Сборник Докладов «Исследование урока: опыт школ Казахстан»
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umberofusers Recommendedspeed, Mbps (Mbps) 10 1 20 2 50 3 100 5 200 10 500 23 1000 45 Note: Kahoot! has a maximum limit of 4,000 users entering the game with the same PIN. However, kakhoots of this scale require an excellent Internet connection bandwidth. Demonstration mode: in order to conduct a game, you do not need to register with the service. The teacher passes by the link of the game, he opens the starting page of the quiz, which indicates its title and test questions (answers to them are not shown). To start the game, you must click "Play". Then on the new page that opens, click "Startnow". After that, a virtual room opens and its number is shown to launch the quiz. The viewing mode is most convenient for work, intended for registered users. The teacher can get acquainted with the questions and answers of the quiz you like in advance. In addition, registered users can search the database of quizzes created in the service (it is possible to search in Russian, it is available on the PublicKahoots page: https: //create.kahoot.it/#public/kahoots/featured. the teacher can pick up the necessary educational material without even participating in the creation of the game.This mode starts the game by pressing the "Play" button, which opens the settings page of the game "Launch", and then, pressing "Launch", you can get into the virtual room. In conclusion, it should be noted that such introduction of modern technologies in the educational process is objectively effective. Using the platform (https://getkahoot.com/) in the practice of teaching help us to establish feedback with students, to beat new topics in the form of simple questions and answers, and to consolidate knowledge through detailed testing. The use of ICT of this form is one of 13 the necessary steps for educating a competitive person. The application of ICT technologies is one of the steps within the framework of the “ Digital Kazakhstan ” program. Список литературы 1. Lichargin D.V., Kuznetsov A.S., Tsarev R.Yu. Aktivnye metody obucheniya v ramkakh initsiativy CDIO po napravleniyu «Programmnaya inzheneriya» [Active methods in the CDIO initiative for education in the area of «Software Engineering»]. Sovremennye problemy nauki i obrazovaniya, 2014, no. 3, http://www.science- education.ru/117-13696. 2. Tsarev R.Yu., Tynchenko S.V., Gritsenko S.N. Adaptivnoe obuchenie s ispol’zovaniem resursov informatsionno - obrazovatel’noy sredy [Adaptive learning applying the resources of information educational environment]. Sovremennye problemy nauki i obrazovaniya, 2016, no. 5, http://www.science- education.ru/article/view?id=25227. 3. Attali Y., Arieli-Attali M. Gamification in assessment: Do points affect test performance? Computers and Education, 2015, 83, pp. 57 – 63 14 |