Toshiki Matsuda
Graduate School of Decision Science and Technology, Tokyo Institute of Technology, Japan
Shota Hirabayashi
Graduate School of Decision Science and Technology, Tokyo Institute of Technology, Japan
Kazue Tamada
College of Media and Communications, Edogawa University, Japan
Ladda ner artikelIngår i: PATT 26 Conference; Technology Education in the 21st Century; Stockholm; Sweden; 26-30 June; 2012
Linköping Electronic Conference Proceedings 73:38, s. 323-329
Publicerad: 2012-06-18
ISBN: 978-91-7519-849-1
ISSN: 1650-3686 (tryckt), 1650-3740 (online)
Recently; performance standards have been defined in many subject areas in order to maintain the quality of school education. However; the quality of Japanese education is largely managed by controlling its contents through checking and authorizing textbooks based on national curriculum guidelines. In Japan; when teachers focus on educational content; they often expect students to memorize information; and when they focus on performance; they believe it is sufficient to achieve the objectives of the lesson as long as activities that simulate the context of daily life are occasionally offered. We believe that this existing quality management system should be changed to reflect that the objectives of education have shifted from providing knowledge to developing intellectual skills. Accordingly; teachers should consider the model of cognitive process as well as the relationship between this process and knowledge; rules; procedures; values; ethical codes; etc.; that students are expected to learn. In this paper; we describe the development of a new e-learning material for Information Studies based on improved design principles derived from our previous studies. Our new e-learning material; “Security Policy” game; asks students to construct security policies for using a computer classroom in a school. In addition to analyzing the findings from experimental lessons; we describe a plan for teacher training that utilizes the game.
Informatics education; cyber ethics; views and ways of thinking; instructional gaming materials; three types of knowledge for information moral judgment; teacher education
Central Council for Education (2008). The Report on the Next Revision of the National Course of Studies for Primary and Secondary Schools. Retrieved from http://www.mext.go.jp/b_ menu/shingi/chukyo/chukyo0/toushin/1216828.htm
Einaga; M. and Matsuda; T. (2007). A Practical Study on Instructional Methods of Information Morals and Their Effects on Pupils’ Attitude Toward Information and Communication Technology. Research Report of JSET Conferences; JSET07-1; 97–104. (in Japanese)
Floridi; L. (1999). Information Ethics. On the Philosophical Foundations of Computer Ethics. Ethics and Information Technology; 1(1); 37–56.
Hirabayashi; S. and Matsuda; T. (2011). Constructing Design Principles for Developing Gaming Instructional Materials for Making Cyber Ethics Education Authentic. E-Learn 2011; 1280–1288; Honolulu: Association for the Advancement of Computing in Education.
Hirabayashi; S.; Matsuda; T.; and Tamada; K. (2011). Improving Information Moral Education: Integrating “Three Types of Knowledge” into “Informatic and Systematic Thinking;” Global-Learn 2011; 814–822.
Ishii; N. and Matsuda; T. (2003). A Study on the Presentation Contents Towards ICT Integrated Education in a Middle-Standing Teacher Training. Japan Journal of Educational Technology; 27(1); 23–36. (in Japanese)
Matsuda; T. (2011; September). Constructing Design Principles of Game/Gaming Corresponding to its Roles in Education. Paper presented at the Annual Conference of Japan Society of Educational Technology; Tokyo; Japan. (in Japanese).
Matsuda; T. (2003). “Informatical and Systematical Thinking” on Information Studies Focused on Cultivating “Informatical and Systematical Thinking;” High School Information Education Society of Tokyo; 44–47. (in Japanese)
Ministry of Education; Culture; Science; Sports; and Technology [MEXT] (1999). National Course of Studies for Upper Secondary Schools. Retrieved from http://www.mext.go.jp/b_menu/shuppan/sonota/990301d.htm (in Japanese)
OECD (2009). PISA 2009 Results: Students On Line: Digital Technologies and Performance (Volume VI). Retrieved from http://www.pisa.oecd.org/document/57/0;3746; en_32252351_46584327_48265529 _1_1_1_1;00.html
Partnership for 21st Century Skills (2009). The MILE Guide: Milestones for Improving Learning & Education. Retrieved from http://www.p21.org/tools and-resources/onlinetools/ 800
Ribble; M. and Bailey; G. (2007). Digital Citizenship in Schools; Washington; DC: ISTE Publications.
Savery; J. (2009). Problem-Based Approach to Instruction; in Reigeluth; C. and Carr- Chellman; A. (eds.); Instructional-Design Theories and Models: Building a Common Knowledge Base (Vol. 3) (pp.143–165). Mahwah; NJ: Lawrence Erlbaum Associates.
Tamada; K. and Matsuda; T. (2004). Development of the Instruction Method of Information Morals by “the Combination of Three Types of Knowledge;” Japan Journal of Educational Technology; 28(2); 79–88. (in Japanese)