Transcript Slide 1

A Case Study on
the Teacher Education Curriculum to
Promote the Quality Teaching and
Learning Utilizing ICT and
its Related Technologies
Fumihiko SHINOHARA
Tokyo Gakugei University
Tokyo, Japan
Prepared and presented at the International Conference on
the IMPACTS OF GLOBALIZATION ON QUALITY IN HIGHER EDUCATION
SEAMEO RETRAC, Ho Chi Minh City, Vietnam
June 20-21 2013
First of All
The author is here;
as an Japanese, a teacher education university
academic staff ensured in principle autonomous
activities under the umbrella of National
University Corporation, a researcher majored
physics and educational methods, and a man
with strong will to involve and contribute
national and ‘Global’ or ‘Transnational’
educational reform.
Legal Basis of Education in Japan
Globalization
The process of increasing the connectivity and
interdependence of the world business and trades,
and moreover of thoughts and ideas as well.
This process has been accelerated dramatically in
the last few decades as technological progress make
it easier for ‘Ordinary’ people to travel,
communicate, and carry out business as
entrepreneurs internationally and more wided
locally.
Globalization (cont’d)
Two major recent driving forces include
advancement in telecommunications infrastructure
represented by the growth of ICT and multimedia
with the Internet.
In general, as economies become more connected
to other social and cultural activities, they have
increased opportunity but also increased
‘Competition,’ while the competitive environment
includes the right to ‘Choice’ with careful
consideration about the equality and equity.
Globalization (cont’d)
Thus, as globalization becomes a more and more
common feature of world economics, education
became no more an exception both in the
developed and developing countries as
discussed in the ‘Education at a Glance - OECD
Indicators -’ by OECD and in ‘Education: beyond
2015’ by UNESCO.
Why ‘Quality’ and for What
In this context, based on the educational aims
and purposes generally formulated by one of
the education related stakeholders,
governments, we university academic staff need
to examine educational environment to prepare
quality educational systems, including specified
educational objectives and contents, for the
future citizens under the spirit ‘Think Globally,
Act locally’ to publish the salient research
results.
What is ‘Quality’
Five dimensions of education quality are recognized
by UNICEFF (2000) and UNESCO (2004); namely
(1) Learner, (2) Environment, (3) Context,
(4) Priorities, and (5) Outcomes.
All, defined as general forms, are founded on the
rights of the whole child and of all children,
enabling them to survive and be protected, and
providing for their development and participation.
The ‘Quality’ will be changed
In practical teaching-learning situations the
indicators of the ‘Quality’ will be changed:
Taking an example in the Japanese ‘Course of
Study,’ Guideline of developing textbooks to sell
and at the same time Guideline for school
teachers to have to develop their own
curriculum by school teachers, it is clearly
realized.
History of Course of Study (1/2)
• 1947：Trial version
• 1951：Fist revision
– Education based on dairy life (Expansion of Experience-oriented
Curriculum)
• 1958：Second revision
– Education based on Sequence(Sequential Learning)
• 1968 - 1970：Third revision
– Modernization of Education (Scientific- and Discipline- Oriented
Curriculum)
• 1977：Fourth revision
– Education based on human being（more relax and enjoyable school days)
History of Course of Study (2/2)
• 1989：Fifth revision
– Education focused on learner’s characteristics（Schools on New
view of Education achievement)
• Thinking skills, Decision making skills, and Presentation skills
• 1998 - 1999：Sixth revision
– Education in the information-oriented society (Promotion of ‘Zest
for Life’ and New Learning)
• By learner’s own thoughts and experiences, he/she should (1) Find
out problems, (2) consider by him-/herself, (3) make decision by
him/her own contribution, and (4) solve the problems with better
way of thinking and methods considered.
– School periods for Integrated/Comprehensive Activities
» Periods for Cross/Integrated Curriculum Learning
» International understanding, Informatics, Environment, Welfare,
and Good Health
» 2 – 3 hours/week in primary to upper secondary schools
Paradigm Shift in Education (1/2)
• Shift in Education Philosophy：Educational
Objectives
– Presentation、decision making skill、 thinking skill、
Explorable Learning、Investigation Learning/Lookingup Learning、Integrated/Comprehensive/Project
Learning、Analysis、Synthesis、Evaluation with special
emphasis on the utilization of information technologies
Paradigm Shift in Education (2/2)
• Complex/Varied of Learning and Information
– Difference of information collected and reorganized
based on learner’s value
– Increasing of ability on Audio-visual literacy/Promoting
the Motivation and its continuity of interests to visual
and communication technologies/information
– Based on learner’s experience and knowledge
customization and re-organization of information
collected and expresses is allowed as his/her original
idea
Philosophy of Course of Study-2008
Japanese Situation in ＰＩＳＡ Survey
○PISA 2003 survey showed significant decline in reading literacy
PISA 2000 Survey PISA 2003 Survey
Reading
literacy
＜Level comparable
to the OECD average＞
Score of 498
(14th of 41 countries)
＜Top group led by Finland＞
Score of 522
(8th of 32 countries)
Mathematical
literacy
＜Top group＞
Score of 557
(1st of 32 countries)
Scientific
literacy
＜Top group＞
Score of 550
(2nd of 32 countries)
※１
＜Top group＞
Score of 534
(6th of 41 countries)
PISA Shock！
＜Top group＞
Score of 548
(2nd of 41 countries)
*1 Comparison of the results of common regions of 2000 and 2003
Issues of Japanese Education as Seen from the Survey
Sectoral problems
○ Poor at reading and interpreting materials and information and connecting them to one’s own knowledge and
experiences
○ Poor at clearly writing what one wishes to express
○ Poor ability to connect and utilize knowledge in various situations
Improvement of Learning
Content
Overall logic problems
○ High percentage of being in the lower ranks when compared to the top countries
○ Lack of a guidance system for students requiring support and guidance
○ Lack of interest and hesitant attitude towards learning
Improvement of the
Educational System
Another Evidence
- ‘Interaction’ till 2008 -
- ‘Interaction’ since 2009 -
Then, What We Should Do
-to Contribute to ‘Quality Education’-
1. By specifying the educational measures in the
form of generally described with consideration
about both their recent studies and global issues
closely related to them,
2. develop the syllabus and lesson plans, which
include appropriate teaching-learning activities
for the target students, and to keep on carrying
out scientific research and practice so as to
publish the salient and evidence-based results.
Recent Studies on the Research Trends
of Technology and Teacher Education
The top subject term is ‘Attitudes,’ while the leading
topic is ‘Technology Integration,’ though these findings
may be reflected by the scope and mission of journals
examined, and moreover both of them have been
pointed out at least since 2003.
ICT-Pedagogy Integration
• Power of OS
– Higher speed Networking
– Higher capacity storage
– Video and Audio editing capabilities
• Progress of mobile phones
– With Digital still and video camera
• Free Access and space of video and audio websites to
select and to re-organize with careful attention to one
of the global issues, ‘Intellectual property rights’
– YouTube
Needs to Visual Literacy incl. development
Current Trends of Education
•Child-centered Education
–
–
Constructivism
Cognitive Approach
•Basic Education
–
Promotion of ‘Education for All’ to enhance basic and fundamental
knowledge and skills
•ESD (Education for Sustainable Development)
– Development and implementation of ESD -oriented curriculum both
in formal and non-formal education
•ICT-Pedagogy Integration
– Multimedia under the concept of AV education rather than ICT
•EBE (Evidence-Based Education)
– ‘Knock on a stone bridge and keep on knocking,’ rather than
‘Knock on a stone bridge and cross it.’
Issues in the Contemporary Education
• Learning in the affective domain: zest for life,
independent self learning
learning will/desire, mind to pursue
fostering learner’s interest and curiosity
• Instruction and nurturing in education
instruct vs.
(B.F. Skinner)
nurture
(C. Rogers)
Issues related to ‘Affective Domain’
• Effects of visual images on motivation, interest,
attitude, sense of values
….. Effects on the emotions
• New education issues: learning desire, interest,
attitude, view of life, taste etc.
• Instruct : Nurture
- United Nations -
Global Issues
UN
http://www.un.org/en/globalissues/ (accessed on 16 June 2013)
A Gateway to
the UN System’s Work on
the MDGs
UN
http://www.un.org/millenniumgoals/ (accessed on 16 June 2013)
Global Issues.org
http://www.globalissues.org/ (accessed on 16 June 2013)
Present Course Syllabus
Present Course Syllabus (cont’d)
Present Course Syllabus (cont’d)
Brief Explanation of Present Course in
the Curriculum Structure
Present Course ‘Special Lecture and Practices of Educational
Media Produce’ is newly developed for the second semester of
the 3rd year students, who are assumed to complete several
required subjects such as;
1. the ‘Introduction to Educational Professions,’
2. the ‘Information Processing,’
3. the ‘School Education and Information,’
4. the ‘Lecture on Educational Management,’
5. the ‘Introduction to Clinical Education,’
6. the ‘Lecture and Demonstration on the Educational
Observations and Experiments,’ and
7. the ‘Lecture on the Contents and Methods in Primary Education,’
while students are highly requested to learn the course ‘Lecture and
Demonstration on Educational Technology’ offered as one of the
electives in the 1st semester for the 3rd year students.
Sample Material handed over to Students
- Production Flow of video materials -
Sample Material handed over to Students
- Free Software available and relevant to Multimedia or ICT utilization in Schools -
1.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
Documentation
MS Word
2. Education statistics
MS Excel
Management/Database MS Access
Presentation
MS PowerPoint, Macromedia Captivate
Idea processing or Mind-Mapping
FreeMind
Authoring software
MS Word, Macromedia Director, Macromedia Authorware,
Macromedia Dreamweaver, Adobe Flash, Adobe inDesign
Mathematica
Audio and video image editing with storyboarding MS Moviemaker, Photo Story2 or 3,
Photo Flash Maker, Muvee autoProducer(VideoMagic), Any
Video Converter, DVD Fab Decripter、Adobe Premiere
Still image processing MS Paintbrush, Gimp (for raster format), Inkscape (for Vector format),
Adobe Photoshop, Adobe Illustrator
Animation
Blender for 3DAnime and modeling, Giam for gif-animation
Sound and music processing Sound Recorder, Audacity, Studio ftn Score Editor, Winamp,
Retro Music Editor, BatchWOO!
e-Leaning
Moodle, Hotpotatoes, Macromedia Captivate
Programming languages Visual BASIC Express, Visual C++ Express , LISP, JavaScript, Ruby
Video conferencing
Skype, Yahoo messenger
Packing on CD/DVD/BD imgBurn
Sample Material handed over to Students
- Design and Development of Web pages *) -
*) Encourage
students to cultivate logical thinking and writing skill
Technological Approach vs.
Rashomon Approach
Technological Approach
Rashomon Approach
Objectives
Behavioral objectives and
be specific
Non-behavioral objectives
and
Be general
Teaching
Materials
Sampling from material pool
and “planned allocation”
Discovering the value of
materials in teachinglearning processes
TeachingLearning
Process
Pre-decided
impromptu
Emphasis
Structures and
design of teaching materials
Pre-service and in-service
teacher training
Sample of an End-Product
- ‘Summer Festival in Aomori Prefecture’ -
Results of Course Evaluation*)
Level
1
2
3
4
*)
Evaluation Type
Results
Reaction
Feel very happy
Learning
Very simple but spent
more time than
expected
Behavior
Results
Tools
By Questionnaire and direct
Observations
By Questionnaire and direct
Observations
Highly Cooperated
By Questionnaire and direct
Observations
Not difficult
By Questionnaire and direct
Observations
By the simplified Kirpatrick’s Evaluation Form
Recommendations
• At the beginning of the course, guide students to devote
them to know that seeds of learning resources are existing
around them in their daily life and to create visual images
with the use of relevant free software such as MS-Live
MovieMaker.
• Both at the beginning and throughout the course, just
request students to try to question to themselves
stimulating their own imaginations at every moment upon
receiving information from communities and families; for
What, When, Why, to Whom, for Whom, Where, and How
to expand and integrate information into their experiences
with the use of relevant free software such as Free Mind.
Brainstorming among persons from different sectors will be
also highly recommended.
Recommendations (cont’d)
• Carry out the daily teaching-learning activities to compile
and publish with keeping mind about the key-words ‘to
combine,’ ‘to integrate,’ ‘beyond,’ to step forward,’ ‘to
expect synergy,’ ‘to challenge,’ ‘to innovate,’ taking for
examples.
• Carry out research and development on ICT and its related
education to publish its research results coping with
contemporary education and technology issues such as
learning in the affective domain, media literacy and
learning process, in consideration about the future learning
environment and culture.
• Collect and develop resource materials utilizing teachers’
and students’ curiosities with the use of simple media like
digital camera, cellar phones for examples.
Recommendations (cont’d)
• Develop locally-dependent indexes for information retrieval of
contemporary and future education contents in collaboration
with specialists from several different areas like business
sectors to make them standardized from the global point of
view.
• More careful attention to the issues on intellectual property
rights utilizing appropriate free software and cultivating
logical thinking and writing skills, aiming at standardizing the
course in Asia and the Pacific region.