2021 Volume 44 Issue 4 Pages 431-442
In this study, we interviewed teachers to investigate their teaching knowledge of One-to-One computing in the context of elementary education. We visited a lesson that utilized One-to-One computing and asked the teacher to describe the intention of the teaching behavior we observed. The interviews were categorized with reference to the framework of teaching knowledge entitled Teacher's Knowledge Area about Classes, by Yoshizaki (1988a). It was found that the previous framework for One-to-One computing is being applied to knowledge of the contents of teaching materials, teaching methods, and children or that the teaching routines and educational views are drawn from the previous framework. In addition, it was observed that the teaching knowledge used in the lessons has the characteristics that could be influenced by learning activities, learning opportunities, grades, and subjects. It was suggested that knowledge of ICT has only recently become required. We investigated the details of the knowledge of ICT and examined its relationship to Yoshizaki’s framework. It was found that knowledge of ICT is classified into four types, where some may be considered to be expansions of the knowledge domain describe by Yoshizaki (1988a) and others are not.
