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Python GUI with Tkinter and Arduino
Published in Rajesh Singh, Anita Gehlot, Lovi Raj Gupta, Bhupendra Singh, Mahendra Swain, Internet of Things with Raspberry Pi and Arduino, 2019
Anita Gehlot, Rajesh Singh, Lovi Raj Gupta, Bhupendra Singh, Mahendra Swain
Tkinter interface is a cross-platform Python interface for the Tk GUI toolkit. Tkinter provides a layer on Python while Tk provides the graphical widgets. Tkinter is a cross-platform library that gets deployed as a part of the Python installation packages for major operating systems.
Integrating technology into an engineering faculty teaching context: examining faculty experiences and student perceptions
Published in European Journal of Engineering Education, 2022
Okan Arslan, Tugba Kamali Arslantas, Evrim Baran
Based on the purpose of the current study, four of the seven components that specifically relate to technology were included. ‘Technology Knowledge’ (TK) represents knowledge about standard technologies such as operating systems or word processors, as well as operating them with their affordances. ‘Technological Content Knowledge’ (TCK) represents the application of technological tools within a content discipline (e.g. using Minecraft for the teaching of Mathematics). Practitioners need to know both the content and the relative technological tools necessary for the effective representation of the content. ‘Technological Pedagogical Knowledge’ (TPK) represents the integration of a technological tool with a related pedagogical strategy for the utilisation of the tool’s affordances, which necessitates the ability to choose the best technology-pedagogy combination. Finally, ‘Technological Pedagogical Content Knowledge’ (TPACK) represents technology integration with domain-specific pedagogical strategies. Mishra and Koehler (2006) described TPACK as ‘the basis of good teaching with technology’ (1029), which requires the interdisciplinary harmony of technology in order to teach (1) concepts in an easy way, (2) the right pedagogical approach to integrating technology for teaching content, (3) the knowledge to deal with content delivery so as to make it easy to grasp for students, and (4) the understanding of how new knowledge can be built upon or existing knowledge enhanced through the use of technology in developing new epistemologies.