- Sketchup pro 2014 student how to#
- Sketchup pro 2014 student software#
- Sketchup pro 2014 student professional#
Sketchup pro 2014 student software#
The results obtained in research studies on the educational potential of SketchUp show that, in most cases, the software helps improve the visual and spatial skills of those students who have used it as opposed to students who have not used it ( Kurtulus and Uygan, 2010 Toptaş et al., 2012 Dolenc and Aberšek, 2012 Turgut and Uygan, 2015 Chou et al., 2017 Wahab et al., 2018 Williams and Capraro, 2020 Šafhalter et al., 2020 Jaelani, 2021). They are aimed at encouraging the development of spatial-geometric skills in the different educational stages ( Nurwijayanti et al., 2019 Lee and Kim, 2013 Turgut and Uygan, 2015 Ibili, 2019 Poonpaiboonpipat, 2021). The widespread use of new technologies and the search for innovative learning environments that connect with the current interests of students has led to the use of dynamic geometry programmes such as SketchUp. In this article, we focus on the evaluation the students carry out of the usefulness and degree of satisfaction of the use of the SketchUp software for their training in the space and geometry domain (SGD) through implementing the workshop.
Sketchup pro 2014 student professional#
Our intention was to generate the need to coordinate logical-mathematical knowledge, as well as its learning and teaching, in a realistic context linked to the students' future professional activity. Said activity is organised in a workshop called We build our ideal school, in which we replaced the traditional use of manipulative material (Polydron, Geomag, Multicubes, etc.) by the use of the SketchUp design software. To illustrate this reflective process, one of the activities implemented in the subject called development of mathematical knowledge in Early Childhood Education, taught on-line in the third year of the Early Childhood Education (ECE) degree, will be presented.
Sketchup pro 2014 student how to#
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. 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.
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