| Budget Amount *help |
¥5,200,000 (Direct Cost: ¥4,000,000、Indirect Cost: ¥1,200,000)
Fiscal Year 2017: ¥650,000 (Direct Cost: ¥500,000、Indirect Cost: ¥150,000)
Fiscal Year 2016: ¥650,000 (Direct Cost: ¥500,000、Indirect Cost: ¥150,000)
Fiscal Year 2015: ¥1,040,000 (Direct Cost: ¥800,000、Indirect Cost: ¥240,000)
Fiscal Year 2014: ¥1,040,000 (Direct Cost: ¥800,000、Indirect Cost: ¥240,000)
Fiscal Year 2013: ¥1,820,000 (Direct Cost: ¥1,400,000、Indirect Cost: ¥420,000)
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| Outline of Final Research Achievements |
The purpose of this study was to clarify the effect of ICT utilization in the normal classroom from the viewpoint of the special support education, through the study of ICT utilization in an elementary school and the teacher learning for the ICT utilization. In the first study, while the high-skill children who were always "waiting" were able to advance their learning by PC materials, the materials became assessment tools for the children with special needs, and the points of the support were clarified. In the second study, it was easy to refer to the consideration to children with special needs when the veteran teacher teaches about ICT utilization to the newcomer, so, the teacher learning of ICT might also be the learning of special support.
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