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dc.date.accessioned 2012-11-16T14:44:29Z
dc.date.available 2012-11-16T14:44:29Z
dc.date.issued 2006-08
dc.identifier.uri http://sedici.unlp.edu.ar/handle/10915/24324
dc.description.abstract Thinking tools are typically designed for students working on their own computers. When used from the front of a classroom, the complex graphical user interfaces of these tools can interfere with an instructor’s ability to lecture effectively and to use natural gestures. A thinking tool for the grade 9 mathematics topic of “relationships” has been developed with a more gesture-friendly interface. This gesture-friendly interface allows a teacher to focus more on interacting with students, creating engaging visualizations, and using natural hand and arm gestures as part of the lecture. en
dc.language en es
dc.subject Graphical user interfaces (GUI) es
dc.title Gesture friendly interfaces for classroom teaching with thinking tools en
dc.type Objeto de conferencia es
sedici.identifier.isbn 0-387-34627-9 es
sedici.creator.person Chen, Stephen es
sedici.creator.person Frempong, George es
sedici.creator.person Cudmore, William es
sedici.description.note Education for the 21 st century - impact of ICT and Digital Resources Conference es
sedici.subject.materias Ciencias Informáticas es
sedici.subject.materias Educación es
sedici.description.fulltext true es
mods.originInfo.place Red de Universidades con Carreras en Informática (RedUNCI) es
sedici.subtype Objeto de conferencia es
sedici.rights.license Creative Commons Attribution-NonCommercial-ShareAlike 2.5 Argentina (CC BY-NC-SA 2.5)
sedici.rights.uri http://creativecommons.org/licenses/by-nc-sa/2.5/ar/
sedici.date.exposure 2006-08
sedici.relation.event 19 th IFIP World Computer Congress - WCC 2006 es
sedici.description.peerReview peer-review es


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Creative Commons Attribution-NonCommercial-ShareAlike 2.5 Argentina (CC BY-NC-SA 2.5) Excepto donde se diga explícitamente, este item se publica bajo la siguiente licencia Creative Commons Attribution-NonCommercial-ShareAlike 2.5 Argentina (CC BY-NC-SA 2.5)