1994 Fiscal Year Final Research Report Summary
Study on Curriculum Development of Information Education at Upper Secondary Education and Continuity to University Education
| Project/Area Number |
05301096
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| Research Category |
Grant-in-Aid for Co-operative Research (A)
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| Allocation Type | Single-year Grants |
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| Research Field |
Educational technology
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| Research Institution | Naruto University of Education |
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Principal Investigator |
NISHINOSONO Haruo Naruto University of Education, Professor, 学校教育学部, 教授 (90027673)
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| Co-Investigator(Kenkyū-buntansha) |
HAYASHI Tokuji Kyoto University of Education Associate professor, 教育実践研究指導センター, 助教授 (50228582)
ISHIKETA Tadashi Oosaka University of Electric Communication Professor, 工学部・経営学科, 教授 (30076822)
KAYAMA Mizue Nagano Prefecture College Lecturer, 情報科学研究室, 講師 (70233989)
SHIMOMURA Tsutomu Mie University, Professor, 教育実践研究指導センター, 教授 (80150217)
MATSUDA Toshiki Tokyo Institute of Technology, Associate professor, 教育学科目, 助教授 (60173845)
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| Project Period (FY) |
1993 – 1994
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| Keywords | COMPUTER LITERACY / CURRICULUM DEVELOPMENT, / HIGH SCHOOL / HIGHER EDUCATION / INFORMATION TECHNOLOGY, |
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| Research Abstract |
The project team was composed of 15 researchers from different universities and college, deviding them into four groups. In 1994, Group A conducted a survey on textbooks used in upper secondary schools and revieled that there is no coherent and continuity of the curriculum 'Information Technology'at the upper secondary level. Three curricula were developed by other three groups ; 'IT as a Literacy', 'IT for Letterature oriented students' and 'IT for Science oriented students'. The first drafts of these curricula were distributed to concerning experts of the local boards of education and leading teachers to collect their opinions on the contents and structures of curricula. Referring to the analyzed conclusion, the drafts were revised and improved in the next year. 'IT as Literacy' was widely welcome and accepted among teachers to be suitable as a new curriculum. On the other hand, 'IT for Science oriented students' was partly criticized due to its high level of contents. In spite of such criticism, three curricula were accepted as the first comprehensive information education at the upper secondary school.
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