The faculty developing teaching materials for teachers is expected to contribute to the variable needs of technology education. However, they have had limited experience in learning to develop teaching materials in technology education training. In this study, we propose an educational program modelled on project-based learning (PBL) to develop new teaching materials for technology education students using the KJ method, mind mapping, and the plan-do-check-act (PDCA) cycle. We have used our model in metal working classes of a graduate school and examined the program's effectiveness through qualitative analysis of reports by students.

As the birthrate in Japan is declining significantly, the integration and abolition of schools were recently done in a wide area to maintain a standard-school scale from an educational perspective. However, there are small schools that cannot be integrated according to guidance on appropriate scales, proper locations, and so on. This research develops and evaluates the distance educational support system. The constructed system includes classes with practical training. By using this system, teachers can grasp time-series activities of distant learners and teach them effectively. This paper focuses on the prototype system considering the construction of classes of “measurement and control by program.” The system was evaluated as useful by a consciousness survey of school teachers. According to the consciousness survey results, the teacher can support classes remotely by using the educational support system. By accumulating learning outcomes and their evaluations, it was suggested that the educational support system could be used for student evaluation.

The purpose of this research was to develop a class on the “design and manufacture of product models using IoT technology,” and to analyze student's creation ability through lesson practice and learning evaluation. A class constitutes seven lessons and includes the process of designing and redesigning the product models using IoT technology and incorporating the critical opinions of other students. The learning process regarding the device and student’s creation ability was evaluated because students could modify and improve the design of the product models using others’ opinions (44.7%). Additionally, students were able to understand the impact of IoT technology from various perspectives such as social, economic, product function, performance, and development. Through learning evaluation, students acquired basic knowledge about IoT technology and developed the right attitude toward using an interesting new technology.

In this study, we developed a load-cell-driven round bar grip measurement system, a teaching resource for how to balance the force exerted on a beam. The system comprised grip measurement device, load cell converter, A/D converter, and personal computer. The grip measurement device consisted of an aluminum round bar divided into upper and lower grip shafts, and it had an internal structure that shifts the upper grip shaft in a direction directly below the load cell. The force applied to the grip measurement device when the upper grip shaft undergoes a bending deformation could be measured by two load cells. In addition, we evaluated the system through classroom practice, by engaging students of a school of technology/engineering education. According to the results of evaluation, the system generated interest and enthusiasm about the structure of the grip measurement device. These instructional materials enabled experiential confirmation of calculation results for the counterforce of the point of balance when force was exerted on a beam, and thus, they proved to be effective teaching materials for enhancing knowledge and understanding of actual design technology from the viewpoint of cooperation of mechanical design and electric design.

In this study, we researched quadrupedal passive walking paper toys and analyzed the educational effect of creating toys and conducting inquiry activities. The inquiry activities using the toys as teaching materials include the learning contents of technology, science, and mathematics. This study targeted students' activities during a university lecture attended by those majoring in the humanities as well as science. We investigated the toys' educational effects by using worksheets and a questionnaire distributed to students. Finding clarified that the toys should be available as teaching materials for all students in kindergarten, elementary school, junior high school, and high school. Activities involving the creation of toys and inquiry activities had educational effects; for example, students learned problem-solving skills. Additionally, their intellectual curiosity was stimulated.

In recent years, there has been development of cultivation technology in plant factories. Factory-produced vegetables are supplied regularly, and the technology is also becoming familiar and available to the community, mass retailers, and so on. However, as plant factories have limited cultivars due to technical challenges, new cultivation techniques have been developed that have enabled an increase in the number of cultivars. Therefore, this research focuses on the development of new cultivation technology, and we have developed a teaching aid for root nutrient cultivation for the technical department. We have also investigated the awareness of new technology development through class practice. Consequently, three factors were extracted for student awareness of technology development, positive recognition of new technological development, and consciousness of active participation were confirmed. GP analysis also showed that students with higher academic ability tend to think positively in technology development.