- Aims of this course are to understand the overall meanings of description about the compulsory subject area "Information Study" and vocational subject area "information" in the National Course of Studies for upper secondary schools, the critical viewpoints to make a year- and unit-plan of the former subject area, and the important viewpoints to formulate school curricula of the latter subject area.
- The general rules of the National Course of Studies are explained to promote student’s to understand the purpose and meaning of establishing “Information Study” as a compulsory subject area, and the points taken consideration when organizing the school curriculum. Then, constraints of the curriculum configuration of the vocational subject area “information” and the difference between “information Study” and “Information” are explained. After the mid-term achievement test, while focusing on “Information Study” and demonstrating example lessons of problem solving with utilizing informatical and systematical ways of viewing and thinking and emphasizing appropriate use of ICT, explanation and discussion of the critical points of instruction including choice of contents in “Information Study by the Scientific Approach” and “Information Study for Participation in the Community” are performed.
Students are required to achieve following objectives:
1) Can explain the roles and objectives that the compulsory subject area “Information Study” should achieve in the informatics education performed from elementary schools to upper secondary schools, and can explain its suitable method of instruction based on "the warp and the woof model" of problem solving while there are various methods.
2) Can explain the difference of the role, objectives, and method of instruction between compulsory subject area "Information Study" and vocational subject area "Information" corresponding to their difference of abilities required to cultivate.
3) Can explain the difference of objectives and contents between two subjects of compulsory subject area "Information Study," and can explain the relation among required units and the points of instructions when attaining the objectives of each subject gradually, while associating them with the internal knowledge in "the warp and the woof model" of problem solving.
Informatics education, ICT literacy, school curriculum, compulsory subjects, vocational subjects, informatical and systematical ways of viewing and thinking, warp and woof model of problem-solving
|✔ Specialist skills||Intercultural skills||Communication skills||Critical thinking skills||Practical and/or problem-solving skills|
This course consists of three 5-hour lessons held in first and second weeks of April before starting “Educational Technology for Curriculum and Lesson Design.” Students need to read Part 1 and Chapter 1 of Part 2 of the textbook (2) before starting the course.
|Course schedule||Required learning|
|Class 1||Current Issues of Information Study Education, Guidance of Informatics Education in National Course of Studies||Understand Part 1 and Chapter 1 of Part 2 of the textbook (2) and memorize their keywords|
|Class 2||Current Issues of Information Study Education, Guidance of Informatics Education in National Course of Studies Objectives and Contents of “Information Study by the Scientific Approach,” Achievement test 1 and Feedback||Memorize keywords of objectives and Contents of “Information Study by the Scientific Approach”|
|Class 3||Objectives and Contents of “Information Study for Participation in the Community,” Achievement test 2 and Feedback||Memorize keywords of objectives and Contents of “Information Study for Participation in the Community”|
(1) National Course of Studies for the Upper Secondary Schools. (In Japanese)
(2) Guidebook of National Course of Studies for the Upper Secondary Schools: Informatics. (In Japanese)
・Materials linked in the http://www.et.hum.titech.ac.jp/~matsuda/informatics1.html
・Textbooks of Information Studies (In Japanese)
・Toshiki Matsuda, Atsuko Hoshino, and Kazuhiko Hatano (2013) Lesson Improvement with Learners: Instructional Design, Method of Instruction, and Educational Assessment. Gakubunsya (In Japanese)
・Students will be assessed based on ratio of attendance, exercises in the classes, homework exercises, and mid-term and end-term examinations.
・Students who were absent more than once lose their credit.
・Students are required to earn every credit for related courses shown above.
・Students are required to send an application e-mail that includes ID, name, and e-mail address to following contact address until required date announced by bulletin board and Web page of Teacher Promotion Program.・Students who have already taken a credit of a similar course cannot take this course.
Please send an e-mail for appointment.
・Students who have successfully finished the course are equivalent to earning a credit of the courses when taking “Educational Technology for Curriculum and Lesson Design.”