Статья на тему "Применение мобильных технологий в учебный процесс вуза"
Оценка 4.7
Научные работы
docx
информатика
Взрослым
07.10.2019
В статье рассматриваются преимущества и недостатки гаджетов, а также приводятся возможности использования мобильных телефонов и применение сайтов и приложений для смартфонов на уроках математики. Представлены, как сайты и приложения для смартфонов, которые можно использовать на занятиях, а также результаты анкетирования проводившиеся среди студентов первого курса физико-математического факультета с целью выяснения: как и для чего они используют мобильные устройства.
Статья_Применение Мобильных технологий в учебный проц вуза.docx
UDC 372.851
CSCSTI 14.35.09
Tukenova N.I 1, Krivankova L.S. 2, Abdykarimova A.T. 3
1Candidate of Pedagogical Sciences, Kazakh National Pedagogical University named after Abai, Almaty,
2Master of Informatics, chief lecturer of Zhetysu State University, Taldykorgan, Kazakhstan
3Master of Informatics, chief lecturer of Zhetysu State University, Taldykorgan, Kazakhstan
Kazakhstan
USE OF MOBILE DEVICES IN MATHEMATICS LESSONS
Abstract
Mobile gadgets have entered our lives for a long time. These devices allow us to obtain necessary
information and also find answers to our questions. Also, they are our irreplaceable means of
communication. The trend of recent decades is using individual electronic devices by students which
purpose is to help in their studies. The article describes advantages and disadvantages of gadgets, as well as
possibility of using mobile phones and using websites and smart phones applications in math lessons. The
article also covers smartphone sites and apps which can be used at the lessons and also the results of survey
among firstyear students of the Physical and Mathematical Faculty held to get data on how and what for do
they use mobile devices.
Keywords: gadgets, mobile devices, smartphone, computer, applications, web site, mathematics, social
network.
Н.И. Тукенова1, Л.С. Криванкова2, А.Т. Абдыкаримова3
Аңдатпа
1Педагогика ғылымдарының кандидаты Абай атындағы ҚазҰПУ, Алматы қ., Қазақстан
2Педагогика ғылымдарының магистрі, ақпараттық технологиялар кафедрасының аға
оқытушысы І. Жансүгіров атындағы Жетісу мемлекеттік университеті, Талдықорған қ.,
Қазақстан
3Педагогика ғылымдарының магистрі, ақпараттық технологиялар кафедрасының аға
оқытушысы І. Жансүгіров атындағы Жетісу мемлекеттік университеті, Талдықорған қ.,
Қазақстан
МАТЕМАТИКА САБАҚТАРЫНДА МОБИЛЬДІ ҚҰРЫЛҒЫЛАРДЫ ҚОЛДАНУ
Ұялы гаджеттер бүгінгі таңда біздің өмірімізде өте көптеп қолданылады. Бұл құрылғылар маңызды
ақпаратты табуға сонымен қатар біз үшін берілген сұрақтың жауабын табады. Және де олар
таптырмайтын байланыс құрылғысы табылады. Соңғы онжылдықтың тренді мақсаты оқуға
көмектесетін білім алушылардың жеке электрондық құрылғыларын қолдануы табылады. Мақалада
гаджеттердің артықшылықтары мен кемшіліктері, және де ұялы телефондар мүмкіншіліктері мен
математика пәнінде смартфондарға арналған қосымшалар мен сайттарды қолдану қарастырылады.
Сабақта қолдануға болатын смартфондарға қолданылатын қосымшалар мен сайттар сонымен қатар
физикаматематика факультетінің бірінші курс студенттері арасында жүргізілген сауалнаманың
нәтижесі нақтылау мақсатында: ұялы құрылғыларды қалай және не үшін қолданылатыны ұсынылған.
Кілт сөздер: гаджеттер, мобильді құрылғылар, смартфон, компьютер, қосымша, сайт,
мамтематика, әлеуметтік желі.
Аннотация
Н.И. Тукенова1, Л.С. Криванкова2, А.Т. Абдыкаримова3
1Кандидат педагогических наук КазНПУ им. Абая, г.Алматы, Казахстан
2Магистр, старший преподаватель кафедры информационных технологий Жетысуского
государственного университета им.И.Жансугурова, г.Талдыкорган, Казахстан
3Магистр, старший преподаватель кафедры информационных технологий Жетысуского
государственного университета им.И.Жансугурова, г.Талдыкорган, Казахстан
ИСПОЛЬЗОВАНИЕ МОБИЛЬНЫХ УСТРОЙСТВ НА УРОКАХ МАТЕМАТИКИ Мобильные гаджеты вошли в нашу жизнь на долгое время. Данные устройства позволяют нам
получать нужную информацию, а также находят для нас ответы на заданные вопросы. Также, они
являются нашим незаменимым средством связи. Тренд последних десятилетий – это использование
индивидуальных электронных устройств учащимися, цель которых – помочь в учебе. В статье
рассматриваются преимущества и недостатки гаджетов, а также приводятся возможности
использования мобильных телефонов и применение сайтов и приложений для смартфонов на уроках
математики. Представлены, как сайты и приложения для смартфонов, которые можно использовать на
занятиях, а также результаты анкетирования проводившиеся среди студентов первого курса физико
математического факультета с целью выяснения: как и для чего они используют мобильные
устройства.
Ключевые слова: гаджеты, мобильные устройства, смартфоны, компьютер, приложения, сайт,
математика, социальная сеть.
Nowadays we cannot imagine a person without any mobile device. Laptops, tablets, smart phones and
other gadgets take a considerable place in everyday life. Almost every sphere of human life cannot manage
without these devices. We use them both for work and for leisure. Besides, smart phones, tablets and
laptops are excellent assistants in learning process.
For example, students do not have much desire to study mathematics. They have other interests and they
begin to lose motivation for study. And therefore, teachers should use all opportunities to awake students’
interest in learning, even if the motivation is external, for example, using new gadgets in class.
The relevance of this article is due to the fact that many modern children are fluent in portable devices
already in the primary school: tablets, smart phones, digital dictaphones, players, and do it better than their
parents and teachers. As a rule, teachers forbid children to use mobile phones in class. For this purpose
special instructions are developed within the framework of a particular educational institution and after that
follow appropriate penalties. Let’s suppose that you should allow students to use phones actively in class
instead of prohibiting them. It means to adopt the principle “What hinders us that will help us” [1].
The advantage of a smart phone or a tablet in comparison with a computer is that it is compact, mobile
and always handy for most students. “In addition, the functions and capabilities of a computer are expanded
due to free access to the Internet (information exchange between students of the same working group and
between a student and a teacher, the possibility of working together on a single project in online mode, etc.);
presence of a camera (photo, video), a microphone; musical player; availability of necessary applications”
[2].
In our days almost every gadget can be used in educational process. It is necessary to instruct teachers and
students how to work safely with mobile devices: quick search of information, work with electronic
textbooks, using special mathematical applications, joint work on projects and check their knowledge in
testing. This is not only interesting for students, but also facilitates work of a teacher, saves teacher’s time
and makes learning process more technological and modern.
The author organized a questionnaire among firstyear students of Physics and Mathematics Faculty in
order to find out how and why they use mobile devices. The results were highly anticipated. The most
popular answers to the question: “What gadgets do you have?” were: a tablet (78%), a smart phone (97%)
and a computer (100%). 100% of the interviewed students gave positive answer to the question: “Do you
bring gadgets to the university?” It turned out that they sometimes listen to music at the university,
communicate in a social network, play various games, make selfies and watch videos. Communication via
SMS and phone calls, reading books are less popular among students. 95% of the respondents believe that
mobile devices help them relieve stress from problems and loads.
The most popular function of gadgets in the learning process is search for necessary information in the
Internet, mobile translators, tutorials and use of a calculator. 98% of students answered that they would not
be able to refuse using mobile devices even for a week and 95% of all respondents would like to use gadgets
in all lessons.
The reasons for not using gadgets in studying were reluctance to fill the smart phone’s memory with
additional applications, fear that the tablet would be broken at the university, payment for the Internet, and
even doubt that all students would play in the classroom instead of studying.
The survey conducted by the author among teachers and students of the university before starting the
project revealed the following problems: all teachers and students have gadgets, but are not sufficiently aware of their capabilities;
many teachers lack understanding of how and why gadgets can be used in the educational
process;
students and teachers often use tablets and smart phones for communication, fun, shopping,
searching necessary information, but not for educational purposes;
“traditional style” of teaching at the university does not involve the Internet experience of
students and their user skills.
The prospects of using mobile devices in lessons:
Improving education quality;
Personal growth of a student and professional growth of a teacher;
Expansion of the information space;
Creation of favorable psychological climate of cooperation and partnership among students,
families, teachers;
Development of key competencies of students in the sphere of information technology;
Stable positive internal motivation of students for learning and pedagogical activity of teachers;
Successful participation of university teachers in competitions on using information and
communication technologies (ICT) in the educational process and other professional
competitions.
If we talk about possibility of using a smart phone or a tablet in math lesson we should note that
depending on the type of application we determine its using in the lesson:
to explain the new material (video lessons, distance learning sites),
for working out and practicing the acquired knowledge (simulators, tools),
for independent work and selftesting (tests, control questions).
The following websites and applications for smart phones can be used in math lessons:
1. Adobe Reader application allows to provide student with necessary additional educational
literature and reference materials during a lesson, that is health saving factor (students are exempted
from heavy textbooks).
2. “FreeGraCalc, Desmos, QuckGraph +” applications allow you to graph different functions, as well
as the areas specified by equations system, to determine intercept points of several functions.
3. “GeometryPad” is an application that allows you to work with coordinate system and build plane
figures.
4. “TriangleSolve” allow you to practice ability of applying existence condition of a triangle, finding
the triangle area, as well as studying the types of triangles.
5. "iCrosss" is an application for constructing sections of various volumetric figures.
6. QR Coder.ru is generator of QR codes. You can encode any information with the QRcode, for
example: text of a problem, link to the site.
7. “Mathematics online” or “YaClass” are electronic online textbooks. Their main goal is to practice
and revise the material. Before solving problems you can revise theoretical material at the top, before
each test.
8. Application "iReshalka" is a collection of convenient calculators for solving mathematical
problems.
9. Geo Measure GPS Area Distance is a simple tool to use for measuring distances on a map and
calculating the area.
10. ToolKit Pro is toolset. It contains a set of tools: a ruler, a protractor, a level, a compass, a sound
level meter, a flashlight, a magnifying glass, QR code scanner, a value converter, a voice recorder, a
timer, a speedometer etc.
11. Range finder: Smart Measure. It measures the distance and the height of an object by a mobile
device using the trigonometry laws.
12. Socrative.com, getkahoot.com, triventy.com are services for creating online quizzes and oral test
in the lesson.
13. Umaigra, eTreniki, Classtools.ru are constructors for creating didactic interactive games.
14. Social network VK (Vkontakte) is for consultations, discussions, problem solving battles, class
announcements etc. [2] The list of applications for gadgets is updated every month with new publications, it is impossible to list
everything. Many abovelisted applications can be used not only in math lessons, but also in any other
subject.
The advantages of using mobile devices: development of attention, saving time in class, they allow you to
make lessons more interesting, you can quickly find necessary information and learn, organize group and
individual activities, communicate with students from other countries, you can do different projects together,
visibility, interactivity, mobility, they allow to abandon handouts, relieve psychological stress, help student
to develop creatively.
The disadvantages of using mobile devices: students are distracted, loss of time, visual impairment,
curvature of spine, negative influence on central nervous system, deprivation living communication with
others.
Summarizing the abovementioned, we can make the following conclusion: it is impossible to say
unequivocally that gadgets are useful or not. All you need to know where to stop. Teachers should teach
students how to use gadgets properly, Internet resources. But adults should also develop a “culture of
attitude” with modern scientific and technical gadgets. In afterhours activities, active use of gadgets is also
possible. In preparation for a dance or vocal competitions, students upload music to their phones to rehearse
during breaks. Using the QR code reader program, teachers can encrypt problem conditions or links to
useful sites. Instead of printing out cards with tasks, the author of the article suggests sometimes taking
pictures of these tasks with gadgets.
Using mobile phones, students can measure the time with a stopwatch and the speed with a speedometer,
count using a calculator, determine the coordinates on a map, measure distances and angles, download
electronic textbooks, applications with mathematical simulators, intellectual games etc.
References:
1 Antropova,
V.Yu.
Using gadgets in math lessons [Electronic resource].
URL:
http://mic.org.ru/new/620ispolzovaniegadzhetovnaurokakhmatematiki.
2 Kazakova, M.S. Using modern gadgets in math lessons as the method of forming universal study
actions of a schoolchild / / “Concept” scientific and methodical electronic journal. – 2015. – V. 13. – P.
3411–3415. – URL: http://ekoncept.ru/2015/85683.htm. (access date: 16.05.2017).
Статья на тему "Применение мобильных технологий в учебный процесс вуза"
Статья на тему "Применение мобильных технологий в учебный процесс вуза"
Статья на тему "Применение мобильных технологий в учебный процесс вуза"
Статья на тему "Применение мобильных технологий в учебный процесс вуза"
Материалы на данной страницы взяты из открытых истончиков либо размещены пользователем в соответствии с договором-офертой сайта. Вы можете сообщить о нарушении.