Computer & Education
Online ISSN : 2188-6962
Print ISSN : 2186-2168
ISSN-L : 2186-2168
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Volume 31
Displaying 1-14 of 14 articles from this issue
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  • Attitudes of elementary school teachers and information and communication technology (ICT) use in school education
    Miyako Sakurai, Yuichi Wada, Eitaro Sekimoto
    2011 Volume 31 Pages 82-87
    Published: December 01, 2011
    Released on J-STAGE: September 01, 2014
    DOIhttps://doi.org/10.14949/konpyutariyoukyouiku.31.82
    JOURNAL FREE ACCESS
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    The relationship between the attitudes of teachers regarding the use of Information and Communication Technology (ICT), with the current status of ICT use in school education was investigated. Elementary school teachers responded questionnaire designed to measure attitudes, as well as the current statues of ICT use in classroom teaching. Exploratory factor analysis of the responses indicated the following factors: (a) Lack of confidence about using ICT tools, (b) Interests and willingness, (c) Positive feelings, and (d) Skepticism. Moreover, several factor scores were significantly related to age and gender. Furthermore, correlation analyses indicated that anxiety was significantly associated with the degree of recognition and the frequency of ICT use. It is suggested that teacher-training programs designed to decrease anxiety about using ICT tools would increase ICT use in school education.
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  • English rhythm learning and changes in EEG using RIM with beat
    Hideko Nakano, Kiyohisa Natsume
    2011 Volume 31 Pages 88-93
    Published: December 01, 2011
    Released on J-STAGE: September 01, 2014
    DOIhttps://doi.org/10.14949/konpyutariyoukyouiku.31.88
    JOURNAL FREE ACCESS
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    The rhythm instruction was conducted using an English rhythm instruction material (RIM) with the beat sound placed at the positions of stressed syllables (Beat), while another type of RIM without the beat sound (No-beat) was conducted to the control group(No-beat G). During the RIM learning, the reproduction rate (PR) of the targeted rhythm for the Beat Group (Beat G.) and No-beat G gradually increased. In addition, the difference in inter-stress interval (ISI) between pre-test and post-test in Beat G. was significant, while that in No-beat G. was not. Pre- and post-test have different English sentences which includes targeted rhythms. Meanwhile, EEG in the subjects of Beat G. recorded revealed that only θ wave power measured at the frontal midline region significantly correlated to their PR. These results suggest that the beat in the RIM might enhance the English rhythm leaning and acquisition. Moreover, measuring θ wave power at the frontal midline region could help to see how individual learner is really learning.
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  • Implementation and Evaluation of Visualized Software Development Exercising to Increase Students' Motivation
    Kazuhiko Sato, Kentarou Kurashige, Yoshifumi Okada, Sato Saga
    2011 Volume 31 Pages 94-99
    Published: December 01, 2011
    Released on J-STAGE: September 01, 2014
    DOIhttps://doi.org/10.14949/konpyutariyoukyouiku.31.94
    JOURNAL FREE ACCESS
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    Software development is a problem-based learning (PBL) exercise in which students working in groups are asked to find their way to a resolution for a given task. Due to that the progress and approaches to the task differ from group to group, it is difficult to capture the situations of the group working. Moreover, the approaches of guidance to the students in groups are also different because the groups are various in the abilities. To solve these problems, we embed the three visible factors, ‘Activities’, ‘Group Features’, and ‘Challenge’, into this exercise to bring up the motivation of the students. In this paper, we describe how to figure out the visible factors and report a comparison of the evaluation on the exercises that were conducted in FY2006 and FY2010.
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