Kosuke Terashima

小学校における「書く力」の育成を通して，校内授業研究の実施方法を改善し，その取り組みを評価した．まず「校内授業研究の流れ」を設計した．また，「児童の「書く力」を育成する教師の授業力」を設定した．それを基に，授業研究を進めた結果，「校内授業研究の流れ」により，授業研究を円滑に進めることができた．また，「児童の『書く力』を育成する教師の授業力」を明確にすることで，授業計画に有益な情報が得られた．

Information education has been established as one of the primary research domains within the Japan Society for Educational Technology (JSET). This paper aims to identify the forthcoming research agendas in the realm of information education by undertaking the following two tasks: 1) Summarizing the historical trends in information education research within the Japan Society for Educational Technology and 2) Conducting an empirical investigation into information utilization competencies. Firstly, a focus is placed on specific realms: information ethics education and programming education. Through meticulous analysis, emerging issues within these domains are identified. Secondly, a comprehensive investigation is carried out. Drawing from established research, various components are scrutinized. Additionally, a survey targeting university students in teacher training programs is administered. This survey seeks to explore the relationship between the commencement of information terminal usage and proficiency in information handling. Furthermore, each individual component is examined. From these findings, forthcoming research topics relevant to the landscape of information education are presented.

2017・2018年に告示され，順次施行されている新しい学習指導要領では，思考力，判断力，表現力がひとつの柱として大きく取り上げられている．一方でそれらの資質・能力のような，テストでは測りにくい学力に関して，どの程度身についたかを見とる方法は確立されているとは言い難い．そこで本研究では，小学校から高校までの学習指導要領を読み解き，思考力，判断力，表現力に関して生徒が自己評価できる項目を作成した．本研究では，その作成手順及び校種ごとの特徴についての考察を行う．

type:Article 本研究では,ICT推進リーダー研修を受講した教師が,研修終了後にICT活用の普及・推進に関わる取り組みをどのように考えて行っているかを明確にしようとした。経験学習の観点から,対象者は「信念」に基づいて,「エンジョイメントとストレッチ」にあわせて,「技術」を適用することで行動をしているという仮モデルを組み立てた。仮モデルに基づき5名の教師に対してインタビューをした上で,発言をコード化し,仮モデルの下位カテゴリを記述した。その結果,教師の行動の具体が明らかとなった。成果を解釈し,今後のICT推進リーダー育成研修プログラムへの適用可能性について提案をした。 In this study, the authors clarified how teachers who took the ICT promotion leader training think about the efforts related to the promotion of ICT use after training. A tentative model whereby the teachers apply “technique" according to “enjoyment and stretching" based on “belief" was constructed. After five teachers were interviewed based on the tentative model, the remarks were coded, and the subcategories of the tentative model were described. As a result, the specific behavior of teachers became clear. Finally, the authors interpreted the results and proposed their applicability to future ICT promotion leader-training programs.

<p>The objective of this research is to concretely clarify the educational experiences that contribute to the growth and development of school middle teachers who are in charge of school innovation. Two public high schools engaging in school innovation were chosen as research targets, and interview surveys were conducted with five school middle teachers. An analysis applying the trajectory equifinality approach revealed what school middle teachers experience following either the pioneer trajectory or the fellow trajectory as part of the division of school administrative duties. Concretely, the results suggest that pioneer trajectory teachers propose ideas for school innovation within their duty area and coordinate relationships between teachers in the same duty area and those in other duty areas, and they exhibit stronger leadership qualities than fellow trajectory teachers. Conversely, fellow trajectory teachers had experiences of autonomously assuming roles different from the pioneer trajectory teachers. When moving along their trajectory, teachers encounter collisions with school cultures that emphasize teaching exam techniques, etc., and it was revealed that school middle teachers had experience of forming cooperative structures from colleague groups and then receiving support from senior colleagues.</p><p></p>

<p>The objective of this research is to clarify the common educational experience which contribute to improvement to become school middle teachers who are in charge of participating school innovation. 2 public high schools conducting school innovation were chosen as research targets and the qualitative interview survey was conducted against 5 school middle teachers. As the result of analysis based on trajectory equifinality approach, two types of trajectories were indicated: pioneer trajectory and fellow trajectory. It was indicated that all the experiences of school innovation were authorized as official duties and some features of pioneer and fellow trajectories were clarified: 1) the teacher who has chosen the pioneer trajectory has a belief to conduct a new thing, 2) has an experience of leading school innovation under the guidance of experienced teachers and 3) has experienced how to maintain a balance among other teachers who are not in charge of school innovation. The teacher who has chosen the fellow trajectory 4) does not have to aspire school innovation but 5) needs to agree with what pioneer teacher believes and 6) has an experience of working together with teachers on the pioneer trajectory and assume a role of some parts of school innovation. In addition, 7) the collaboration based on colleague relationship and the mentorship and support of experienced teachers were indicated as a feature of school innovation. Above and beyond these seven factors, this research clarified two specific findings: the teachers on the pioneer trajectory tend to show stronger leadership than teachers on fellow trajectory toward school innovation and it's necessary to maintain a balance of human relationship in the not only school middle teachers group but also with other teachers who are not in charge of school innovation.</p><p></p>

&lt;p&gt; 本研究では，「ICT研修ファシリテーター養成講座」を開発し，その評価を行った．「ICT研修ファシリテーター講座」とは，主として若手・中堅教師が，将来学校内や教育センター等の機関において，デジタル教材を用いたICT活用に関する教員研修を実施できるようになることを目指した講座である．質問紙による調査の結果，受講生はICT活用に関する知識，教員研修を企画・運営するスキルを身につけたことが示唆された．また，受講生の研修を企画するスキルや運営するスキルを向上させるためには，受講生自身が実際に研修を企画・運営し，それらに関してフィードバックを受けられるようにすることが有効であると示唆された． &lt;/p&gt;

In this research, the authors clarified how experiencing micro-teaching as a teacher affects 「the skills of ICT use in education」 in lectures involving subject teaching methods in a university. The authors adopt the concept of TPACK (Technological Pedagogical Content Knowledge) to analyze 「the skills of ICT use in education」. Further, the authors used the data from two classes (93 students) of the method of home economics education for pre-service teachers in the faculty of education. The data of the research group who did the micro-teaching (33 students), and the control group who participated as students in the class (60 students) were compared. As a result, two issues were clarified: 1) the students in the research group received a higher score for the efficacy of TPK (Technological Pedagogical Knowledge) than the control group, and 2) the students in the research group tried to improve their lesson plans twice not just from the perspective of the ICT skills but also by improving the teaching method.

In this study, the authors tried to develop the structural model of the factors for the sustainable development of school-based practical researches(SBPRes).Firstly, to clarify the factors for sustainable development of the SBPRes in schools, the authors made interviews with leading teachers to get information on their efforts to revitalize SBPRes extending for more than one year at three elementary schools and one junior high school. The authors analyzed the data using the ideas on the sustainable PLCs. Based on the findings, the authors made the tentative structual model for the sustainable development of the SBPRes. Secondly, to confirm the reliability of the model, the authors made interviews with leading teachers about SBPR efforts extending for a few years at another 3 elementary schools. The authors analyzed the data using the ideas on sustainable PLCs again and confirmed the reliability of the model. In addition, the authors clarified the existence of another factor for the SBPRes development and redesigned the model in consideration with the order and relationship among factors

The purpose of this research is to define the teaching image model of the professors whose major is subject-teaching method in a university. First, the author set a framework consist of &quot;belief&quot; and &quot;knowledge and skill.&quot; Second, he interviewed 10 professors by PAC analysis and made the model. After he compared this model with the model from 7 subject experts conducted by same research method. As results, their belief comes from the subject based on a &quot;Course of Study&quot; and their teaching philosophy is clearer than the others. Besides, they adopt the experiment and reflection by the students as educational methodology to acquire knowledge and skill.

本研究の目的は、教師の経験学習力に対する自己評価が、彼らの属性(校種別、性別、教職経験別)によりどのような異同があるのかを明らかにすることであった。松尾(2011)による経験学習チェックリストを教員免許状更新講習(必修領域)受講者に回答してもらった。分析の結果、「思い」や「ストレッチ」は多くの点で同じであるが、一部の項目で性別にのみ有意差が見られた。また、「つながり」「エンジョイメント」「リフレクション」は、複数の属性において有意差や有意傾向があった。これらのことから、教師の経験学習力は属性においてあまり変わらない部分と、複数の属性が関係する部分があることを指摘した。

新聞,ビデオ,プレゼンテーション,リーフレットの4種類のメディア制作活動に関する留意点を,文章,映像サンプル,説明動画の3種類の方法で学習できるWeb教材を開発した,児童を対象にした教材評価および学習活動の自己評価に関する質問紙調査の結果,文章に対する評価が,評価基準の理解と学習の楽しさに影響する一方,映像サンプルや説明動画は改善点の発見との間に関連性が認められたこと,児童は制作上の留意点を意識しながら,自らの表現を工夫しようとしていたことが示された.

児童生徒の被爆遺構巡りによって現在と過去をつなぐ視点獲得を支援するために,VRを用いた学習環境を開発し試行的な学習により評価を行った.その結果,自由記述で6名中4名の児童生徒が視点を獲得したと考えられることから,本VR学習環境は現在の街並探索との併用により,児童生徒の現在と過去をつなぐ視点獲得に活用可能であることが示唆される.また,質問紙調査の結果から,現在の街並探索とVR学習環境による過去の街並探索の学習は,児童生徒へ受け入れられたと言える.

本研究においては,寺嶋ら(2013)が学習指導要領の記述を参考にして作成した思考力および表現力の自己評価用項目がどのような構造を持つのかを明らかにした.これは,思考力(20項目)および表現力(16項目)を小学生が自己評価するために作成されたものである.本調査用紙を4年生1クラス,5年生2クラスを対象に配布し,4件法で回答してもらったところ,100名からの有効回答を得ることができた.これらの回答を因子分析した結果,思考力については4因子(着想,整理,関連,選択),表現力については2因子(説明,交流・編集)が抽出された.抽出された因子および項目と先行研究を比較したところ,共通点がみられた一方で,いずれか片方しか触れられていない概念もあった.

In this study, subjective evaluations of binocular visions with a mixed videos between a VR (Virtual Reality) and a live action were considered. In order to this evaluations, an angle of convergence of VR was fixed, on the other hand the angle of convergences of live action were changed, visualizations of the mixed videos were evaluated through the subjective experiments. As the result, the followings were made clear. A tolerance of the convergence angle existed in spite of a convergence distance was changed, the convergence angles from ±1.22° (convergence distance: lm) to ±1.73° (convergence distance: 2.5m) were conditions. The subjective evaluations of the visualizations of the mixed videos indicated best score as the convergence distance was 2m. The evaluation of the sense of embossing indicated similar patterns to Tyler&#039;s study.

教員のICT活用指導力の向上が求められ,将来,教員を志望する学生のICT活用指導力の育成も課題の一つである.そこで,中・高等学校を対象とした家庭科教育法の授業で,授業改善の観点からICT機器を活用した模擬授業を実践し,学生のICT活用に対する意識の変容を探った.その結果,ICT活用に関する講義や実物投影機の操作の実習により,授業におけるICT活用に対する意識が向上し,模擬授業後も維持されていた.また,ICT活用に対して,機器操作から指導に応じた活用に視点が変化した.ICT機器を活用した模擬授業を通して,機器を使えばよいのではなく,教師が教材や学習活動を工夫する必要があることに気づいた.

本研究では,両眼立体視により空間歩行可能なVRコンテンツの制作に必要な精度の変化が,現実感とVR酔いに及ぼす影響に関する知見を得ることを目的とした.そのために,大学生を対象とした主観評価実験を行った結果,次のことが明らかとなった.コンテンツの精度の変化に対して現実感とVR酔いは直線的な関係を示し,現実感が高くなるほどVR酔いの評価は低下する.また,コンテンツの精度に関しては,オブジェクトの形状の複雑さよりも貼付ける表面画像の質感の効果が高い.