Creating Collaborative Portfolios in a Computer Supported Collaborative Learning Environment for Integrated Studies

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This research project first compared the current states of information technology education at Japanese schools with the United States using criteria of class size, computer lab and learning environment, use of computers in the classroom, and learning software to clarify the two contexts. Second, the research explored how to use collaborative portfolios during an integrated studies course in a school education program. Using learning theories from cognitive science such as the concepts of the zone of proximal development and community of learners, researchers developed a Computer Supported Collaborative Learning environment where storage, use, and improvement of learning products are important. Research activities resulted in a number of Collaborative Learning Product Databases built by and for school children working with university teacher candidates, including "Nationwide Japanese Dialect for Children", "Shogatsu Ozouni", and "Learning in the Future: 2020." The research found that in order to promote information technology education, the following points are important (1) Students collaboratively share learning products. (2) Students use computer networks to send their learning products to others. (3) Students assess each other's' learning products.