The Effects of Utilizing a Videoconferencing System for International Discussions on Global Issues at a Japanese High School
(주)학지사
- 최초 등록일
- 2015.04.08
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- 2006.10
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서지정보
ㆍ발행기관 : 한국교육공학회
ㆍ수록지정보 : Educational Technology International / 7권 / 2호
ㆍ저자명 : Shigefumi NAGATA, Yukiko HIRAKAWA, Mitsuhiko IWAMOTO, Hajime MORI, Masahiro KOUHATA
목차
Introduction
Background of the Research
Purpose of the Research
Method of the Research
Process of the Research
The Results of the Experiment
Problems of Utilizing a Videoconferencing System
Conclusion
한국어 초록
Living in the Information Age, schools and teachers are expected to utilize new informationtechnology in education to make teaching more effective. In Japan, the Ministry of Education,Culture, Sports, Science and Technology (MEXT) has been strongly implementing policies topromote information education (IE) in schools since 1988. According to a survey in 2005 (JapanMEXT, 2005), 100% of high schools in Japan at present have computers and the Internetconnections. However, videoconferencing systems have only been introduced only in a smallnumber of schools. This paper is the result of a pilot research to see the effects of using avideoconferencing system in a Japanese high school. The purpose of the research was to clarify theeffects of introducing videoconferencing system in a Japanese high school and of utilizing it forconferences with other schools abroad on the studies of global issues. The target students were inthe 12th Grade in the year 2006. The counterpart school was an Australian high school in Sydneyand the conferences were held in English. International discussions on global warming wereconducted between the Japanese and Australian students. Affective competence and cognitivecompetence were measured using questionnaires and worksheets given to students both before andafter the videoconferences. The results showed that both cognitive and affective competences roseafter each videoconference. Not only the students who actively participated in the conference butalso those who were in the audience showed positive effects. In the field of internationalcooperation on global issues, especially, the effects were large. These results suggest that in order toteach global issues in which international effort and cooperation are needed, direct contacts withforeign students are effective in increasing student cognitive and affective competences. On theother hand, as English was the main communication tool in the conferences, Japanese studentsfaced a certain difficulty in communication. Also, teachers, especially English teachers, wererequired to make great efforts to assist students in preparing for the conferences. The effectivenessof an international videoconference depends largely on students’ English skills and teachers’ efforts.
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