2024 Volume 48 Issue 4 Pages 675-693
In this study we evaluated the initiatives implemented at public elementary schools in Tokyo designated as an ICT promotion school to enhance teachers' ICT-related teaching skills. We organized the initiatives from the following five perspectives from the external domain of the interconnected model (CLARKE and HOLLINGSWORTH 2002): 1) work style reform, 2) promotion of ICT use by school administrators, 3) enhancement of human and physical resources, 4) enrichment of teacher training, and 5) the research promotion committee. To evaluate the initiatives, this study analyzed the relationship between teachers' work experiences at the ICT promotion school, their perceptions of ICT-related teaching skills, and their values associated with ICT-based education. The results revealed that teachers in their first year at the ICT promotion school improved their perceptions of their ability to use ICT in teaching, while those in their second year or more showed a significant enhancement in their ability to guide students to use ICT. Furthermore, it was found that for teachers in their second year or more, their perceptions of ICT-related teaching skills were related to constructivist teaching and learning perspectives.
