教育におけるテクノロジーの研究と質的研究方法論

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タイトル別名
  • Studies on Technology in Education and Qualitative Research Methodologies

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The purpose of this essay is to reflect on the author’s personal history of studies on technology in education and qualitative research methodologies, in order to consider the path he has followed and to discern the way ahead as a researcher. He firstly reveals that he had lots of questions about education and schools even when he was an elementary school student. He then changes the topic to his high school years. His school was newly established, and therefore had various problems. At that time, he also wondered about the educational technology installed at the elementary school affiliated with his high school, which remained unused. He was hoping to study education in college, then lost his interest in traditional “education study” while still retaining a deep interest in education itself. Around that time, he met Professor Ono and wrote a graduation thesis under his academic supervision. This led to entering the Graduate School of Education, where he began studying under Professor Ono’s exceedingly unique academic advice. He also started learning about computers at the university’s academic computing center under Professor Nakayama. Furthermore, was briefly involved in a Classroom CAI (Computer Assisted Instruction) project. Following this significant experience, he took a position at the Center for Educational Technology at the Faculty of Education, Nagasaki University. He struggled with mini-computers there, but soon started to develop various applications for personal computers in education. He also developed an original lesson analysis system with a personal computer and input Japanese transcripts into it. At the same time, he helped students in statistics. He was studying it with Professor Terasaki of the university. At that time, he identified a lot of questionable lessons in the university laboratory school, and wrote a related research article. He also worked for the removal of educational instruments, which were no longer being used in public school classrooms. The educational instruments had been installed for a big national educational technology project that had finished before he moved to Nagasaki. It seemed contradictory to him that such enormous project had completed but noshing remained except for such unused instruments. He was not satisfied with simply making positive statements about the functions of educational technologies in those days, either. He had an inherent desire to conduct his own empirical study to examine the meaning and significance of technology use in education including its negative aspects. In this frame of mind, and during his last year in Nagasaki, he met two young Canadian researchers of educational technology: Dr. Brine and Dr. Johnson. They immediately understood his research interest and offered to help. After they left Japan, they sent him their PhD Dissertations and a book written by their academic advisor Professor Ronald G. Ragsdale of the University of Toronto. His book was quite unique and full of considerations about the meaning of computer use in education from both positive and negative viewpoints. This author then moved to Nagoya University and began investigating an empirical research approach relevant to classroom computer uses and their socio-cultural aspects. He had gradually understood that qualitative research methods are the very ones that could enable him to carry out such research, and that Professor Ragsdale was the very researcher who had been engaged in such research. He visited the Ontario Institute for Studies in Education at the University of Toronto and commenced a qualitative research project on computer uses in education working with Professor Ragsdale and his team for a year funded by the Japan Foundation. Being in Canada provided him with the opportunity to see Japan’s education from the outside, and he learned a lot about educational programs and researcher training in North American graduate schools. After he had returned to Japan, he started locali

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