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What is Technological Tool

Handbook of Research on Technologies and Cultural Heritage: Applications and Environments
An electronic, digital or physical tool that can expand the human ability for performing tasks or generating products. For example: word processor, presentation program, spreadsheet program, graphics editing program, picture editor, movie editor, video format converter, web design editors, web design programs and platforms, web design script languages, web applets, voice recorder, digital video camera, etc.
Published in Chapter:
Building Multimedia and Web Resources for Teaching Mathematical Concepts through their Historical Development
Wajeeh Daher (An-Najah National University, Palestine & Al-Qasemi Academic College of Education, Israel) and Nimer Baya’a (Al-Qasemi Academic College of Education, Israel)
DOI: 10.4018/978-1-60960-044-0.ch018
This chapter describes how teachers can use technology to build learning materials and non-traditional lessons that incorporate heritage and history. Students are expected in these lessons to be engaged by a combination of mathematics, cultural heritage, and technological presentation. The chapter describes a project carried out in a teacher training college and presents the structure of the web-based learning environment. Preservice teachers who participated in the project developed the online materials and carried out the educational activities. The technological tools used to build learning materials were based on ICT pedagogical models and were integrated into the mathematical lessons. The chapter also describes various models and teaching settings in which heritage and technology can be utilized and integrated, followed by an example lesson plan which elaborates on the model. The chapter also describes the educational, pedagogical, technical, and logistical difficulties that the preservice teachers confronted during the project. They also struggled with reading historical material and relating it to mathematics. Semi structured interviews revealed that the preservice teachers overcame these difficulties by reflection and by communicating and collaborating with each other and with their lecturers. A questionnaire with yes-no items was used to collect data about attitudes and perceptions of the preservice teachers during the project. They viewed this technological project connected with their heritage as fun, benefiting them, making them proud of their mathematical heritage, and encouraging them to use such projects in their future teaching.
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