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The Outcomes of the Workshop on ICT with Learner Centered Approach in Palestinian Schools in Syria
Takayuki Konno,Makiko Kishi,Yasuko Minoura,Kenichi Kubota 한양대학교 교육공학연구소 2009 학습과학연구 Vol.3 No.1
This paper is generally concerned with the outcomes of the workshop conducted under the project program with the cooperation of Kansai University, Japan and United Nation Relief and Works Agency (UNRWA) in respect of quality improvement of Palestinian refugees’ schools (UNRWA schools) in Syria. The workshop aims to support UNRWA in order to promote ICT with Learner Centered Approach (LCA) in Palestinian refugees’ school teaching-learning practices. In the workshop, problem-based learning and collaborative learning approaches were employed as LCA. And Japanese good practical lessons using ICT with LCA in “integrated study” period were introduced to the teachers. The teachers who attended the workshop needed to understand ICT with LCA and apply it to their classes. This study clarified, as an initial finding, the effect of the workshop training --- if they applied what they learned in the workshop in practice.
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Analyzing Usage of Digital Textbook Based on Marzano’s Taxanomy of Educational Objectives
김성미,권성호,방선희,Haruo Kurokami,Makiko Kishi,Yu Taizan 한양대학교 교육공학연구소 2010 학습과학연구 Vol.4 No.1
This research aims to clarify the characteristics of usage of digital textbooks by comparing research outcomes and case studies conducted in Japan and Korea. In baseline survey the lessons using digital textbook in both countries were analyzed to find strategies to make students “think”. The two countries were basically different from each other. The methodology for this research is literature review and analysis of case studies on digital textbooks. By referring to the New Taxonomy of Educational Objectives, the causal relationship among digital textbooks and students’ cognitive process were extracted. At last, the differences of characteristics of usage of digital textbooks in both countries were discussed from the viewpoint of government policy, company movement and educators’ beliefs on learning and instruction.
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A Comparative Study of Criteria on Visual Literacy in Language Learning between Japan and Korea
Hitoshi Nakagawa,Sung-ho Kwon(권성호),Makiko Kishi 한양대학교 교육공학연구소 2011 학습과학연구 Vol.5 No.2
이 논문은 일본과 한국인 교사가 작성한 수업 계획서를 비교함으로써 비쥬얼 리터러시의 지표를 명확히 제시하고자 하였다. 한국과 일본은 비쥬얼 리터러시 교육에 있어서 비슷한 학습환경을 가지고 있다. 초등학교에서 이 비쥬얼 리터러시는 중요한 교육으로 여겨지지만, 실제로 이에 대한 교사 훈련이 거의 없는 실정이다. 따라서 이 논문에서는 학생들이 학년에 따라서 요구되는 비쥬얼 리터러시 역량에 대한 지표를 제시하고자 한다. 한국와 일본을 비교함으로써, 각 국가의 교사들은 자신들의 사회 문화적 배경에 따라 다른 관점을 가지고 있는 것으로 확인되었다. This paper clarifies indicators on visual literacy by comparing lesson plans prepared by Japanese and Korean teachers. Both Korea and Japan have similar circumstance on visual literacy education. Although visual literacy education is regarded as important in primary school, there are few instructions and teachers? training on visual literacy so far. Therefore, the authors suggest indicators of competencies on visual literacy that students should acquire according to their grade. By comparing both Korea and Japan, it was found that respective group of teachers have different perspectives in teaching visual literacy according to their social and cultural backgrounds.
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Analyzing Usage of Digital Textbook Based on Marzano’s Taxanomy of Educational Objectives
Sungho Kwon,Sunhee Bhang,Sungmi Kim,Haruo Kurokami,Makiko Kishi,Yu Taizan 한양대학교 교육공학연구소 2010 학습과학연구 Vol.4 No.1
This research aims to clarify the characteristics of usage of digital textbooks by comparing research outcomes and case studies conducted in Japan and Korea. In baseline survey the lessons using digital textbook in both countries were analyzed to find strategies to make students “think”. The two countries were basically different from each other. The methodology for this research is literature review and analysis of case studies on digital textbooks. By referring to the New Taxonomy of Educational Objectives, the causal relationship among digital textbooks and students’ cognitive process were extracted. At last, the differences of characteristics of usage of digital textbooks in both countries werediscussed from the viewpoint of government policy, company movement and educators’ beliefs on learning and instruction.
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