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

本研究项目首先比较了日本学校和美国学校信息技术教育的现状，使用班级规模、计算机实验室和学习环境、课堂上计算机的使用和学习软件的标准来澄清两种情况。其次，本研究探讨了如何在学校综合学习课程中使用协作档案袋。利用认知科学的学习理论，如最近发展区和学习者社区的概念，研究人员开发了一个计算机支持的协作学习环境，其中学习产品的存储、使用和改进是重要的。研究活动产生了许多由学生与大学教师候选人合作建立的协作学习产品数据库，包括“全国儿童日语方言”，“Shogatsu Ozouni”和“未来学习：2020”。研究发现，为了促进信息技术教育，以下几点是重要的：(1)学生协作共享学习产品。(2)学生使用计算机网络向他人发送学习产品。(3)学生相互评价学习成果。

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.