CC237306 Planning for Information Technology Education

Hiroshima University Syllabus

Japanese

Academic Year 2024Year School/Graduate School School of Education

Lecture Code CC237306 Subject Classification Specialized Education

Subject Name 情報教育プランニング論

Subject Name
（Katakana）ジョウホウキョウイクプランニングロン

Subject Name in
English Planning for Information Technology Education

Instructor NAGAMATSU MASAYASU

Instructor
(Katakana) ナガマツ　マサヤス

Campus Higashi-Hiroshima Semester/Term 3rd-Year,  Second Semester,  4Term

Days, Periods, and Classrooms (4T) Tues1-4：EDU L208

Lesson Style Lecture Lesson Style
(More Details) 　

Lecture-oriented including exercises, Note-taking, Discussions, Student presentations, Work

Credits 2.0 Class Hours/Week 　 Language of Instruction J : Japanese

Course Level 3 : Undergraduate High-Intermediate

Course Area（Area） 24 : Social Sciences

Course Area（Discipline） 08 : Curriculum and Instruction Sciences

Eligible Students

Keywords ICT education, programming, research on teaching contents, learning environment, learning to learn,Practical work experience

Special Subject for Teacher Education 　 Special Subject 　

Class Status
within Educational
Program
(Applicable only to targeted subjects for undergraduate students)
Criterion referenced
Evaluation
(Applicable only to targeted subjects for undergraduate students) Secondary School Technology and Information Education
（Abilities and Skills）
・To be able to make a practical plan for information education.

Class Objectives
/Class Outline Objective: To confirm the basic findings for classroom practice and to acquire the ability to create a plan while considering its relationship to practice
Summary: To learn the basic views and ideas for successful classroom practice, which are composed of many factors, while referring to existing research, and to attempt to create a plan while considering various problems in practice.

Class Schedule lesson1: Overview and course description　　Top 20 Principles of Psychological Research Foundations for Promoting Learning for Educational Practice [1].　　Consider the various factors that sustain student attention and deepen learning in classroom practice [2-3].
Lesson2: Make a list of specific learning activities for active learning.　　Extract mainly from Benesse survey [4].

Lesson3:Let's make a list of specific learning activities for active learning　　Activity list addition with reference to Switched On Computing in the UK, which is experiential learning.　　Try netstat and nslookup with elementary school students "thinking" they are system administrators.　　Create a "LAN" for each group in the classroom and exchange packets "globally" with outside groups.　　This is done unplugged, i.e., by hand. The condition setting is well thought out.　　In Japan, it would be like a long and endless classroom lecture. This is an excellent example of "try it and see".
Lesson4: Let's add a port number to the previous case study. What will change?

Lesson5:Leading to independent and deep learning through the way of looking at and thinking about information.
Lesson6: Teaching examples of practical skills of information use (focusing on information skills, learning strategies, and reading strategies)

Lesson7: Creation of instructional plans (focusing on information skills, learning strategies, and reading comprehension strategies)

Lesson8: Instructional examples of practical information use skills (focusing on information retrieval, comprehension, and study guides)

Lesson9: Instructional plan development (focusing on information retrieval, comprehension, and study guides)

Lesson10: Models of problem solving (decision making)

Lesson11: Instructional plan development for problem solving (decision making)

Lesson12: Teaching examples of problem solving (system analysis and design)

Lesson13: Instructional plans for problem solving (system analysis and design)

Lesson14:  Instructional plan for scientific understanding of information (algorithm and data structure)　　Refer to descriptions in textbooks on Information I of various companies and textbooks on specialized subject information.

Lesson15: Should copyright be attached to the learned data? Copyright of the machine? Intellectual property rights? Whose? What about in practice?　What is the social impact?　From the latest topics.

Two quizzes and two reports assignments

Text/Reference
Books,etc. [1] Riedling,A.M.:Learning to learn: a guide to information literate in the 21st century(2nd. ed.), Neal-
      Schuman Publishers(2006)
[2] Lucariello, JM, et al.(2016) Science Supports Education: The Behavioral Research Base for Psychology’s Top 20
　　Principles for Enhancing Teaching and Learning, Mind, Brain and Education
[3] Gorham,J., et al. (1990) The Relationship of Teachers’ Use of Humor in the Classroom to Immediacy and Student
Learning,
　　Commu. Educ., 39,46-62.
[4x] Todd M. Gureckis and Bradley C. Love: Computational Reinforcement Learning, In Oxford handbook of computational
and
　　　mathematical psychology, pp.99-117, Oxford University Press(2015)

PC or AV used in
Class,etc. 　

(More Details) PC, Textbooks, Handouts, Audio materials, Movies( Video/PC/other image materials)

Learning techniques to be incorporated 　

Suggestions on
Preparation and
Review Lesson1-4: Examine what is explained in the lesson based on your notebook and handouts in depth.
Lesson5-7: The detail explanation of how to search for and organize literatures will be given in class. Study autonomously based on the explanation.
Lesson8-13: An assignment to deepen your understanding will be provided. Review the lesson in accordance with the assignment.

Requirements

Grading Method Students will be evaluated based on quizzes and reports.

Practical Experience

Summary of Practical Experience and Class Contents based on it

Message

Other

Please fill in the class improvement questionnaire which is carried out on all classes.
Instructors will reflect on your feedback and utilize the information for improving their teaching.

Academic Year	2024Year	School/Graduate School	School of Education
Lecture Code	CC237306	Subject Classification	Specialized Education
Subject Name	情報教育プランニング論
Subject Name （Katakana）	ジョウホウキョウイクプランニングロン
Subject Name in English	Planning for Information Technology Education
Instructor	NAGAMATSU MASAYASU
Instructor (Katakana)	ナガマツ　マサヤス
Campus	Higashi-Hiroshima	Semester/Term	3rd-Year, Second Semester, 4Term
Days, Periods, and Classrooms	(4T) Tues1-4：EDU L208
Lesson Style	Lecture	Lesson Style (More Details)
Lecture-oriented including exercises, Note-taking, Discussions, Student presentations, Work
Credits	2.0	Class Hours/Week		Language of Instruction	J : Japanese
Course Level	3 : Undergraduate High-Intermediate
Course Area（Area）	24 : Social Sciences
Course Area（Discipline）	08 : Curriculum and Instruction Sciences
Eligible Students
Keywords	ICT education, programming, research on teaching contents, learning environment, learning to learn,Practical work experience
Special Subject for Teacher Education		Special Subject
Class Status within Educational Program (Applicable only to targeted subjects for undergraduate students)
Criterion referenced Evaluation (Applicable only to targeted subjects for undergraduate students)	Secondary School Technology and Information Education （Abilities and Skills）・To be able to make a practical plan for information education.
Class Objectives /Class Outline	Objective: To confirm the basic findings for classroom practice and to acquire the ability to create a plan while considering its relationship to practice Summary: To learn the basic views and ideas for successful classroom practice, which are composed of many factors, while referring to existing research, and to attempt to create a plan while considering various problems in practice.
Class Schedule	lesson1: Overview and course description　　Top 20 Principles of Psychological Research Foundations for Promoting Learning for Educational Practice [1].　　Consider the various factors that sustain student attention and deepen learning in classroom practice [2-3]. Lesson2: Make a list of specific learning activities for active learning.　　Extract mainly from Benesse survey [4]. Lesson3:Let's make a list of specific learning activities for active learning　　Activity list addition with reference to Switched On Computing in the UK, which is experiential learning.　　Try netstat and nslookup with elementary school students "thinking" they are system administrators.　　Create a "LAN" for each group in the classroom and exchange packets "globally" with outside groups.　　This is done unplugged, i.e., by hand. The condition setting is well thought out.　　In Japan, it would be like a long and endless classroom lecture. This is an excellent example of "try it and see". Lesson4: Let's add a port number to the previous case study. What will change? Lesson5:Leading to independent and deep learning through the way of looking at and thinking about information. Lesson6: Teaching examples of practical skills of information use (focusing on information skills, learning strategies, and reading strategies) Lesson7: Creation of instructional plans (focusing on information skills, learning strategies, and reading comprehension strategies) Lesson8: Instructional examples of practical information use skills (focusing on information retrieval, comprehension, and study guides) Lesson9: Instructional plan development (focusing on information retrieval, comprehension, and study guides) Lesson10: Models of problem solving (decision making) Lesson11: Instructional plan development for problem solving (decision making) Lesson12: Teaching examples of problem solving (system analysis and design) Lesson13: Instructional plans for problem solving (system analysis and design) Lesson14: Instructional plan for scientific understanding of information (algorithm and data structure)　　Refer to descriptions in textbooks on Information I of various companies and textbooks on specialized subject information. Lesson15: Should copyright be attached to the learned data? Copyright of the machine? Intellectual property rights? Whose? What about in practice?　What is the social impact?　From the latest topics. Two quizzes and two reports assignments
Text/Reference Books,etc.	[1] Riedling,A.M.:Learning to learn: a guide to information literate in the 21st century(2nd. ed.), Neal- Schuman Publishers(2006) [2] Lucariello, JM, et al.(2016) Science Supports Education: The Behavioral Research Base for Psychology’s Top 20 　　Principles for Enhancing Teaching and Learning, Mind, Brain and Education [3] Gorham,J., et al. (1990) The Relationship of Teachers’ Use of Humor in the Classroom to Immediacy and Student Learning, 　　Commu. Educ., 39,46-62. [4x] Todd M. Gureckis and Bradley C. Love: Computational Reinforcement Learning, In Oxford handbook of computational and 　　　mathematical psychology, pp.99-117, Oxford University Press(2015)
PC or AV used in Class,etc.
(More Details)	PC, Textbooks, Handouts, Audio materials, Movies( Video/PC/other image materials)
Learning techniques to be incorporated
Suggestions on Preparation and Review	Lesson1-4: Examine what is explained in the lesson based on your notebook and handouts in depth. Lesson5-7: The detail explanation of how to search for and organize literatures will be given in class. Study autonomously based on the explanation. Lesson8-13: An assignment to deepen your understanding will be provided. Review the lesson in accordance with the assignment.
Requirements
Grading Method	Students will be evaluated based on quizzes and reports.
Practical Experience
Summary of Practical Experience and Class Contents based on it
Message
Other
Please fill in the class improvement questionnaire which is carried out on all classes. Instructors will reflect on your feedback and utilize the information for improving their teaching.

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