教育工学専門家に要求される能力 Competency Levels Required of Specialists in Educational Technology.

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抄録

教育工学専門家に要求される能力(コンピテンス)を調べるために,日本科学教育学会など4学会の会員に,能力に関する質問90項目を主体とする調査票を郵送し,563名の有効回答を得た.因子分析の結果,5因子が抽出されたが,小・中・高の学校や教育センターに勤務する教育工学教師には,授業設計・授業研究能力因子とメディア制作・機器操作能力因子が重視され,大学・研究所勤務の専門家には,それらとともに,とくに研究能力が重視され,さらに,教育システム開発運営能力因子や教育に関する基礎知識因子も比較的重視されていることがわかった.このことは,教育工学専門家を養成する場合,その将来の勤務先によって養成すべき能力に大きな差があることを示唆している.なお,米国AECTのスペシャリストに要求される能力表との比較検討も行われた.

This group, with members from four various academic societies, to include the Japan Society for Social Education, conducted a mail survey for the purpose of investigating the levels of competence required of specialists in the field of Educational Technology. The questionnaire had 90 items ; a total of 563 valid responses were received. The results of factor analysis revealed a set of five factors and showed that for teachers specializing in educational technology in elementary and secondary schools, as well those working in education centers, emphasis was placed upon curriculum planning and an ability to conduct instructional research, as well as being skilled in media production and equipment operation. In addition to the above, for teachers at the university level as well as for those working in research centers emphasis was also placed upon an ability to conduct research and to manage educational systems development as well as the having basic pedagogical skills. These results show that individual career plans greatly influence what competencies should be stressed in the training of future specialists in educational technology. Discussion was on how these results compared with a list of competencies published by the (U. S. A.) Association for Educational Communications and Technology.

収録刊行物

  • 日本教育工学雑誌

    日本教育工学雑誌 8(3), 107-115, 1984

    日本教育工学会

各種コード

  • NII論文ID(NAID)
    110003026606
  • 本文言語コード
    JPN
  • ISSN
    0385-5236
  • データ提供元
    NII-ELS  J-STAGE 
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