Recently a few researchers on the educational psychology have used the computer in their works, but it seems to the organizer and the coordinator that the phase of computer utilization is limited.
This symposium had four aims. The first one was to review the trend of studies using the computer or studies of the computer system for education. The second was to suggest the extent of the phase and to recommend the direction of future studies on computer use in higher and advanced degrees. The third was to recognize the impact on the educational psychology from the computer science point of view. And the last was to estimate the expected impact on the computer science in educational psychology.
Ishiketa gave an example of the identification of educational evaluation function using computer and emphasized “the mirror effect of computer” in the field of computer assisted by teacher's reconsideration. Gotoh and Nagano described the necessity of computer managed instruction (CMI) and the introduction of database techniques; furthemore, he concluded that both a data oriented approach and a model oriented approach were needed for the researchers in this field.
Nojima and Okamoto suggested that the computer assisted instruction (CAI) system was to be devised as an inormation retrieval machine, and was to be one of the tools for analysis of thinking processes.
After the four speakers presented their own opinions, the three discussants commented on their opinions. Sugai asked how the gap between the research of educational psychology and that of educational technology could be filled. Shibawaka questioned the aim of this problem (the subject of this symposium) and wondered why we had to take it. Ishihara emphasized the necessity of the assessment of a computerrized educational research from the viewpoint of the history of the computer.(Reporter: T. Ishiketa)
