Basic study of the teacher training by knowledge creation type ubiquitous learning

起初，我的理解是：1.这所学校的许多职前教师培训的学生对信息通信技术的使用情况知之甚少。2.学生不习惯学习者自主学习的一种形式。在一次课堂上，我用数码相机表演了假班的动画摄影。我用动画表演了摇摆颠簸。当时，通过学生使用LMS交流意见来深化学习的学习方法，学生可以在Web上参考他人的意见，通过与他人共享自己制作的照片、动画或教案等资源来实现自己学习的进步。此外，我还制作了针对学生应用数字教科书或电子白板的ICT利用的课程。然而，这一班的学生只使用了仪器。结果是，学生能够在学习者的情境中考虑学习。

At the first, I understood next: 1. Many pre-service teacher training students of this school have few images of the ICT utilization. 2. Students are not used to a form of the independent learning of the learner.In a class, I performed the animation photography of the sham class using the digital camera. I performed swing upset using the animation. At that time, by the learning method that aimed at deepening of the learning by the exchange of opinions that students used LMS, students could refer to the opinion of others on Web and came to be able to realize progress of their own learning by sharing the resources such as a photograph, an animation or the teaching plan that students made by themselves with others. In addition, I made the classes that aimed at the ICT utilization that students applied a digital textbook or electronic board in. However, the class of students only used the apparatus. As results students were able to consider learning in the situation of the learner.