OER4Schools/ICT/Introduction to spreadsheets - Revision history

Hsn29 at 12:39, 19 November 2013

2013-11-19T12:39:07Z

← Older revision		Revision as of 12:39, 19 November 2013
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	{{ednote\|text=		{{ednote\|text=
	You may want to limit the time spent on these tasks ~~spent~~ within the workshop. You could interrupt, say after 15 minutes, to discuss the homework. However, if there is time after the ~~workshops~~, participants could always return to these activities. It is essential to allow time to introduce the homework before the session ends.		You may want to limit the time spent on these tasks within the workshop. You could interrupt, say after 15 minutes, to discuss the homework. However, if there is time after the workshop, participants could always return to these activities. It is essential to allow time to introduce the homework before the session ends.
	}}		}}
	<!-- {{activity\|Individual Task}} '''Activity 1: Open Office'''. -->		<!-- {{activity\|Individual Task}} '''Activity 1: Open Office'''. -->

Bjoern at 18:58, 17 November 2013

2013-11-17T18:58:28Z

← Older revision		Revision as of 18:58, 17 November 2013
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	You may want to limit the time spent on these tasks spent within the workshop. You could interrupt, say after 15 minutes, to discuss the homework. However, if there is time after the workshops, participants could always return to these activities. It is essential to allow time to introduce the homework before the session ends.		You may want to limit the time spent on these tasks spent within the workshop. You could interrupt, say after 15 minutes, to discuss the homework. However, if there is time after the workshops, participants could always return to these activities. It is essential to allow time to introduce the homework before the session ends.
	}}		}}
			<!-- {{activity\|Individual Task}} '''Activity 1: Open Office'''. -->

	~~<!-- {{activity\|Individual Task}} '''Activity 1: Open Office'''. -->~~
	{{oinc\|OER4Schools/Spreadsheet exercises/1}}		{{oinc\|OER4Schools/Spreadsheet exercises/1}}

	As with the other applications, we will return to spreadsheets in a later session. If you find the activities very easy, because you have used spreadsheets before, then help others! As you are doing the exercises yourself, consider for which grade and for which lessons they might be useful. For instance, in the Zambian context, would these exercises be suitable for Grade 5 upwards?		As with the other applications, we will return to spreadsheets in a later session. If you find the activities very easy, because you have used spreadsheets before, then help others! As you are doing the exercises yourself, consider for which grade and for which lessons they might be useful. For instance, in the Zambian context, would these exercises be suitable for Grade 5 upwards?
	<!--		<!--

Bjoern at 17:45, 17 November 2013

2013-11-17T17:45:27Z

← Older revision		Revision as of 17:45, 17 November 2013
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	{{activity\|wcd\| on ~~spreadsheets~~.\|20}}		{{activity\|wcd\| on ICT use.\|5}}
	To use ICT in an investigative way requires that both teachers and learners are sufficiently familiar with the technology and software, or the teacher spends the whole time troubleshooting problems of using the technology and software instead of addressing the more important enquiry skills and learning objectives. Developing this familiarity through progressively more complex use of ICT needs careful thought. For ~~a starter~~, addressing the whole class to demonstrate features/procedures of using ICT can be most efficient rather than speaking to groups in turn.		To use ICT in an investigative way requires that both teachers and learners are sufficiently familiar with the technology and software, or the teacher spends the whole time troubleshooting problems of using the technology and software instead of addressing the more important enquiry skills and learning objectives. Developing this familiarity through progressively more complex use of ICT needs careful thought. It is important to develop good strategies for using ICT in the classroom. For instance, addressing the whole class to demonstrate features/procedures of using ICT can be most efficient rather than speaking to groups in turn. However, where groups have got specific problems, it can be useful to support that group first, so that they can later help other groups. Take a few minutes to discuss what issues have arisen so far.


	~~{{activity\|dtgw\| on spreadsheets.\|15}} In this session~~, ~~we suggest~~ that ~~you familiarise yourself with the use of the spreadsheet function in OpenOffice and/or with GeoGebra~~. ~~It is likely that you may need~~ to ~~complete the activity as homework~~.

			{{activity\|dtgw\| on spreadsheets.\|15}} In this session, we suggest that you familiarise yourself with the use of the spreadsheet function in OpenOffice and/or with GeoGebra. It is likely that you may need to continue with this as homework.

	{{ednote\|text=		{{ednote\|text=
	You may want to limit the time spent on these tasks spent within the workshop. You could interrupt, say after 20 minutes, to discuss the homework. However, if there is time after the workshops, participants could always return to these activities. It is essential to allow time to introduce the homework before the session ends.		You may want to limit the time spent on these tasks spent within the workshop. You could interrupt, say after 15 minutes, to discuss the homework. However, if there is time after the workshops, participants could always return to these activities. It is essential to allow time to introduce the homework before the session ends.
	}}		}}



	<!-- {{activity\|Individual Task}} '''Activity 1: Open Office'''. -->		<!-- {{activity\|Individual Task}} '''Activity 1: Open Office'''. -->

	{{oinc\|OER4Schools/Spreadsheet exercises/1}}		{{oinc\|OER4Schools/Spreadsheet exercises/1}}

	If you ~~are done~~, help others!		As with the other applications, we will return to spreadsheets in a later session. If you find the activities very easy, because you have used spreadsheets before, then help others! As you are doing the exercises yourself, consider for which grade and for which lessons they might be useful. For instance, in the Zambian context, would these exercises be suitable for Grade 5 upwards?
	~~{{todo\|revisit this}}~~
	<!--		<!--
	{{activity\|Individual Task}} '''Activity 2: GeoGebra'''.		{{activity\|Individual Task}} '''Activity 2: GeoGebra'''.
Line 23:		Line 17:
	{{oinc\|OER4Schools/Geogebra exercises}}		{{oinc\|OER4Schools/Geogebra exercises}}
	-->		-->
	~~(In the Zambian context, these may be suitable for Grade 5 upwards.)~~

Bjoern at 17:28, 17 November 2013

2013-11-17T17:28:16Z

← Older revision		Revision as of 17:28, 17 November 2013
Line 1:		Line 1:
	{{activity\|~~dtgw~~\| with ICT on ~~various topics~~.\|20}}		{{activity\|wcd\| on spreadsheets.\|20}}
			To use ICT in an investigative way requires that both teachers and learners are sufficiently familiar with the technology and software, or the teacher spends the whole time troubleshooting problems of using the technology and software instead of addressing the more important enquiry skills and learning objectives. Developing this familiarity through progressively more complex use of ICT needs careful thought. For a starter, addressing the whole class to demonstrate features/procedures of using ICT can be most efficient rather than speaking to groups in turn.


			{{activity\|dtgw\| on spreadsheets.\|15}} In this session, we suggest that you familiarise yourself with the use of the spreadsheet function in OpenOffice and/or with GeoGebra. It is likely that you may need to complete the activity as homework.


	{{ednote\|text=		{{ednote\|text=
	You may want to limit the time spent on these tasks spent within the workshop. You could interrupt, say after 20 minutes, to discuss the homework. However, if there is time after the workshops, participants could always return to these activities. It is essential to allow time to introduce the homework before the session ends.		You may want to limit the time spent on these tasks spent within the workshop. You could interrupt, say after 20 minutes, to discuss the homework. However, if there is time after the workshops, participants could always return to these activities. It is essential to allow time to introduce the homework before the session ends.
	}}		}}

	To use ICT in an investigative way requires that both teachers and learners are sufficiently familiar with the technology and software, or the teacher spends the whole time troubleshooting problems of using the technology and software instead of addressing the more important enquiry skills and learning objectives. Developing this familiarity through progressively more complex use of ICT needs careful thought. For a starter, addressing the whole class to demonstrate features/procedures of using ICT can be most efficient rather than speaking to groups in turn.

	In this session, we suggest that you familiarise yourself with the use of the spreadsheet function in OpenOffice and/or with GeoGebra. It is likely that you may need to complete the activity as homework.

	<!-- {{activity\|Individual Task}} '''Activity 1: Open Office'''. -->>		<!-- {{activity\|Individual Task}} '''Activity 1: Open Office'''. -->

	{{oinc\|OER4Schools/Spreadsheet exercises/1}}		{{oinc\|OER4Schools/Spreadsheet exercises/1}}

Bjoern at 12:39, 17 November 2013

2013-11-17T12:39:03Z

← Older revision		Revision as of 12:39, 17 November 2013
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	In this session, we suggest that you familiarise yourself with the use of the spreadsheet function in OpenOffice and/or with GeoGebra. It is likely that you may need to complete the activity as homework.		In this session, we suggest that you familiarise yourself with the use of the spreadsheet function in OpenOffice and/or with GeoGebra. It is likely that you may need to complete the activity as homework.

	{{activity\|Individual Task}} '''Activity 1: Open Office'''.		<!-- {{activity\|Individual Task}} '''Activity 1: Open Office'''. -->>

	{{oinc\|OER4Schools/Spreadsheet exercises}}		{{oinc\|OER4Schools/Spreadsheet exercises/1}}

			If you are done, help others!
			{{todo\|revisit this}}
			<!--
	{{activity\|Individual Task}} '''Activity 2: GeoGebra'''.		{{activity\|Individual Task}} '''Activity 2: GeoGebra'''.

	{{oinc\|OER4Schools/Geogebra exercises}}		{{oinc\|OER4Schools/Geogebra exercises}}
			-->
	(In the Zambian context, these may be suitable for Grade 5 upwards.)		(In the Zambian context, these may be suitable for Grade 5 upwards.)

Bjoern: Bjoern moved page OER4Schools/ICT/22 to OER4Schools/ICT/Introduction to spreadsheets

2013-09-10T14:24:31Z

Bjoern moved page OER4Schools/ICT/22 to OER4Schools/ICT/Introduction to spreadsheets

← Older revision

Revision as of 14:24, 10 September 2013

Bjoern: Created page with "{{activity|dtgw| with ICT on various topics.|20}} {{ednote|text= You may want to limit the time spent on these tasks spent within the workshop. You could interrupt, say after ..."

2013-09-09T14:10:06Z

Created page with "{{activity|dtgw| with ICT on various topics.|20}} {{ednote|text= You may want to limit the time spent on these tasks spent within the workshop. You could interrupt, say after ..."

New page

{{activity|dtgw| with ICT on various topics.|20}}
{{ednote|text=
You may want to limit the time spent on these tasks spent within the workshop. You could interrupt, say after 20 minutes, to discuss the homework. However, if there is time after the workshops, participants could always return to these activities. It is essential to allow time to introduce the homework before the session ends.
}}

To use ICT in an investigative way requires that both teachers and learners are sufficiently familiar with the technology and software, or the teacher spends the whole time troubleshooting problems of using the technology and software instead of addressing the more important enquiry skills and learning objectives. Developing this familiarity through progressively more complex use of ICT needs careful thought. For a starter, addressing the whole class to demonstrate features/procedures of using ICT can be most efficient rather than speaking to groups in turn.

In this session, we suggest that you familiarise yourself with the use of the spreadsheet function in OpenOffice and/or with GeoGebra. It is likely that you may need to complete the activity as homework.

{{activity|Individual Task}} '''Activity 1: Open Office'''.

{{oinc|OER4Schools/Spreadsheet exercises}}

{{activity|Individual Task}} '''Activity 2: GeoGebra'''.

{{oinc|OER4Schools/Geogebra exercises}}

(In the Zambian context, these may be suitable for Grade 5 upwards.)