The objective of this research is to evaluate the practice of participatory exhibition that have a purpose of promoting communication using social media between exhibition visitor and curators or other exhibition visitors. In order to promote the communication, the authors make use of Facebook, which is one of the popular social media among Japanese people. Exhibition can be a tool for collaborative knowledge construction rather than a tool for delivering information from curators to visitors. Social media can be a powerful tool to enhance collaborative knowledge construction. Therefore, the authors invited visitors to use social media to participate the photo exhibition about West Africa in order to understand it’s culture and life by sharing ideas, opinions and images. The authors evaluated the practice if the visitor visualized their perspectives on social media and if they were able to get other perspectives to understand West Africa from multiple viewpoints of other visitors.
This paper examined an issues of Media and information Literacy Curriculum for Teachers (MILCT) (UNESCO 2011) in Japan. In Japan, the concept of Media and Information Literacy is not understood enough among school teachers. It is why we need to teach MILCT for teacher through pre service and in service teacher training. Especially, in order to understand the concept of representation, which is one of the core concepts of MIL, the learning based on the appropriate understanding of semiotics as an academic background of MIL is indispensable. Pre-service teachers had learned the MILCT and they analyzed movies/dramas at the point of representation. They learned the concept of representation and reached revel 3-2 in a process of a boundary crossing. There is a possibility that pre service teachers will learn enough MILCT in Japan.
We have developed and evaluated a system for inputting and feedbacking students’ viewing responses using mobile devices. Features of the system include: (1) the ability to set single and multiple choice questions, and set open-ended answers’ questions; (2) the ability during the course of the survey period to enter responses freely any number of times, and to check and revise these prior to final sending; (3)the ability to check, revise, add and delete these after final sending any times; (4) the ability to record the sending duration of the selected answer data and aggregate these along a time axis; (5) the ability to set and graph the width of the aggregate time, enabling students’ viewing responses to be grasped visually along a time axis; Students activate input themselves by pressing ‘start function button’ on a students’ viewing input screen, and deactivate input by pressing ‘completion function button’.Students, while watching the open video contents in YouTube, input their viewing responses by using the system as preliminary study. Teachers analyzed the viewing responses before class and used them to conduct face-to-face classes. As a result, teachers were able to provide classes responding to the students' uncertainties and interests, thus raising the students' comprehension and satisfaction with respect to the face-to-face classes utilizing the system for preliminary study. The students, too, were able to participate critically and thoughtfully in the face-to-face classes by utilizing the system for preliminary study.
The purpose of this study is to clarify the effects and the practical tips of utilizing tablet PC (TPC) for 「practice at home」 learning of home economics in elementary school. So, the learning practices in two elementary schools were carried out, and the interview investigation and the questioner survey and the pupils' works were analyzed. The results indicated that the use of TPC's camera applications and note applications was more effective than worksheets (WS) in the learning of 「practice at home」 for the pupils, particularly those who had difficulty in writing and in summarizing. However, due to the fact that there were a definite number of pupils who found that WS were easier to record with, it is necessary to enable them to freely choose between WS and TPC. We also learned that the pupils had found TPC easy and enjoyable to record with, easy and enjoyable to make presentations with and easy to understand classmates' presentations done with it. Moreover the results also suggested that the use of TPC tended to reduce the linguistic activities that relied on description, the classmate's presentations had the potential to improve the quality in the practice of their classmates, and such presentations might be promoted by the use of TPC.
Differences in personalities and expectations towards university life were considered between users and non-users of social media services. The results showed that the personalities of social media users showed higher extroversion (sociality). In addition, social media users had higher expectations, such as 「obtaining certifications」, 「having more fulfilling club and circle activities」, 「acquiring knowledge and skills that will be of use at work in the future」, 「to deepen knowledge of fields of interest」, 「expand social experience」, 「to meet many people」 and more. There were also a large number of people who expected to work part time jobs and to participate in circle activities. From these results, a debate was held on the creation of an academic environment that will contribute to the improvement of the undergraduate program utilizing social media.
The study investigated the contents of the following two latest statements to examine the media use of infants: (1) ”Media Use by Children Younger Than 2 Years.”（American Academy of Pediatrics (AAP) , November, 2011.）, (2) ”Technology and Interactive Media as Tools in Early Childhood Programs Serving Children from Birth through Age 8.”（National Association for the Education of Young Children (NAEYC), January, 2012）. As a result, the AAP considered on the media use of infants from the viewpoints of health and development. In addition, the adverse effects of the background media on children were pointed out. On the other hand, various conditions under which teachers can use the media for infants effectively were introduced by NAEYC. In addition, it was insisted on the needs to raise infants’ digital citizenship. Both organizations commonly shared the idea that the infants who are younger than two years old should not use the media. Therefore, it seems was desirable to clarify what occurs through the interactive learning activities with the media in order to think about a future education environment.