2022 Volume 52 Pages 42-47
This study aims to clarify factors that enable homeroom teachers to use one terminal per student for collaborative learning and the relationships among those factors. In order to do so，the author provided general training to the classroom teachers as well as individual support to improve their classes. Using a modified grounded theory approach (M-GTA)，the author analyzed the interviews with the homeroom teachers and teachers who were able to use one-by-one terminals for cooperative learning through training without the author's involvement. We confirmed that the growth can be explained by seven facilitating factors and three inhibiting factors. Based on the results of previous studies，we created a diagram of factors that contribute to the growth of students' ability to use one terminal per student for collaborative learning and the relationships among the factors. Among the facilitating factors，it was suggested that the experience of using the device by oneself and any previous experience of using it are important.
