The New Possibility of Teacher Education using Videoconferencing System : E-learning and Pedagogy for the Technological Society
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概要
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In this paper, I shall describe my pilot e-learning lessons using Videoconferencing system that I introduced to undergraduate/postgraduate students at the National University Corporation Naruto University of Education (hereafter NUE) in Japan in 2004 and 2005. In this program, trainee teachers and teachers in INSET (in-service education to training) observed some lessons video-ed at the Eveline Lowe Primary School (hereafter ELS) in Southwark, London. In this paper I aim a) to make clear the process and the ways learning took place, and b) to consider a new possibility of teacher education for the 21^<st> century. In offering the lectures, I intended to show these different situations within a state system of education as specific teaching styles and examples of topic-centered curriculum for children, and to compare these with typical teaching practices in Japan. Secondly I wanted to let them see some different ideas about pedagogy for teaching children. That means my purpose was to cause in each student an effect through confrontation with differences. My purpose also was to see: What did the students notice or discover from the videos cut in the class-lessons? What did they think of the lessons exploring various intelligences? What impact did they get and what comments did they write? In terms of discourse theory, my students were involved by being made aware of the nature serious/warm atmosphere within which the children at ELS were able to work during the class-lessons and by having identified for them the different teaching styles, stimulated/cooperative group activities, organization of group divided by academic abilities, open classroom, good relationship between teachers and teaching assistants. The phenomenon that evolved beyond distance and space between two classrooms-at ELS and NUE-can be called a vivid three-dimensional class-lesson. In addition, because the phenomenon represented the kind of issues it did, it may be called a sort of psychological experience as defined by Gilles Deleuse in DIFFERENCE ET REPETITION. That is to say, out of their inner chaos, we were able to see a recreation was brought about, thorough the sequence of inner experiences of complication, explication and implication. As Deleuse insists, this brings about real/significant learning and this we should present to Japanese teachers and teacher trainees. No doubt the proper use of Remote Teaching System gives considerable progress of pedagogical possibilities to Japanese students in terms of perspective of e-learning in technological society.
- 2007-03-30