Development of teacher training programmes making active use of ICT with a view to upgrading quality of education and improving business efficiency
| Project/Area Number |
17K02835
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| Research Category |
Grant-in-Aid for Scientific Research (C)
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| Allocation Type | Multi-year Fund |
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| Section | 一般 |
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| Research Field |
Japanese language education
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| Research Institution | Hokkaido University |
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Principal Investigator |
Yamada Tomohisa 北海道大学, 高等教育推進機構, 准教授 (90549148)
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| Co-Investigator(Kenkyū-buntansha) |
横溝 紳一郎 西南女学院大学, 人文学部, 教授 (60220563)
沢谷 佑輔 旭川工業高等専門学校, 一般人文科, 准教授 (10733438)
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| Project Period (FY) |
2017-04-01 – 2020-03-31
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| Project Status |
Completed (Fiscal Year 2019)
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| Budget Amount *help |
¥4,290,000 (Direct Cost: ¥3,300,000、Indirect Cost: ¥990,000)
Fiscal Year 2019: ¥1,040,000 (Direct Cost: ¥800,000、Indirect Cost: ¥240,000)
Fiscal Year 2018: ¥910,000 (Direct Cost: ¥700,000、Indirect Cost: ¥210,000)
Fiscal Year 2017: ¥2,340,000 (Direct Cost: ¥1,800,000、Indirect Cost: ¥540,000)
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| Keywords | ICT / Can-Doリスト / キュレーション / リテラシー / 日本語教育 / ICTリテラシー / Can-Do-Statements / 教師研修 / 日本語教師の業務一覧リスト / 授業分析 |
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| Outline of Final Research Achievements |
This study aims to organize ICT literacy for Japanese language teachers, which has not been systematized.
From the interviews with current Japanese language teachers, it is clear that; 1) it is difficult to create a common guideline for all teachers because each teacher's difficulties differ from one teacher to another, and 2) the speed of technological innovation in ICT and the emergence of new web services means that the skills to be learned are very fluid.Therefore, the ICT literacy required for Japanese language teachers at the present time is considered to be twofold: "operation literacy of devices such as computers and digital devices" and "curation literacy" that can present web services and apps according to the level and progress of learners.
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| Academic Significance and Societal Importance of the Research Achievements |
本研究は日本語教師のICTリテラシーの向上に向けた基礎研究として実施された。調査の結果から、日本語教師にとって必要なICTリテラシーが難易度別に整理されたことは、これからICTリテラシーを高めていきたいと考える日本語教師に役立つ。
また日本語教師が習得すべきICTリテラシーには、大きく分けて、ICT機器やOffice系ソフトの使い方などの「機器操作リテラシー」と現存するWebサービスやアプリの特性を見極めて学習者に紹介する「キュレーションリテラシー」に分類できることも見えてきた。このことは今後、同種の研究が展開されていく際に示唆を与えることとなることで意義深いと考える。
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Report
(4 results)
Research Products
(27 results)
