TIC em sala de aula. Um recurso tecnológico que possibilita o uso de vídeo digital educativo e também a construção de atividades pedagógicas interativas é a lousa digital interativa. Este recurso está começando a se fazer presente em escolas de ensino fundamental e médio, principalmente, não destinando o uso deste recurso à educação infantil. Partindo do princípio que a educação infantil constitui-se como primeira etapa da educação básica, e que o recurso da lousa digital interativa possui diversas ferramentas e funções interessantes de serem utilizadas nesta etapa da educação, postula-se como objetivo geral desta pesquisa o desenvolvimento de práticas pedagógicas para a educação infantil fazendo uso da lousa digital interativa, destacando as dificuldades encontradas, junto a profissionais de educação infantil de Campinas e região. / Mestrado / Ciencias Sociais na Educação / Mestre em Educação
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Den interaktiva tavlan : En studie av dess användningsområde i två undersökta skolorStenman, Johan January 2005 (has links)
I detta arbete belyser jag den interaktiva tavlans användningsområde i två svenska skolor, samt beskriver hur den används i andra länder som exempelvis Storbritannien. Syftet var även att undersöka på vilka punkter den skiljde sig från en vanlig whiteboard och även vilka problem som kunde uppstå vid användningen av den interaktiva tavlan i undervisningen. Undersökningen i de svenska skolorna genomfördes i form av en intervju med sex lärare som alla använde den interaktiva tavlan i sin undervisning. Kontakten med lärarna inleddes via brevväxling per e-post och avslutades med en telefonintervju. Resultatet visar att den interaktiva tavlan främst användes till att visa bilder och animationer som ett komplement till skolans traditionella whiteboard eftersom den interaktiva tavlan kändes för onaturlig att skriva på. Alla lärare i undersökningen betonade dock att den interaktiva tavlan fått ett positivt mottagande av eleverna, där interaktiviteten och användningen av bilder och ljud som tillfördes till undervisningen sågs som den största styrkan tillsammans med möjligheten att kunna stå framför klassen och styra datorn. Hälften av lärarna påpekade att de svårigheter som uppstått med den interaktiva tavlan lätt kan härledas till deras bristande teknikkunskaper. De anser därför att en utbildningskurs för att utvidga kunskaperna om tavlans funktioner är nödvändig, samt tillgången till teknisk support ifall utrustningen skulle drabbas av problem. Detta anser jag vara den största begränsningen med den interaktiva tavlan, de problem som eventuellt kan uppstå måste kunna avhjälpas för att tavlan skall kunna användas obehindrat i undervisningen.
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VoIP in Jabber Client / VoIP in Jabber ClientKulička, Vojtěch January 2011 (has links)
Práce se zabývá možnostmi implementace VoIP do existujícího XMPP programu se sdílenou tabulí. Analyzuje možnosti využití současných technologií pro podporu VoIP. Cílem je nahrazení stávajících komunikačních knihoven klienta za telepathy. Dále také přidání VoIP.
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Robot Platform for Whiteboards / Robotplatform för whiteboardtavlorFalcon, Lucas, Hallbeck, Viktor January 2019 (has links)
The blackboard and whiteboard are common in schools globally. Many of them have interesting magnetic properties, which is not largely used. In this thesis, a study is conducted in which the possibility of navigating along a whiteboard, using its magnetic property, is examined. A robot was manufactured and tested to see the possibilities of operating a robot with multiple functions on the board. By utilizing an accelerometer and a distance sensor, the robot was capable of navigating the board without the risk of falling of. The completed robot has an integrated controller which allows adjustments to any desired angle and detection of the edge of the board. / Svarta tavlan och whiteboard är vanligt förekommande i skolor over hela världen. Många av dem har den intressanta egenskapen att vara magnetisk, vilket inte utnyttjas i någon större grad. I den här avhandlingen gjordes en studie i att navigera med en robot på en tavla genom att utnyttja dess magnetiska egenskap. En robot tillverkades och testades för att se möjligheterna av att ha en Robot som skulle kunna utföra många olika uppgifter på tavlan. Genom utnyttjandet av en accelerometer och en distanssensor kunde roboten navigera på tavlan utan att riskera att trilla av. Den färdiga roboten har ett implementerat styrsystem för att kunna justera sig in till olika vinklar och även detektera kanten av tavlan.
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Design integration of interactive whiteboards in an open distance mathematics programme / Hermina Hendrina DreyerDreyer, Hermina Hendrina January 2015 (has links)
Worldwide, people who are unable to study full-time at residential higher education institutions choose
distance education as their mode of study. Such students who are mostly employed adults with
multiple responsibilities face many challenges in the process. Students majoring in Mathematics often
struggle to master the mathematics content of the major modules and therefore have to attempt the
examination several times. The UODL at the Potchefstroom campus of the NWU incorporated IWBs
as learning technology in order to improve the communication and support to their students. This
study aims to determine how scaffolding of mathematics concepts can be facilitated via IWBs in order
to enhance the learning experience of teacher-students towards their understanding of the
fundamental principles of mathematics.
The study is based on the Stoner model for implementing ICT learning technologies and the focus of
the study relates specifically to the design integration phase of the Stoner cycle.
The population for the study consisted of all OLG teacher-students who were registered for NWPK
512—a mathematics major module within the ACE programme. A group of ten participants attending
at the White River centre and a control group of ten participants from another centre were used during
the study. The study followed a mixed-method research design and was performed according to a
Kirkpatrick evaluation for training programmes which involves evaluation on five different levels,
namely reaction, perception whether learning occurred, change in behaviour, results and return on
investment.
The qualitative data were analysed through ATLAS.ti ™ augmented with descriptive statistical
techniques. Descriptive statistical techniques and effect sizes were calculated to analyse the
quantitative data. Reliability and validity of the instrument were calculated. Findings of the study
indicated that scaffolding of mathematical concepts via IWBs enhanced students’ understanding of the
fundamental concepts of mathematics. The group of participants performed significantly better after
they have attended the scaffolding IWB sessions.
The introduction to and incorporation of scaffolds for learning mathematics over distance can create
an environment of effective mathematics education for all teacher-students as well as for the students
in their respective classrooms. / MEd (Curriculum Development), North-West University, Potchefstroom Campus, 2015
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Design integration of interactive whiteboards in an open distance mathematics programme / Hermina Hendrina DreyerDreyer, Hermina Hendrina January 2015 (has links)
Worldwide, people who are unable to study full-time at residential higher education institutions choose
distance education as their mode of study. Such students who are mostly employed adults with
multiple responsibilities face many challenges in the process. Students majoring in Mathematics often
struggle to master the mathematics content of the major modules and therefore have to attempt the
examination several times. The UODL at the Potchefstroom campus of the NWU incorporated IWBs
as learning technology in order to improve the communication and support to their students. This
study aims to determine how scaffolding of mathematics concepts can be facilitated via IWBs in order
to enhance the learning experience of teacher-students towards their understanding of the
fundamental principles of mathematics.
The study is based on the Stoner model for implementing ICT learning technologies and the focus of
the study relates specifically to the design integration phase of the Stoner cycle.
The population for the study consisted of all OLG teacher-students who were registered for NWPK
512—a mathematics major module within the ACE programme. A group of ten participants attending
at the White River centre and a control group of ten participants from another centre were used during
the study. The study followed a mixed-method research design and was performed according to a
Kirkpatrick evaluation for training programmes which involves evaluation on five different levels,
namely reaction, perception whether learning occurred, change in behaviour, results and return on
investment.
The qualitative data were analysed through ATLAS.ti ™ augmented with descriptive statistical
techniques. Descriptive statistical techniques and effect sizes were calculated to analyse the
quantitative data. Reliability and validity of the instrument were calculated. Findings of the study
indicated that scaffolding of mathematical concepts via IWBs enhanced students’ understanding of the
fundamental concepts of mathematics. The group of participants performed significantly better after
they have attended the scaffolding IWB sessions.
The introduction to and incorporation of scaffolds for learning mathematics over distance can create
an environment of effective mathematics education for all teacher-students as well as for the students
in their respective classrooms. / MEd (Curriculum Development), North-West University, Potchefstroom Campus, 2015
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電子白板的教學創新脈絡~以人上人教育事業機構為例 / Innovative instruction-electronics whiteboard葉予婕 Unknown Date (has links)
科技真的能帶來好的學習成效嗎?以科技做為學習的方式很多,我們又如何得知科技學習是否帶來有效的學習效果呢?過去學理討論以科技輔助教學(Technology - Mediated Learning;TML)主要是將重點放在分析科技的特點、教學方法及學習者的特質;學理上很少在討論學習者脈絡,意即探討學習者心理的學習歷程。因此,本研究探索,學習者在教學方法、學習心理歷程及科技的共同影響之下,會產生如何的學習的效果。本研究個案公司,利用自行研發的電子白板進行教學,他們將教學重點放在如何利用這樣的新科技教學方法,做為另一種提升學習的方法。這些教學模式,都是經由了解學習者潛在的心理學習因素;而這些因素,也可以透過科技,反應在教學的設計上,並且隱含教育的基準。在研究發現則指出利用科技輔助教學的成效不能指單看科技的功能及教學的方法,還需要考慮學生的學習情境及心理學習的過程。因此,利用科技輔助教學,若能在考慮學習脈絡的觀點之下,結合教學設計,適當的科技功能運用,則能產生給予學習者更強烈的影響。 / Does TML (Technology-Mediated Learning) benefit learning outcome? TML are manipulated extensively as learning instruments, but how do we know the TML whether bring good learning results? Previous theory is more focus on analyzing technology feature, instructor’s method and learner’s characteristics; less on discussing learning context, which is mean how learner’s psychological learning process, to be mutually affected by technology cause the learning outcome. Through my case study company, their own design TML instrument called electronic whiteboard has been implemented in the class. They are emphasizing to use electronic whiteboard by increasing learning outcome instead of technology per se. Therefore, their instruction models are base on knowing the learner’s psychological learning process. The instructors designed their own instruction models by learner’s psychology learning process with embedding pedagogy basis. The research findings are elaborating the TML efficiency should be engaged with technology feature, learning context and learner’s psychological learning process. Therefore, TML must consider the entire learning context, combine with instruction method, and provide the suitable function can bring the powerful learning outcome.
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