インストラクショナルデザインに基づいた教材開発を行う授業の実践およびICT 活用指導力に与える効果の検証

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タイトル別名
  • Implementation of Teaching Material Development Class Based on Instructional Design and Investigation of Its Effectiveness on ICT Utilization Teaching Skills
  • インストラクショナルデザイン ニ モトズイタ キョウザイ カイハツ オ オコナウ ジュギョウ ノ ジッセン オヨビ ICT カツヨウ シドウリョク ニ アタエル コウカ ノ ケンショウ

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説明

With the development of information technology, the use of ICT in learning has become important. The "GIGA School Initiative" by the Ministry of Education, Culture, Sports, Science and Technology has been promoted from 2019, and the development of a one-device for each student is almost completed. This background promotes teachers to be required to have the ability to design classes and teaching materials utilizing ICT. In addition, it is important to design lessons and teaching materials based on various theories such as instructional design. Instructional design refers to research fields and theories that provide methods and frameworks for improving the effectiveness, efficiency, and attractiveness of teaching and learning. The frameworks presented in these theories can provide perspective for teachers and designers of instructional materials to consider what to offer, and, how and when to offer it, and are therefore important knowledge for teachers to effectively use ICT in the design of classes and instructional materials. In this paper, the author reports on the design of the "Instructional Design" lecture that she has been practicing at the Faculty of Information and Communications, Bunkyo University since 2016, and the effect of its content on the students' ability to teach using ICT, based on a case study in the academic year of 2023. The characteristics of this class are that students actually develop teaching materials that utilize ICT, the development process itself is based on the theory of instructional design, and it incorporates active learning techniques so that students can actively engage in learning activities. The results of the analysis revealed that the students were able to acquire instructional design knowledge and develop ICT teaching materials based on this knowledge appropriately, and that they were able to gain the perception that they had acquired instructional design theory and the prospect of making use of ICT.

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