This article presents an experience report regarding the application of an Inclusive Model of Development of Accessible Learning Objects, in the Mathematics discipline, to help 8th year Elementary School children, to perform calculations with natural numbers. The Learning Object was developed using Scratch and accessibility guidelines to include students with disabilities. The model evaluated the learning, teaching, usability, and accessibility of objects. The results demonstrate the efficiency, interaction and improvement in students' performance in Mathematics, through the use of objects in the teaching and learning process.
With the advance of information and communications technologies, new teaching tools are becoming more pervasive. These tools can be utilized in a variety of ways to improve and enhance math teaching. Considering the integration of technology in teaching mathematics, it is clear that the replacement of board and chalk with digital presentation material does not cover all the aspects of the mathematic subjects. One of the important prerequisites for quality of integration technology into mathematics teaching is the teacher's personality, i.e. knowledge, willingness and desire to improve his/her lessons bringing mathematics closer to the present generations of pupils.
GeoGebra as a dynamic mathematics software allows users to explore multiple representations of mathematics concepts. The paper deals with the problem of deployment of GeoGebra in Lithuanian's primary math education and the main purpose of this study is to investigate reasons/factors affecting teachers' decision to utilize GeoGebra and learning objects prepared by it in their teaching process. With a view to evaluate GeoGebra's suitability to primary education an expert opinion poll was conducted and results of that exploratory study are presented.
Information and communications technologies today are used in virtually any university course when students prepare their papers. ICT is also needed after people are graduated from university and enter the job market. This author is an instructor in the field of informatics related to health care and social sciences at the Riga Stradins University. In practice, he has found that after completing informatics courses (IC) at the university level, students and practicing specialists at various levels find it hard to decide on what data processing method to use in order to interpret extracted results in the relevant area of specialisation. There are various data processing methods in the literature, presented individually and without adequate linkages. The author has found in practice that when such assignments are handled, there is closer linkage among data processing methods than the literature would suggest.
In this article, the authors deal with the following issues: (1) how assignments given during informatics courses at the university level can be integrated with the relevant area of specialisation by making use of professional standards, guidebooks to studies in other courses, descriptions and scholarly publications so as to help students and practicing specialists to take decisions on data processing methods, their use, and the interpretation of their results; (2) how to ensure that educational data related to the area of specialisation are obtained on the basis of statistics in scholarly publications; (3) what kind of content is to be used for students of health care and the social sciences; (4) how to choose methods to resolve data processing issues; (5) what are the recommended principles for evaluating the knowledge, skills and talents of students? The views that are presented in this paper are those of the authors or of other authors.
Mongolia started using Information and Communication Technology (ICT) in secondary education relatively late. The computer training and informatics has been included as a subject in the secondary school curriculum in Mongolia since 1988 and in the university curriculum since 1982. This paper presents current situation of informatics education in Mongolia. SWOT (Strength, Weakness, Opportunity, and Threat) analysis of Informatics Education in Mongolia, conclusions and future recommendations are also presented.
The article examines update of modules of general IT (Informatics) studies under changes in secondary school programs. It is proposed to create distance-learning courses and use ``tools set'' principles. It will allow broadening the choice of study subjects and will create possibility for students from different faculties to choose the subjects and realization tools that better meet their needs and fields of studies. The developed materials will be available to all students and staff willing to improve IT skills through distance learning. Tasks and knowledge control will be unified in the whole University. The materials of updated Informatics courses will be presented in a virtual learning environment WebCT, including self-control tasks and tests. This will also be very useful for correspondence students.