In response to the development of the information society, the informatization of education is proceeding at a rapid pace,
with programming education becoming compulsory in elementary schools, the subject of "information" being reorganized in high
schools, and "information" being added to the Common University Entrance Test in the future. Furthermore, school education
is in the process of changing as ICT is being promoted in school operations. In this class, we call this trend "information
and media education. In addition, we will redefine education not only within the context of schools, but also within the larger
framework of today's advanced digital information society. We will focus not only on the content of education, but also on
the methods of education and how their position in society develops and changes.
The aim of the course is to provide students with an overarching awareness of the relationship between schools, education
and the digital society, an understanding of the historical development of information and media education and the main theories
and debates, and the ability to critically analyze current issues.
- To be able to read and understand research papers and texts in Japanese and English on information and media education, digital society, technology and education.
- To be able to acquire critical views of information and media education and be able to analyze them critically.
- To be able to understand the research, investigation and evaluation methods of sociology and informatics (information science and information engineering) and be able to write research papers and case studies.
- To be able to design curriculum and lessons for information and media education according to the target audience and objective.
| Mini test (quiz) | Report | Total. | |
|---|---|---|---|
| 1. | 5% | 20% | 25% |
| 2. | 5% | 20% | 25% |
| 3. | 5% | 20% | 25% |
| 4. | 5% | 20% | 25% |
| Total. | 20% | 80% | - |
| Class schedule | HW assignments (Including preparation and review of the class.) | Amount of Time Required | |
|---|---|---|---|
| 1． | Class Outline and Glossary As an introduction to the class, the positioning of this class and why this course is meaningful to the students, and the terminology will be explained. |
mini test on Scomb Review of syllabus and the terminology |
200minutes |
| 2． | Work of the Future(1) The purpose of learning varies, but one is to work. We will take a bird's eye view of the drastically changing work environment and consider the future (and present) of work styles. |
mini test on Scomb Reviewing terminology and deepening of ideas about one's own future in terms of working styles using the techniques learned in class |
200minutes |
| 3． | Work of the future (2) The purpose of learning varies, but one is to work. We will take a bird's eye view of the drastically changing work environment and consider the future (and present) of work styles. |
report Review the terminology and compare yourself with the examples studied in class and explain your future plans. |
200minutes |
| 4． | Development of Learning Perspectives and Learning Support Media We will review how views of learning have changed over history and how learning support media (tools and apps) have developed along with them. |
report Review terminology and explain terms, concepts, and examples explained in class in your own words and in chronological order. |
200minutes |
| 5． | Technology and Education We will consider how technology, particularly information and communication technology, is permeating education and how technology (e.g., digital textbooks, electronic blackboards, etc.) can contribute to improving students' academic achievement. |
report Review of terms and concepts. Based on what you have learned, explain contemporary examples (e.g., electronic blackboards and digital textbooks). |
200minutes |
| 6． | Types and Classification of AI Students will learn about the types and applications of AI through specific examples. |
report Review of terms and concepts and explain the types of AI and their applications with specific examples |
200minutes |
| 7． | AI and Education (1) We will consider the benefits and pros and cons of introducing artificial intelligence (AI) into education (AIED). |
report Review of terms and concepts and explain the pros and cons of AIED with specific examples |
200minutes |
| 8． | AI and Education (2) We will consider the benefits and pros and cons of introducing artificial intelligence (AI) into education (AIED). |
report Review of terms and concepts and explain the pros and cons of AIED with specific examples |
200minutes |
| 9． | AI and Society We will consider the society where AI is well-permeated. |
report Review of terms and concepts. Take a break from educational examples and deepen your thinking so that you can make suggestions on examples of how AI can be introduced into society. |
200minutes |
| 10． | Information and Media We will take a look at information and media and consider media literacy and information literacy through specific examples. |
report Organize and analyze your own experiences with information and media, using concepts and frameworks learned in class |
200minutes |
| 11． | Educational Research The term "educational research" refers to research on educational activities themselves. Students learn the basics of qualitative research analysis methods such as questionnaires and case-code matrices, and conduct actual surveys. |
report Formulate research question(s), conduct actual research, and submit a report. |
200minutes |
| 12． | Interview Surveys As a practice of qualitative research, we practice interview surveys. |
report Transcribe and summarize the audio data of the interview practiced in class using the methods learned in class. |
200minutes |
| 13． | Data Analysis We analyze qualitative data based on interview data. |
mini test on Scomb Using the data from the previous class, complete the analysis of the data using the methods learned in class. |
200minutes |
| 14． | Data Analysis (2) and Review We analyze qualitative data based on interview data. We will reflect on what we have learned so far and consider how we should live our lives in the future from the perspective of education and learning. |
report Submit a final report on the theme presented in class. Students should be able to explain in their own words what they have learned in class. |
200minutes |
| Total. | - | - | 2800minutes |
Evaluation will be based on a quiz (20%) and report (80%), with a total score of 60 points or higher as passing grade.
Students who are judged to have a general understanding of the characteristics of the information society and contemporary issues related to education, and to be able to explain them in their own words using concepts studied in the class, will receive 60 points.
Students who are judged to have a general understanding of the characteristics of the information society and contemporary issues related to education, and to be able to explain them in their own words using concepts studied in the class, will receive 60 points.
| ways of feedback | specific contents about "Other" |
|---|---|
| Feedback in the class |
No textbook is specified. Handouts of necessary materials will be distributed during the lecture.
All slides and handouts used in class will be made available on Scomb.
All slides and handouts used in class will be made available on Scomb.
It is recommended that you reflect on the education you have received and the learning you have done, and think about what
kind of person you want to be in the future.
- Respond before or after class or via email.
- Course that cultivates an ability for utilizing knowledge
- Course that cultivates a basic problem-solving skills
| Work experience | Work experience and relevance to the course content if applicable |
|---|---|
| N/A | 該当しない |
Last modified : Tue Aug 27 13:57:47 JST 2024