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How do Japanese Pupils Use the Internet in Integrated Study? An Analysis of Learning Activities in the New Curriculum
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, Kyoto University of Foreign Studies, Japan ; , Kansai University, Japan

E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education, in Phoenix, Arizona, USA ISBN 978-1-880094-50-1 Publisher: Association for the Advancement of Computing in Education (AACE), San Diego, CA

Abstract

The new curriculum in primary and secondary education started in 2002 in Japan. It includes ga period for integrated study h. Although the constructivist learning theory can fit with this integrated study through the Internet, teachers have difficulty in applying the constructivist learning theory to their teaching. The aim of this paper is to clarify the learning activities using the Internet about gIntegrated Studies h in Japan so that teachers can easily combine a variety of learning activities with balance. In this research, qualitative meta analysis was employed. Firstly, the authors reviewed 181 cases of integrated study. Six learning activities were identified from these reports. Secondly, the authors selected two cases that can be model cases of learning activities. Reviewing these cases of integrated study, teachers designed five different types of information resources.

Citation

Terashima, K. & Kubota, K. (2003). How do Japanese Pupils Use the Internet in Integrated Study? An Analysis of Learning Activities in the New Curriculum. In A. Rossett (Ed.), Proceedings of E-Learn 2003--World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education (pp. 1392-1396). Phoenix, Arizona, USA: Association for the Advancement of Computing in Education (AACE). Retrieved October 20, 2019 from .

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