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Line 1: − In activities 2 and 3, we learnt to use the Free and Open Source Software application Geogebra for developing lessons for teaching of Angles and Triangles. We will now explore how the use of a digital technology tool like Geogebra can impact the content and pedagogy practices in teaching.+ − − Line 26:
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=== Digital technology (ICT) and its linkages with pedagogy and content ===
=== Digital technology (ICT) and its linkages with pedagogy and content ===
We will explore how the use of a digital technology tool like Geogebra can impact the content and pedagogy practices in teaching.We will explore the ‘Angle’ topic in Geometry with 3 different sets of activities. The activities have been written out in the note as if the teacher were transacting it in her classroom; in the workshop, the participating teachers can play the role of students.
We will explore the ‘Angle’ topic in Geometry with 3 different sets of activities. The activities have been written out in the note as if the teacher were transacting it in her classroom; in the workshop, the participating teachers can play the role of students.
After the activity is completed, each group will discuss the activity, the learning objectives, and the role of technology in the lesson, and its impact on the content and pedagogy used.
After the activity is completed, each group will discuss the activity, the learning objectives, and the role of technology in the lesson, and its impact on the content and pedagogy used.
== Activity 1: ==
== Activity 1: ==
Either before, or after explaining, the students are asked to “Build the angle”.
Either before, or after explaining, the students are asked to “Build the angle”.
Students create an angle using the sticks and measure it with a protractor. Students also are given a measure and build the angle for that given measure, with a protractor.
Students create an angle using the sticks and measure it with a protractor. Students also are given a measure and build the angle for that given measure, with a protractor.