We developed learning system T3 to support the classroom language adjustment training of student teachers, and we examined the effects of teaching with T3 in terms of the student teachers’ awareness of classroom language adjustment and their language use. The participants of this study were students who took courses on Japanese language teaching methods. They were categorized into the T3 group, where students received a class that focused on classroom language adjustment with T3, and the NT3 group, where students received a web-based class focusing on classroom language adjustment with T3 after a post-test. The results of the questionnaire survey showed significant differences between the pre-test and post-test for the T3 group, suggesting that instructions with T3 statistically improve student teachers’ awareness of gestures in classroom. The results of teacher talk tests showed significant differences between the pre-test and post-test for the T3 group, suggesting that instructions with T3 statistically increase the use rate of vocabulary and grammar that were already taught according to the given level of the target learners. Moreover, the results of the teacher talk tests with the Japanese language teachers’ judgement showed significant differences between the pre-test and post-test for the T3 group, suggesting that instructions with T3 statistically improve the adequacy of student learners’ utterances in the classroom; this means that instructions with T3 improve classroom language adjustment ability.
In the present study, we explored characteristics of the “dance teaching anxiety,” which is physical education teacher’s anxiety to teach dance. We also explored the effects of their years of teaching 134 日本教育工学会論文誌（Jpn．J．Educ．Technol.） experience and their previous experience of dance teaching on such the anxiety. In Study 1, we conducted a questionnaire survey at which physical education teachers described their anxieties in a free form. Results showed that the dance teaching anxiety is composed of five categories, including the anxieties for the teacher’s shortage of dance skills, for the communication with students, and so forth. In Study 2, we created the dance teaching anxiety inventory based on Study 1, which was rated by the other population. We confirmed that the dance teaching anxiety is composed of four factors, which are equivalent with the categories in Study 1. As in Study 1, we found that the teachers perceive a conflict between the student’s wishes toward the dance lecture and their own shortage of the dance skills. Furthermore, results suggest that there be no effects on such the conflict of their years of teaching experience and of their previous dance teaching experience.
The study was attempted to enrich the out-of-class learning and discussion to improve Reading Circle Learning, which consists of pre-learning, presentation and discussion. Online learning (presentation video and discussion in BBS), and flipped learning (presentation video and discussion face-to-face) were partially blended with face-to-face based Reading Circle Learning, and the effect of the three ways on deep learning was examined． By analyzing the scores of students’ approach to learning, the self-evaluation of BBS and face-to-face discussion, and interview results, online learning and flipped learning showed the possibility to promote deep learning. In online learning, summary of knowledge and review of comments could lead to holistic understanding, and flipped learning showed the possibility of dealing with individual differences of learners such as independence of learning and comprehension degree.
In order to make it possible for teachers and staff with severely visual disabilities in blind schools and braille publishing companies to produce tactile graphics on their own, by improving the tactile graphics production system Bplot, we developed a new command-line version of Bplot that is specially made for people with severely visual disabilities. The first improvement is that parameters of drawing commands of Bplot can be written in mathematical formulas including variables and functions. Calculations of parameters can be done automatically. The second improvement is that drawing data of graphics can be converted into drawing commands of Bplot. People with severely visual disabilities can use stocks of drawing data to produce tactile graphics by this technology.
In this study, we attempted to foster teacher trainee students’ practical abilities for learning support through cognitive counseling in a university class. Cognitive counseling is the activity to analyze and support learners’ problem in one-to-one tutoring situation. In the class of Educational Method, trainee students learned basic concepts on cognitive theory and basic procedure of cognitive counseling, then experienced cognitive counseling and wrote a paper on their counseling as homework. After completing the paper, they learned from a presentation of the representative student and reflected how they improved their counseling. To evaluate the effects of the practice, we require students to describe how they would respond to hypothetical tutoring situations twice before and after the class. In this task, a description was provided of pupils who had incorrectly solved concrete mathematical problems. We evaluated if students showed more descriptions on effective tutoring from four perspectives: assessment, explanation, comprehension checking, and strategy instruction. The results demonstrated that the descriptions on effective assessment, comprehension checking, and strategy instruction increased after the class.
We studied the effects of programming learning models on the motivation of elementary school students to learn programming. The motivational effects of three teaching models were compared: (1) a lecture model, in which students created games while being taught one game creation method after another; (2) a collaborative model, in which students shared a textbook with a partner and created games while teaching each other; and (3) an independent model, in which students created games independently while referring to a provided textbook. The results of this study showed that for students using the lecture and collaborative models as opposed to the independent model, motivation increased significantly.
When using a chalkboard or whiteboard in a classroom, teachers often obstruct the content written on the board while pointing to the content or adding notes. At this time, students find it difficult to see or write down the content from the board. In this paper, we propose a system to resolve this issue. This system provides a video that shows the obstructed content through the silhouette of the teacher. Students watch this video through monitors in the classroom. This method can show the obstructed content and the motions or gestures of the teacher simultaneously. We realized real-time processing to generate this video. We have compared the proposed method with other methods to show the obstructed content by removing the teacher or making the teacher transparent completely. We confirmed our methods to be more effective.