![]() All this has entailed a deep reflection in search of new procedures to address, amongst many others, the following questions ( Esteve Ruescas and Alsina, 2020): how to plan active learning activities that encourage enquiry and promote the development of the didactic-mathematics competence of students in on-line learning environments? How to replace the use of manipulative materials? How to ensure student motivation and performance? During those activities, how to manage and mediate, encouraging communication, discussion and negotiation between students and with the teacher?Īlthough we have tried to keep the meaning and educational value of the subjects intact, the process of reflection has led to a significant reconstruction of the activities, strategies and methodological actions we had been using in previous courses. ![]() The ways of communication with and between students have changed completely and the classroom context makes the use of manipulative materials impossible. Training teachers in the use of ICTs is therefore key in the development of digital competences. The use of ICTs in themselves does not add value to the training process, it is the use the teacher makes of them that provides them with value. Those competences can help them when incorporating ICTs in their future teaching and professional practice ( Tokmak et al., 2013). ![]() Incorporating new technologies is also an opportunity for training in digital competences that future mathematics teachers should possess ( Stein et al., 2020). More importantly, it allows us to explore how these resources can be integrated to create an educational proposal that has a significant impact on the professional development of our students. However, this supervening situation offers us the opportunity to enquire about which ICT resources are potentially interesting for our training purposes. Higher Education has not been spared either, and has had to adapt fast to blended and on-line training contexts where the use of new technologies has been imposed as a non-negotiable need. Please let me know if making that URL be https instead of http does help.The circumstances of the COVID-19 pandemic, which we are currently experiencing worldwide ( Hodges et al., 2020 Porlán, 2020 UNESCO, 2020), affect all areas of society, and generate important social, personal and economic difficulties. The file is a text file, Notepad can edit it. You may need to enter an admin password while doing the replace. You may find that you can’t edit and save in that location, but copying the file to your desktop, doing the edit, and copy/replace it back in the right folder, should work. Try instead.Ĭ:\Program Files\SketchUp\SketchUp 2018\Resources\en-US If that doesn’t work, perhaps Google is blocked. So, edit that entry and change the value to be It could be that your network has security settings that prevent applications from accessing an HTTP URL. In older versions of SketchUp there is an i18n.dat, that amongst other things holds the URL that is used to test if there is Internet. I have a theory about that, which you could help test. What you’re seeing is that the online test is failing. For people to see that issue, they absolutely did have to be online. First, the not seeing Internet at all is not the same problem as there was recently where the 3D Warehouse window contents were empty. The old topic talks about the right thing, but is referring to old values for the setting.
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