| Co-Investigator(Kenkyū-buntansha) |
MARTON Philip Laval University, professor, 教授
RESTA Paul The University of New Mexico, professor, 教授
COLLIS Betty University of Twente, professor, 準教授
PETRUK Milton The University of Alberta, professor, 教授
ELLOT Alison The University of Wollongong, professor, 教授
DAHLGREN Lars O. Linkoping University, professor, 教授
LIGHT Paul Open University, professor, 教授
RUBETSOV Vitaly The University of Moscow, professor, 教授
ZHANG Hon-Can Beijing Normal University, professor, 教授
ZJABLENSKY A. The University of Sofia, professor, 教授
SUZUKI Hiroaki Graduate School of Science and Engineering, Tokyo Institute of Technology, resea, 大学院・総合理工学研究科, 助手 (50192620)
MATSUDA Toshiki Faculty of Engineering, Tokyo Institute of Technology, research associate, 工学部, 助手 (60173845)
ICHIKAWA Shinichi Faculty of Engineering, Tokyo Institute of Technology, associate professor, 工学部, 助教授 (70134335)
MUTA Hiromitsu Faculty of Engineering, Tokyo Institute of Technology, professor, 工学部, 教授 (70090925)
SHIGEMASU Kazuo Faculty of Engineering, Tokyo Institute of Technology, professor, 工学部, 教授 (90091701)
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| Research Abstract |
Information technology is perceived by educators and the public as capable of having a significant effect on the developing child. The study of this effect is a topic of major interest to researchers, teachers, and educational decision makers throughout the world.
UNESCO, the Bulgarian Ministry of Science and Higher Education and other sponsors representing researchers in 16 countries are collaborating in the "ITEC Project". ITEC stands for "information Technology in Education and Children".
The following clusters of variables emerged as a minimal subset necessary for an analysis of the computerーuse/cognitive development relationship :
1. background characteristics of the student, teacher, school, and culture,
2. characteristics of the computer use itself, such as type of computer application, design decisions in the software, and frequency of computer use,
3. characteristics of the social interaction surrounding computer use relative to student-student and teacher-student interaction, and
4. instructional meaningfulness of the computer use.
ITEC is divided into two phases, the first of which is focused on instrument development and cross-cultural validation.
Logo and BASIC programming ; applications software ; CAI of all types, including drill, games, simulations, music and drawing software ; and use of Lego-Logo were utilized.
Enthusiastic engagement in learning, and presumed higher-level cognitive functioning, can take place. In the Japanese team, a survey on impacts of microcomputers was undertaken in approximately 700 primary school 4-6 grade children. The results show that computer use in schools is correlated positively to child curiosity, but computer use at home is correlated negatively.
These activities will be reported at ITEC meeting in Bulgaria, May 1991. Moreover, Japan and the US teams are conducting the survey in primary 1-2 grade children. The report consisted of 5 chapters are now being prepared.
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