| 研究実績の概要 |
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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