Integrated Programming English Education
Project/Area Number |
20K03068
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Research Category |
Grant-in-Aid for Scientific Research (C)
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Allocation Type | Multi-year Fund |
Section | 一般 |
Review Section |
Basic Section 09070:Educational technology-related
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Research Institution | Akita International University |
Principal Investigator |
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Co-Investigator(Kenkyū-buntansha) |
荒木 直子 国際教養大学, 国際教養学部, 教授 (50454939)
GAYDOS Matthew 国際教養大学, 国際教養学部, 助教 (50866944)
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Project Period (FY) |
2020-04-01 – 2024-03-31
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Project Status |
Granted (Fiscal Year 2022)
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Budget Amount *help |
¥4,160,000 (Direct Cost: ¥3,200,000、Indirect Cost: ¥960,000)
Fiscal Year 2022: ¥1,560,000 (Direct Cost: ¥1,200,000、Indirect Cost: ¥360,000)
Fiscal Year 2021: ¥910,000 (Direct Cost: ¥700,000、Indirect Cost: ¥210,000)
Fiscal Year 2020: ¥1,690,000 (Direct Cost: ¥1,300,000、Indirect Cost: ¥390,000)
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Keywords | Unplugged programming / Programming education / Integrated education / Professional development / Programming Education / English Language / Integration / Teacher Training |
Outline of Research at the Start |
How can effective programming curriculum materials 1) be co-designed while with creative pedagogies, and 2) be adapted to rural areas to support teacher professional development, following a design-based research approach developing new iteration of the workshops each year as feedback is collected.
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Outline of Annual Research Achievements |
AY2022 was focused on mitigating the impact of the pandemic that heavily disrupted the project. Educators in rural areas in Japan have been especially influenced by these catastrophic shifts as the IT environment isn't usually adapted to an online environment. As a consequence, willingness and allocated time for new trials, such as our research proposal, and for attending professional development workshops have dramatically decreased. Despite these difficulties, we published one article in a special issue by Brill and presented our results at the international conference SEACE2023. We also continue focusing our work on making our research results, with a focus on unplugged programming activities, available to a larger audience through a freely available website.
Domenach, F., Araki, N., and Agnello, M. F. (2023) Disrupting Discipline Based Learning: Integrating English and Programming Education. In Iida, P., Mikulec, E., and Agnello, M. F. (Ed). English Language Education in Rural Contexts: Theory, Research, and Practices. Understanding Rural Education, Volume 4.
F. Domenach, N. Araki, "Cross-disciplinary Programming Curriculum & Re-centering Teachers' Agency", 3rd Southeast Asian Conference on Education (SEACE 2023), Singapore, February 10-13, 2023
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Current Status of Research Progress |
Current Status of Research Progress
4: Progress in research has been delayed.
Reason
Our original plan needed a lot of rearrangement due to the pandemic. Although we addressed some issues, our project encountered severe difficulties: school teachers became extremely busy, and association funds dried up.
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Strategy for Future Research Activity |
This new academic year will focus on two different directions: (1) integration of embodied learning into integrated unplugged programming education and (2) outreach to both the academic community and broader community through conferences and popularization of available resources. We are planning the development of pedagogical resources (in English and Japanese) for unplugged programming activities, to popularize the genre and provide educators with resources to choose their class material from and attract more school teachers partners.
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Report
(3 results)
Research Products
(3 results)