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
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Ingår 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
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