Misc - TOYODA Michitaka

ICTを活用した学び合い授業の先進的な取り組み

豊田 充崇

視聴覚教育 ( 日本視聴覚教育協会 )  69 ( 1 ) 6 - 10   2015.01

青少年のスマホ・SNS利用実態と情報モラル教育 (特集 メディア問題のいま)

豊田 充崇

人権と部落問題 ( 部落問題研究所 )  67 ( 1 ) 30 - 38   2015.01

Investigation and research into the current situation of junior high and high school students' use of smartphones and the Internet

Toyoda Michitaka

和歌山大学教育学部教育実践総合センター紀要 ( 和歌山大学教育学部附属教育実践総合センター )  ( 25 ) 9 - 16   2015

DOI

Research to find out the requirements and guidance policies and functions required to "SNS for children" that was intended to be used in the school classroom

Toyoda Michitaka

和歌山大学教育学部教育実践総合センター紀要 ( 和歌山大学教育学部附属教育実践総合センター )  ( 25 ) 1 - 7   2015

DOI

Development of the Model of Factors Affecting Teachers' Enthusiasm in ICT Utilization in the Classroom : Comparative Studies on Teachers' Life Histories among Japan and UK

KIHARA Toshiyuki, NONAKA Yoichi, HORITA Tatsuya, TAKAHASHI Jun, TOYODA Michitaka, KISHI Makiko

Japan Journal of Educational Technology ( Japan Society for Educational Technology )  38 ( 2 ) 157 - 165   2014

　View Summary

The purpose of this study is to develop the model of factors affecting teachers' enthusiasm in ICT utilization at schools in Japan from a practical viewpoint. The authors asked three primary school teachers belonging to the same school to draw curved lines showing the process of their enthusiasm in ICT utilization and interviewed them about factors affecting their enthusiasm. As a result of the comparative analysis, three common factors affecting teachers' enthusiasm were clarified. The authors compared them with those of the UK primary school teachers at the same school in order to identify if the factors were characterized in the case of Japanese school teachers. The comparative studies indicated that one of the factors is specialized in the Japanese school because it was not identified in the case of UK school teachers. Based on the above results, the authors developed the model of factors of teachers' enthusiasm in ICT utilization at schools in Japan.

DOI

Study of the effectiveness of the classes that utilized Tablet device in group activity

"Nakaoka Masatoshi, Toyoda Michitaka"

Bulletin of the Center for Educational Research and Training ( Wakayama University )  24 ( 24 ) 1 - 8   2014

DOI

大会報告 シンポジウム「タブレット端末・デジタル教科書は授業を変えるか」

中川 一史, 中橋 雄, 山中 昭岳, 楠本 誠, 永野 直, 豊田 充崇

教育メディア研究 ( 日本教育メディア学会 )  20 ( 2 ) 47 - 48   2014

DOI

Results and problems through managing Machikado Doyo Gakko

豊田 充崇, 後藤 千晴

和歌山大学地域連携・生涯学習センター紀要・年報 ( 和歌山大学地域連携・生涯学習センター )  ( 12 ) 91 - 95   2013.12

Practical Consideration on the Factors of the Enthusiasm in ICT Utilization at Schools : Based on the Comparison among 3 Teachers' Life Histories in UK

KIHARA Toshiyuki, NONAKA Yoichi, HORITA Tatsuya, TAKAHASHI Jun, TOYODA Michitaka, KISHI Makiko

Japan Journal of Educational Technology ( Japan Society for Educational Technology )  37 ( 0 ) 85 - 88   2013

　View Summary

ICT活用に対する熱意に影響を及ぼす要因を具体的に検討するために,英国の3人の教師に「ICT活用に関する熱意」曲線を描いてもらい,それに影響を与えた事象を語ってもらった。3者の曲線の共通性や個々の独自性を明らかにした後,それらに影響を及ぼす要因を,個人的要因,環境要因に整理した.また,環境要因については,ICTの使いやすさという教師たちの感情を伴うものであることを確認した.これらの結果をもとに,ICT活用に対する熱意に影響を及ぼす要因の関係性をモデル化した.

DOI

Support Project for a Japanese program of an Australian government primary school

"Tsuji Nobuyuki, Toyoda Michitaka"

Bulletin of the Center for Educational Research and Training ( Wakayama University )  23 ( 23 ) 9 - 12   2013

DOI

情報教育と学習者用端末 : 情報教育の誤解の払拭と現状に即した推進体制の提案 (学習者用デジタル教科書)

豊田 充崇

学習情報研究 ( 学習ソフトウェア情報研究センター )  ( 228 ) 20 - 23   2012.09

課題研究I:「教育における情報端末の活用」

中橋 雄, 林 向達, 亀井 美穂子, 豊田 充崇, 永田 智子

教育メディア研究 ( 日本教育メディア学会 )  19 ( 1 ) 61 - 61   2012

DOI

インタビュー どうする?子どもとケータイ、ネット (特集 "つながり"をつくる性教育--孤立と貧困を乗り越える)

豊田 充崇, 岩田 清彦, 多田 直子

セクシュアリティ ( エイデル研究所 )  ( 52 ) 46 - 51   2011.07

Results and prospect of teaching practice in remote areas/combined classes : Activities on the project to reform the teaching practice

Toyoda Michitaka

Bulletin of the Center for Educational Research and Training ( Wakayama University )  0 ( 21 ) 23 - 30   2011

DOI

Development of "School Informatization Diagnostic System" which Diagnoses Situation of Informatization and Shows Countermeasures

NONAKA Yoichi, TOYODA Michitaka

Japan Journal of Educational Technology ( Japan Society for Educational Technology )  35 ( 0 ) 197 - 200   2011

　View Summary

2009年度に,学校の情報化の状況を「教科指導におけるICT活用」「情報教育」「校務の情報化」「情報化の推進体制」の4カテゴリ20項目の指標で自己評価する「学校情報化チェックリスト」を開発した(豊田ら2010).このチェックリストを用いて学校が自己評価し,診断結果の出力,履歴の確認,登録済みデータの平均との比較,次のステップへのアドバイスの参照等が行なえるWebベースの「学校情報化診断システム」を開発した.このシステムは,Web上で利用登録を含む運用管理が可能であり,アドバイスや参考情報等の書き換え・追加等も容易におこなえる機能を有している.

DOI

総括パネルディスカッション セミナーWS1〜4を総括して (情報教育セミナー2010 テーマ「新学習指導要領と教育の情報化」)

豊田 充崇, 成瀬 陽子, 山本 直樹

学習情報研究 ( 学習ソフトウェア情報研究センター )  ( 216 ) 8 - 12   2010.09

Report on the actual use of mobile phone or internet in high school and suggestions about how to design lessons to teach "network morals"

Toyoda Michitaka

Faculty of Education Wakayama University, bulletin of Center for Educational Research and Training ( Wakayama University )  20 ( 20 ) 31 - 38   2010

DOI

太田城水攻め古田堤防の復元と授業実践 : 城東中学校と連携した授業実践例

鎌田 千春, 鈴木 達也, 豊田 充崇

学芸 ( 和歌山大学学芸学会 )  56   63 - 70   2010

The report on development of the lesson models for network moral that all elementary school teachers can teach

Toyoda Michitaka

Faculty of Education Wakayama University, bulletin of the Center for Educational Research and Trainig ( Wakayama University )  19 ( 19 ) 29 - 34   2009

DOI

Development of a Utilization Model to Promote the Use of Interactive Whiteboards

INAGAKI Tadashi, NAGATA Tomoko, TOYODA Michitaka, UMEGAE Ayako, SATO Yoshinobu, AKAHORI Kanji

Japnese Journal of Educational Media Research ( Japan Association for Educational Media Study )  16 ( 1 ) 53 - 64   2009

　View Summary

The interactive whiteboard is expected to be a common ICT tool in classrooms in the near future. In this research, 12 elementary and junior high schools were each lent three interactive whiteboards. Teachers and students in those schools utilized those boards in their own way. A utilization model for interactive whiteboards, which included five types of teacher uses and the same number of student uses, was developed by analyzing their utilization, intentions of the teachers, and evaluations by their students. In addition, a revised version of the usage model was developed through an evaluation process by teachers and students.

DOI