Educational Information Research

[title in Japanese]

2022 Volume 38 Issue 1 Pages Cover1-
Published: July 31, 2022
Released on J-STAGE: December 12, 2022

DOIhttps://doi.org/10.20694/jjsei.38.1_Cover1

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[title in Japanese]

2022 Volume 38 Issue 1 Pages Toc1-
Published: July 31, 2022
Released on J-STAGE: December 12, 2022

DOIhttps://doi.org/10.20694/jjsei.38.1_Toc1

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Categorization of elementary and junior high school teachers based on the relationship between concerns and training needs around utilization of digital textbooks for learners

Understanding the actual situation for the development of teacher training

Yuya Tokushima, Yuno Shimizu, Hiroaki Sakaue, Yoshifumi YAMASHITA, Kaz ...

2022 Volume 38 Issue 1 Pages 3-14
Published: July 31, 2022
Released on J-STAGE: December 12, 2022

DOIhttps://doi.org/10.20694/jjsei.38.1_3

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With the aim to design teacher training for the dissemination and utilization of digital textbooks for learners (DT-L), we categorized teachers based on "concerns" and "training needs" regarding DT-L. A total of 1,050 elementary and junior high school teachers were surveyed on 15 items of "concerns" about DT-L and 7 items of "training needs". Hierarchical clustering was performed to classify teachers into 6 clusters (cl1-6). The characteristics of each cluster were positioned on a two-dimensional plane. The vertical axis is "impact on children/students (interest in learning/academic achievement)" on one side and "impact on teachers themselves (interest in teaching/work)" on the other. The horizontal axis is "curriculum/institutional orientation (macro trends)" on one side and "class design orientation (micro changes)" on the other. Cl1 teachers were found to have a high interest in the change of learning with introduction of DT-L and a desire for training from a macro perspective, while cl4 teachers were concerned with troubles in using DT-L and wished to improve their own skills. The features of other clusters were positioned between cl1 and cl4. Based on these characteristics, we recommended the development of teacher training for each teacher group.

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Effectiveness of Teaching Materials Incorporating Programming to Support Individualization of Learning in a Home Economics Knapsack-Making Activity in Elementary School

Shintaro Murata, Tetsuya Bando, Saori Iwasaki

2022 Volume 38 Issue 1 Pages 15-25
Published: July 31, 2022
Released on J-STAGE: December 12, 2022

DOIhttps://doi.org/10.20694/jjsei.38.1_15

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The purpose of this study is to develop programming materials (that is, teaching materials that incorporate programming) based on the perspective of individualization of learning, and to verify their educational effects. The programming materials can be used three ways: (1) rearranging an entire production process, (2) reviewing the entire production process from beginning to end, and (3) reviewing selected phases of the production process at one’s own discretion. A class practice using the programming materials was conducted with sixth graders at the end of a home economics class on the activity of knapsack making. As a result, the students were better able to retain knowledge about the procedures of the entire knapsack-making activity. In addition, it was shown that learning with the programming materials encouraged learners to work persistently.

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Virtual experience learning by a system that simultaneously controls 360-degree videos

Koji Imai, Takuya Shimada, Takanori Yamanishi

2022 Volume 38 Issue 1 Pages 27-35
Published: July 31, 2022
Released on J-STAGE: December 12, 2022

DOIhttps://doi.org/10.20694/jjsei.38.1_27

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We developed a system that can simultaneously control 360-degree videos in other tablets, and asked educators to evaluate the system of the simultaneous learning of simulated hands-on activities in a room. As a result, it is found that the simultaneous control of the system has advantages for simultaneous learning, such as the ability to be led by the instructor, the ability to proceed interactively, and the ability to monitor the status of the learners. In addition, it is suggested that the system can be effective in many aspects of motivating students to learn. However, there are concerns that learners may be distracted by the large amount of information in the 360-degree images, and that it will be difficult to respond to individual learners with varying degrees of progress. It will be good if there is a function that can change the settings according to the degree of richness of the content and individual learners.

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Proposal and Evaluation of a Teaching Process for Learning Image Recognition Technology Using Artificial Intelligence through Programming

Norino Takezawa, Toshikazu Yamamoto, Hajime Koura

2022 Volume 38 Issue 1 Pages 37-48
Published: July 31, 2022
Released on J-STAGE: December 12, 2022

DOIhttps://doi.org/10.20694/jjsei.38.1_37

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This study aims to construct a teaching process that incorporates image recognition using artificial intelligence into programming learning in a problem-solving situation using technology related to "programming interactive contents using networks" in technology and home economics (technology field). The content of this course is to learn about the mechanism of machine learning, a form of artificial intelligence. Next, assume a problem that can be solved by artificial intelligence, and think of a way to solve it. Students will draw an activity diagram to show the steps to solve the problem they have set. Learn the basic operation of Scratch to solve problems by programming, and solve problems through programming using Scratch. In addition, students learn how to solve problems by programming. As a result, the target junior high school students were able to learn the mechanism of artificial intelligence and image recognition through programming learning with Scratch, and gained a certain level of understanding. In addition, it was confirmed that they were considering the role of artificial intelligence and how to improve their lives using artificial intelligence.

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[title in Japanese]

2022 Volume 38 Issue 1 Pages App1-
Published: July 31, 2022
Released on J-STAGE: December 12, 2022

DOIhttps://doi.org/10.20694/jjsei.38.1_App1

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[title in Japanese]

2022 Volume 38 Issue 1 Pages App2-
Published: July 31, 2022
Released on J-STAGE: December 12, 2022

DOIhttps://doi.org/10.20694/jjsei.38.1_App2

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[title in Japanese]

2022 Volume 38 Issue 1 Pages App3-
Published: July 31, 2022
Released on J-STAGE: December 12, 2022

DOIhttps://doi.org/10.20694/jjsei.38.1_App3

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[title in Japanese]

2022 Volume 38 Issue 1 Pages App4-
Published: July 31, 2022
Released on J-STAGE: December 12, 2022

DOIhttps://doi.org/10.20694/jjsei.38.1_App4

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[title in Japanese]

2022 Volume 38 Issue 1 Pages App5-
Published: July 31, 2022
Released on J-STAGE: December 12, 2022

DOIhttps://doi.org/10.20694/jjsei.38.1_App5

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