Archive | Discussions

A fun, educational, and informal tech tool sharing session where participants present mobile and desktop tools and discuss how it helps educators or professionals. Each participant has 6-7 minutes to share his or her recommended tool. (NOTE: This is a 45-min interactive session.)

• Frank Jumawa, University of Hawaii, Honolulu, Hawaii, USA
• Kimble McCann, University of Hawaii, Honolulu, HI, USA
• Rebecca Meeder, University of Hawaii, Honolulu, HI, USA

Education in Japan has changed due to globalization and the rapid development of information and communications technologies (ICT). As a result, international exchange studies give more attention to teaching about intercultural understanding. In this situation, students in Japan and in foreign countries may have opportunities to use ICT to communicate with each other. However, to carry out these practices, technical set up and preparation is needed. It is necessary to support teachers who are in charge of these activities.

In this case study, we attempted to clarify the role of technical support personnel for teachers involved in the International Exchange Study between Japan and Cambodia.

• Sohei Daifuku, Kansai University, Takatsuki, Osaka, Japan

In Japan, students begin learning English as a Foreign Language from the seventh grade or even lower grades. Conventional English teaching methods in Japan are said to be English-Japanese translation and grammar based instructions, and have a tendency to neglect developing communication skills. In EFL situations, however, it is important for learners to actually use English in a practical way. Information and Communication Technology (ICT) is gaining attention in educational fields. The Ministry of Education, Culture, Sports, Science and Technology set articles which promote using ICT in classrooms in 2011. Effective use of ICT can make it possible to encourage students to practice communication, but given the present circumstances, ICT is used in classrooms by only a limited number of teachers in Japan. Earlier studies revealed that teachers’ teaching methods and strategies are strongly affected by their beliefs. The hypothesis of this study examines whether and how English teachers use of ICT in their classes depends on their beliefs of how English is learned as a foreign language. This study aims to compare two teachers’ classes and their beliefs, and clarify how their beliefs have effect on their use of ICT.

• Ayuka Nakagawa, Kansai University, Takatsuki, Osaka, Japan

The goal of this course will focus on the first 5 weeks to introduce students with historical and cultural knowledge about place names and moʻolelo within each ahupuaʻa of the Koʻolaupoko, Oʻahu. This online instructional modules will enable students to identify and describe each ahupuaʻa, understand Hawaiian land divisions and terms, name at least 5 significant areas and summarize history be recalling moʻolelo.

• Kamakanaokealoha Aquino, University of Hawai’i at Manoa, Waimanalo, Hawai’i, USA

Throughout a school year, important information must be communicated between schools and families of elementary students. Despite communication via newsletters, emails, and flyers, some information is lost in the transition from the classroom to home. A school website allows parents and family members to access important, current information about their child’s school. But to be effective, it must be easy to navigate and use. The purpose of this usability study was to evaluate the content and organization of a school website to enable developers to improve its effectiveness for parents and families. The study was conducted with six parents. Data were collected using screencasting software to record the computer screen activity and participants were asked to talk aloud during navigation of the website while being audio recorded. In addition, field notes were taken and participants completed a final survey. Analysis included qualitative coding of field notes, screencasts and audio transcripts and descriptive statistical analysis of survey data. Five out of the six participants were able to complete all four tasks in the study. Feedback from participants indicated that they found the website organized and up to date, but lacking some features such as testing scores, pictures of students, and a grading portal to name a few.

• Christine Kotomori, University of Hawaii, Honolulu, HI, USA

Tennis instructors lack a formal background in teaching that would help them teach the rules of tennis to their students in ways that enhance retention and improve performance. The purpose of this project was to create and evaluate an iBook module to help tennis instructors teach the rules of tennis. The module was designed using iBook iAuthor and Mayer’s (Mayer, 2003a) eight principles of multimedia design to enhance cognitive processing during learning. All participants were well trained in playing the game with little to no background in teaching. Eight participants completed the module and several data collection instruments including a demographic survey, post and pre-test questionnaires and an attitudinal survey. Data were analyzed using descriptive statistics, looking for patterns in open-ended responses and through review of field notes taken by the researcher while observing on-court use. All participants agreed the module was an effective on-court tool that was useful, engaging, easy to use, well designed, and included quality content. They felt confident in using the tool and were highly satisfied. Seven of eight indicated they would definitely use it in the future.

• Ty Aki, University of Hawaii at Manoa, Honolulu, USA