Authorship：Lead author   Language：Japanese   Publishing type：Research paper (scientific journal)   Publisher：Information Processing Society of Japan  

It has been decided that "Informatics I" will be included in the 2025 Common University Entrance Test. In the prototype questions for "Informatics I," a significant portion is dedicated to the field of "Programming." It is anticipated that many high schools will need to examine and adapt their teaching methods to align with this examination. This study proposes a curriculum and content for the "Programming" section of "Informatics I" and evaluates its effectiveness. The effectiveness was assessed by analyzing students' performance on the "Programming" section of the prototype Common University Entrance Test and the word counts of the reflections they submitted as homework after each class. The results show a moderate positive correlation between the number of words in the reflections and the scores on the prototype questions. In particular, students who diligently engaged in reflections tended to achieve higher scores. Furthermore, an analysis of different teaching styles revealed that in the "Instructorled" style, students wrote more in their reflections, while in the "Self-study" style, peer teaching and video-based learning were effective. The perception of enjoyment and difficulty of the classes also impacted learning outcomes, with students who found the classes "very enjoyable" achieving higher scores. These findings suggest that the choice of teaching style, materials, and the inclusion of reflections significantly impact students' learning outcomes, contributing to the development of effective teach ing methods in future informatics education.

File： IPSJ-SSS2024010.pdf

Authorship：Lead author   Language：Japanese   Publishing type：(MISC) Introduction and explanation (scientific journal)   Publisher：Information Processing Society of Japan  

File： IPSJ-MGN650803.pdf

Authorship：Lead author   Language：Japanese   Publishing type：(MISC) Introduction and explanation (scientific journal)   Publisher：Information Processing Society of Japan  

File： IPSJ-MGN650306.pdf

Authorship：Lead author   Language：Japanese   Publishing type：(MISC) Introduction and explanation (scientific journal)   Publisher：Information Processing Society of Japan  

File： IPSJ-O-MGN650204.pdf

Authorship：Lead author   Language：Japanese   Publishing type：Research paper (scientific journal)  

File： kenkyukai_20231105.pdf

Language：Japanese   Publishing type：(MISC) Introduction and explanation (scientific journal)  

Authorship：Lead author   Language：Japanese   Publishing type：(MISC) Introduction and explanation (scientific journal)   Publisher：情報処理学会  

Authorship：Lead author   Language：Japanese   Publishing type：(MISC) Introduction and explanation (scientific journal)   Publisher：Information Processing Society of Japan  

File： IPSJ-MGN641106.pdf

Authorship：Lead author   Language：Japanese   Publishing type：(MISC) Introduction and explanation (commerce magazine)   Publisher：実教出版  

File： jouhou57_5.pdf

Authorship：Lead author   Language：Japanese   Publishing type：(MISC) Introduction and explanation (commerce magazine)   Publisher：Educational Information Research Center  

This study aimed to bolster students’ academic performance and to investigate their awareness of smartphone use in detail through lessons centered on data utilization. The findings revealed a clear correlation between the length of students’ reflections and their scores on the practice problems. Notably, those who achieved the highest scores wrote more extensive reflections and proactively addressed issues surrounding smartphone use. This tendency suggests that composing in-depth reflections fosters a deeper understanding of the lesson content, contributing to higher scores on the practice problems while underscoring the importance of smartphone-use awareness. Nevertheless, further exploration is needed into such areas as detailed score ranges and actual smartphone usage patterns. Based on these results, it is recommended to reevaluate lesson curricula and content, with the ultimate goal of enhancing both students’ academic performance and their awareness of smartphone use.

Authorship：Lead author   Language：Japanese   Publishing type：Research paper (research society, symposium materials, etc.)   Publisher：Information Processing Society of Japan  

It has been decided that " Informatics I " will be included in the 2025 Common University Entrance Test. In addition, the Center for University Entrance Examinations has released a prototype question, " Informatics I," which includes a large number of questions in the area of "Data Application. It is assumed that many high schools will be required to examine their teaching methods in accordance with this examination. Therefore, in this study, we proposed a curriculum and contents for the "Use of Data" section of " Informatics I," and verified its effectiveness by implementing the curriculum and contents. The effectiveness of the proposed curriculum and content was verified by checking the number of answers to the "Application of Data" section of a prototype of the Common University Entrance Test and by checking the number of words in the reflections submitted by the students for homework in each class. The results showed that the 30 students who answered all the questions correctly in the "Use of data" section of the prototype test wrote significantly more words in their reflections than the other students. Therefore, it is inferred that the students who actively engaged in reflection were able to acquire the academic ability to answer the "Use of data" questions in the prototype problem.

File： IPSJ-SSS2023009.pdf

Language：Japanese   Publishing type：Research paper (scientific journal)  

筆者らは、情報処理学会情報入試委員会の委員として、情報入試の問題案や、過去に出題された情報関係基礎の問題の解説などを掲載する情報処理学会会誌note 「教科「情報」の入学試験問題って？」に関わってきた。この連載を通して、筆者らは、情報科の入試問題について、経験的な知見などを得た。過去に出題された「情報関係基礎」の問題、大学入試センターから発表されている試作問題等、その他の各問題について述べ、また、学習と試験の観点、情報科の内容との関係、問題の評価観点との関係、他教科・他科目における状況、他国における状況を議論した。入試で問うべき観点は、「思考力・判断力・表現力」を重視すべきであり、学習指導要領の範囲であっても、範囲外であっても、知っていると簡単に正解を得ることができるような問題は好ましくない、との結論を得た。

Authorship：Lead author   Language：Japanese   Publishing type：(MISC) Introduction and explanation (scientific journal)  

File： IPSJ-O-MGN640505.pdf

Authorship：Lead author   Language：Japanese   Publishing type：(MISC) Introduction and explanation (scientific journal)  

Authorship：Lead author   Language：Japanese   Publishing type：(MISC) Introduction and explanation (commerce magazine)   Publisher：ベネッセコーポレーション学校カンパニーView next編集部  

File： VIEWnext_Kou_2022_10_P40-43_jugyo_01.pdf

Authorship：Lead author   Language：Japanese   Publishing type：(MISC) Introduction and explanation (scientific journal)   Publisher：情報処理学会  

Authorship：Lead author   Language：Japanese   Publishing type：Doctoral Thesis   Publisher：東北大学  

Authorship：Lead author   Language：Japanese   Publishing type：Research paper (scientific journal)   Publisher：Information Reseach Center for Learning  

We investigated the differences between people with and without addictions to games, videos, and SNS using smartphones. People with game and video addictions spent significantly longer playing games and videos than non-addicts, but no significant difference was found in the amount of time people with and without SNS addiction spent. Unlike people with game and video addictions, people with SNS addictions were shown to be more concerned than non-addicts about whether their messages had been read or unread. This study suggests that people with game and video addictions and people with SNS addictions show different addiction tendencies.

Authorship：Lead author   Language：English   Publishing type：Research paper (scientific journal)   Publisher：International Institute of Applied Informatics  

Today’s high school students use the Internet for long periods of time. Previous studies show that high school students are more addicted to the Internet than other generations. Thus, the Internet addiction of high school students is an urgent issue. To address this issue, the current study developed an educational practice that increases awareness of Internet use and addiction in high school students. This practice impacted the prevention of and im-provement in Internet addiction in high school students. This paper summarizes the methods, results, and discussions on this educational practice.
Keywords: internet addiction, information ethics education, preventive education of In-ternet addiction, high school students

DOI： 10.52731/ijltle.v3.i1.546

Authorship：Lead author   Language：Japanese   Publishing type：(MISC) Introduction and explanation (commerce magazine)  

Authorship：Lead author   Language：English   Publishing type：Research paper (international conference proceedings)   Publisher：IEEE  

© 2019 IEEE. Today's high school students in Japan use the Internet for a great many hours. Yet, students do not have many opportunities to know their comparative Internet usage between themselves. Therefore, I practiced having high school students analyze their Internet usage between themselves. By doing so, I hypothesized that it would garner 'awareness' of Internet addiction. In this paper, I introduce educational strategies to prevent and improve Internet addiction by enabling high school students to develop their 'awareness' and then examine the results therein.

DOI： 10.1109/IIAI-AAI.2019.00053

Scopus

Authorship：Lead author   Language：Japanese   Publishing type：Research paper (bulletin of university, research institution)  

CiNii Books

Authorship：Lead author   Language：Japanese   Publishing type：Research paper (scientific journal)   Publisher：Japan Society for Educational Techology  

We investigated the relationship between social phobia and Internet addiction tendency in high school students. In this study, we performed a canonical correlation analysis between the scores on the Social Phobia Scale (Horii and Ogawa, 1996) and the Internet Addiction Tendency Measurement Scale (Tsuruta et al., 2014) to identify characteristics of the relationship. The relationship between social phobia and Internet addiction differed between boys and girls. For boys, those who had concerns about "worrying about myself or others" were associated with "email anxiety" and "multitasking while using the internet," while those who had concerns about "not being able to control themselves" were associated with "long hours of use." For girls, those who had concerns about "worrying about myself or others," "not being able to fit in with a group," "embarrassment in social situations," and "worrying about people's eyes" were associated with all subscales of the Internet Addiction Tendency Measurement Scale.

CiNii Books

Authorship：Lead author   Language：Japanese   Publishing type：Research paper (scientific journal)   Publisher：Japan Society for Educational Techology  

We investigated the influence of social phobia on Internet addiction tendencies in high school students. In this study, we conducted a multiple regression analysis using scores on the Social Phobia Scale (Horii and Ogawa 1996) as the explanatory variable and scores on the Internet Addiction Tendency Measurement Scale (Tsuruta et al. 2014) as the dependent variable. The results showed that high scores on the subscales of the Social Phobia Scale were associated with high scores on the subscales of the Internet Addiction Tendency Measurement Scale. Specifically, it was shown that "worrying about myself and others" was associated with "email anxiety," "excessive use" was associated with "not being able to control myself," and "face-to-face communication" was associated with "not being able to fit in with the group." Based on these findings, we considered how to provide guidance to prevent Internet addiction tendencies in high school students.

CiNii Books

Authorship：Lead author   Language：Japanese   Publishing type：(MISC) Introduction and explanation (commerce magazine)  

Authorship：Lead author   Language：Japanese   Publishing type：Research paper (scientific journal)   Publisher：Japan Society for Educational Technology  

This study examined the influence of interpersonal dependency needs on gender differences in Internet (hereafter referred to as "Net") use among high school students. Items related to Net use included the amount of time spent online and the content of that use, such as the number of LINE chats and groups, the number of Twitter tweets and accounts, the amount of time spent playing games, and the level of tendency toward Internet addiction, and examined the relationship between these and interpersonal dependency needs. Results showed a relationship between Internet use and interpersonal dependency needs for girls, but no particular relationship was found for boys. These findings suggest that qualitative differences between boys and girls in attitudes and ways of dealing with people they communicate with online may be linked to gender differences in Internet use and tendency toward Internet addiction among high school students.

File： 41_S41049.pdf

DOI： 10.15077/jjet.S41049

CiNii Books

Authorship：Lead author   Language：Japanese   Publishing type：(MISC) Introduction and explanation (commerce magazine)  

File： inet49-2.pdf

Authorship：Lead author   Language：Japanese   Publishing type：Research paper (scientific journal)   Publisher：Japan Society for Educational Technology  

We investigated the relationship between high school students' internet addiction tendencies and school life skills. We conducted a multiple population simultaneous analysis of a multiple regression model with subscale scores from the Internet Addiction Tendencies Scale (Tsuruta et al. 2014) as explanatory variables and the total score from the School Life Skills Scale (Iida et al. 2009) as the objective variable. We found that boys with high scores in "long-term use" and girls with high scores in "email anxiety" tended to have low school life skills scores. It was suggested that boys' use of the internet for purposes other than e-mail, and girls' communication via e-mail, have a negative impact on school life skills. Based on these findings, we considered how to provide guidance to high school students on their use of the internet and the prevention of addiction tendencies.

File： 40_S40064.pdf

DOI： 10.15077/jjet.S40064

CiNii Books

Authorship：Lead author   Language：Japanese   Publishing type：Research paper (scientific journal)   Publisher：Japan Society for Educational Techology  

We investigated the relationship between high school students' actual internet usage, such as the amount of time they spend online, and their internet addiction tendencies and school life skills. A multiple regression analysis using factors such as time spent online, SNS, and gaming as explanatory variables and subscale scores from the Internet Addiction Tendencies Measurement Scale (Tsuruta et al. 2014) and School Life Skills Scale (Iida et al. 2009) as objective variables showed that time spent online has an impact on internet addiction tendencies and school life skills. Cluster analysis showed that boys spend more time playing games and girls spend more time on SNS, and this tendency was also examined.

CiNii Books

Language：Japanese   Publishing type：(MISC) Introduction and explanation (commerce magazine)  

Authorship：Lead author   Language：Japanese   Publishing type：(MISC) Introduction and explanation (commerce magazine)   Publisher：学習ソフトウェア情報研究センター  

CiNii Books

Language：Japanese   Publishing type：(MISC) Introduction and explanation (commerce magazine)  

Authorship：Lead author   Language：Japanese   Publishing type：Research paper (scientific journal)   Publisher：Japan Society for Educational Techology  

This study examined the relationship between high school students' internet addiction tendencies and school life skills. A multiple regression analysis was conducted using subscale scores from the Internet Addiction Tendencies Scale (Tsuruta et al. 2014) as explanatory variables and five subscale scores from the School Life Skills Scale (Iida et al. 2009) as dependent variables. The results showed that high scores for "long-term use" in boys and high scores for "email anxiety" in girls were associated with low scores on each subscale of school life skills, suggesting that the anxiety associated with long-term internet use in boys and email communication in girls have a negative impact on school life skills. Based on these findings, the study considered how to provide guidance to high school students regarding their use of the internet and the prevention of addiction tendencies.

CiNii Books

Language：Japanese   Publishing type：(MISC) Introduction and explanation (commerce magazine)  

Language：Japanese   Publishing type：(MISC) Introduction and explanation (commerce magazine)  

Language：Japanese   Publishing type：(MISC) Introduction and explanation (commerce magazine)   Publisher：日本視聴覚教育協会  

CiNii Books

Authorship：Lead author   Language：Japanese   Publishing type：Research paper (scientific journal)   Publisher：Japan Society for Educational Technology  

Using the Internet Addiction Tendency Measurement Scale and the School Life Skills Scale, we investigated and analyzed the relationship between high school students' Internet use tendencies and school life skills. Factor analysis using the Internet Addiction Tendency Measurement Scale resulted in a three-factor structure. Cluster analysis was performed using each factor score to classify students into three groups. As a result, one of the three groups was considered to have a tendency toward Internet addiction. It was confirmed that the students in this group had significantly lower average scores on four of the five school life skills subscales compared to the other two groups.

CiNii Books

Authorship：Lead author   Language：Japanese   Publishing type：Research paper (scientific journal)   Publisher：Japan Society for Educational Techology  

We investigated the relationship between social skills and a sense of school adaptation in high school students. The purpose of this study was to verify through a survey that students with better social skills are less likely to have problems adapting to school, while students who lack social skills are more likely to have problems adapting to school. A cluster analysis was performed using the social skills scale to classify students into high, middle, and low groups. This classification was then related to a sense of school adaptation. Students with high social skills had a strong sense of adapting to school. We surmised that students who have high social skills and who also feel a high sense of school adaptation will be able to demonstrate their high social skills and be active in the private network world outside of school, feeling a sense of adaptation.

CiNii Books

Authorship：Lead author   Language：Japanese   Publishing type：Research paper (scientific journal)   Publisher：Japan Society for Educational Techology  

We investigated whether study activities with friends and practical ability to use information have an impact on the academic ability required for university entrance exams. The learning environment of high school students is also changing with the information society. This change has also affected the style of classes, and many reports have been made of classes that focus on student discussions, such as active learning, rather than the one-way classroom style where the teacher unilaterally transmits knowledge. In order to adapt to such changes in the learning environment, students must have a high level of practical ability to use information and be able to smoothly carry out study activities with friends. So, we investigated whether the academic ability of high school students that is said to be the current situation, that is, students who have high academic scores corresponding to university entrance exams, are also high in the above abilities. Specifically, we used a scale of practical ability to use information and a scale of study activities with friends to examine the correlation with the results of mock exams conducted by a company.

CiNii Books

Authorship：Lead author   Language：Japanese   Publishing type：Research paper (scientific journal)   Publisher：Japan Society for Educational Techology  

Information ethics education begins in elementary school and is implemented in junior high and high schools, as well as universities. However, it cannot be said that awareness of information ethics is being effectively raised. Problematic behavior caused by a lack of awareness of information ethics among minors continues to occur and is often reported in the media. In high schools, information ethics education is often implemented as a general subject in information studies. There is a need to implement education that not only provides knowledge through information, but also effectively raises awareness of morality. This article describes the practice and observations of such a class.

CiNii Books

Authorship：Lead author   Language：Japanese   Publishing type：Research paper (scientific journal)   Publisher：Japan Society for Educational Techology  

The purpose of this study is to confirm whether scores increase when social skills training (SST) is incorporated into general subject "information" classes for high school students, and to examine methods for confirming this.
The assessment used KiSS-18, a questionnaire method. In order to confirm from the results obtained from KiSS-18 that scores had increased as a result of the SST implemented by the author, the KiSS-18 scores of a group that implemented SST at the start and end of class were compared with those of a group that did not. Furthermore, the instructors evaluated the students using KiSS-18, and the difference between their self-evaluations and the instructors' evaluations of others was confirmed, verifying the usefulness of surveys using questionnaire methods.

CiNii Books

Authorship：Lead author   Language：Japanese   Publishing type：Research paper (scientific journal)   Publisher：Japan Society for Educational Techology  

The purpose of this study was to confirm whether the scores of high school students increased when social skills training (hereinafter referred to as SST) was incorporated into their general subject "Information" classes. The assessment used the KiSS-18, a questionnaire method. A factor analysis of the results obtained from the KiSS-18 confirmed three factors. In order to confirm that these skill scores had increased as a result of the SST implemented by the author, the KiSS-18 scores of a group that implemented SST at the start and end of class and a group that did not were compared.

CiNii Books

Authorship：Lead author   Language：Japanese   Publishing type：Master Thesis  

本研究の目的は2つある。第1は高校生にソーシャルスキルトレーニング（以下SST）をすることにより、その得点が上昇しているかの確認をする。第2にそのアセスメントを実施したときに質問紙法で適切にはかることができているかの検討である。
第1の目的を確認するために使用したアセスメントは質問紙法の1つであるKiSS-18である。KiSS-18により得られた結果について因子分析をした結果、「コミュニケーションスキル」，「問題解決スキル」，「トラブル処理スキル」という3つの因子が確認できた。それらのスキル得点が筆者の実施したSSTにより上昇することができたかを確認した。授業開始時に、SSTを実施するグループと実施しないグループのKiSS-18の得点を比較した。各下位尺度得点についてt検定を行ったところ、すべてのスキルにおいてSSTを実施したグループとしていないグループの得点差は有意ではなかったが、授業終了日のアセスメントでは、すべてのスキルにおいて得点差は有意であった。よって、筆者の実施したSSTに効果があると質問紙法の結果では現れた。
しかし、この結果は生徒自身の質問紙法による調査のみで判断したものである。これでは、生徒の性格等により得点のつけ方が違う可能性がある。よって、本研究の第2の目的である生徒の質問紙法のみで調査が適切にできているかを検討した。
方法はKiSS-18を使って、すべての生徒を教員側からアセスメントをした(他者評価)。さらに学習に対する自己評価をさせた。この2つのアセスメントから、他者評価が高く自己評価の低い者、また他者評価は低いが自己評価の高い者など、特徴的な得点を持つ生徒を抽出した。そして、これらの特徴的な得点を持つ生徒を観察した。観察方法はSSTの様子をビデオで確認し、どういった行動をしているかを調査するものとした。すると、自己評価が低くとも、スキルを発揮した行動がとれる者も、その逆の者もいた。
以上より本研究では、従来の研究で指摘されていた質問紙法の問題点を、ソーシャルスキルのアセスメントをする際に、質問紙法のみでは、特徴的な得点を持つ生徒までははかることができないという知見を、他者評価や自己評価という実証データによってさらに確証付けることができた。
今後は質問紙の項目に自己評価をどの程度しているかを判断できる項目を入れるなどして、工夫することや、さらに質問紙法だけで判断するのではなく、観察法なども併用して評価をすることが必要である。今後はどういった方法でSSTのアセスメントを実施することが、学校現場で最適に行うことが望ましいかを検討することが期待される。

Language：Japanese   Book type：General book, introductory book for general audience

"Shinken WINSTEP Informatics I" is a problem book that has been created by utilizing the entrance exam analysis capabilities that we have cultivated so far, based on the analysis of the curriculum guidelines, various textbooks, and sample questions from the Common University Entrance Examination. In order to win - and pass - the entrance exam, it is structured in a step-by-step format that connects the confirmation of knowledge and skills to practical questions for the Common Test.

Total pages：58   Responsible for pages：20-23   Language：Japanese   Book type：General book, introductory book for general audience

ASIN

Language：Japanese  

Language：Japanese   Book type：General book, introductory book for general audience

ASIN

Total pages：冊   Language：Japanese  

CiNii Books

Total pages：119, 8p   Language：Japanese  

The "Illustrated Edition" is a compilation of explanations using diagrams. The "Practical Edition" is a compilation of practical exercises with specific steps and worksheets. These two textbooks have been compiled in a book-in-book format. The textbooks used are clearly separated depending on the type of lesson, so students can immediately understand "what time it is to do now."

CiNii Books

ASIN

Total pages：241p   Language：Japanese  

◎The well-received "Teacher Training Seminar" has been revived as a bible for those taking the teacher training course! ・The contents and volume structure are perfect for studying and preparing reports for those taking the teacher training course ・The first collaboration project between faculty from Tsukuba University and Hiroshima University, which are leading educational research, especially teacher training research, in Japan, approaches the forefront of this field ・All volumes are composed of questions (Q) and answers (A) that cultivate thinking and application skills We are confident that this book will be a study text for students who aspire to be teachers, as well as a step-up book for all those involved in education, such as teachers who actually teach children at school, and school leaders who are in a position to guide teachers.

CiNii Books

Total pages：530   Language：Japanese  

CiNii Books

ASIN

Language：Japanese   Book type：General book, introductory book for general audience

We investigated the differences between people with and without addictions to games, videos, and SNS using smartphones. People with game and video addictions spent significantly longer playing games and videos than non-addicts, but no significant difference was found in the amount of time people with and without SNS addiction spent. Unlike people with game and video addictions, people with SNS addictions were shown to be more concerned than non-addicts about whether their messages had been read or unread. This study suggests that people with game and video addictions and people with SNS addictions show different addiction tendencies.

ASIN

Language：Japanese  

Total pages：95p   Language：Japanese  

CiNii Books

Language：Japanese  

Language：Japanese  

Language：Japanese  

Language：Japanese  

Language：Japanese   Book type：General book, introductory book for general audience

高校生のインターネット(以下，ネット)利用やインターネット依存 (以下，ネット依存)傾向と対人関係について調査をした．その結果，ネットでコミュニケーションを取る相手への態度や向き合い方に男女間で質的な違いがみられた．

Language：Japanese   Book type：Report

Language：Japanese  

Total pages：95p   Language：Japanese  

CiNii Books

Total pages：171, 図版22p   Language：Japanese  

CiNii Books

Total pages：冊   Language：Japanese  

CiNii Books

Language：Japanese   Book type：Report

Language：Japanese  

CiNii Books

Language：Japanese  

Language：Japanese   Book type：General book, introductory book for general audience

Language：Japanese  

Language：Japanese   Book type：General book, introductory book for general audience

Language：Japanese  

Language：Japanese   Book type：General book, introductory book for general audience

★児童・生徒のネット依存が社会問題として対策が急がれる中、依存を「コンテンツ依存」「つながり依存」に分類し、それぞれの特徴を考察し、なぜ依存するのかを検討した。さらに、家庭、学校での対応について提案した。 「コンテンツ依存」「つながり依存」それぞれの依存につながる要素は異なるが、どちらも、コンテンツやSNSを携帯し、常に確認できる状態が維持されることで依存傾向となっていくと考える。 ★多くの子どもたちは常にコンテンツやSNSを確認できる環境にいるからこそ、携帯情報端末を利用するべきではない「場所」「時間帯」そして「他者の事情」を考えさせ、その「場所」「時間帯」は人と違うことを認識し、他者には「他者の事情」があることを意識させていきたい。

Language：Japanese  

Language：Japanese   Book type：General book, introductory book for general audience

CiNii Books

Total pages：冊   Language：Japanese  

CiNii Books

Language：Japanese   Presentation type：Symposium workshop panel(nominated)  

Language：Japanese   Presentation type：Public discourse, seminar, tutorial, course, lecture and others  

Country：Japan  

Language：Japanese   Presentation type：Public discourse, seminar, tutorial, course, lecture and others  

Country：Japan  

File： 20230904付8-9面（記事）.pdf

Language：Japanese   Presentation type：Oral presentation(general)  

Language：Japanese   Presentation type：Oral presentation(general)  

Language：Japanese   Presentation type：Symposium workshop panel(nominated)  

Language：Japanese   Presentation type：Oral presentation(general)  

Language：Japanese   Presentation type：Symposium workshop panel(nominated)  

Language：Japanese  

Language：Japanese  

Language：Japanese   Presentation type：Public discourse, seminar, tutorial, course, lecture and others  

File： 20190113[稲垣 俊介]「情報Ⅰ」を見据えた生徒に興味関心を持たせるデータ分析とメッセージアプリの情報モラルの実践　プレゼン用.pdf

Language：Japanese   Presentation type：Poster presentation  

Language：Japanese   Presentation type：Oral presentation(general)  

Language：Japanese   Presentation type：Oral presentation(general)  

Language：Japanese   Presentation type：Oral presentation(general)  

Language：Japanese   Presentation type：Oral presentation(general)  

Language：Japanese   Presentation type：Oral presentation(general)  

File： 20161119[稲垣俊介]レスポンス・アナライザを活用することで生徒が自分のネット依存傾向を検討する実践の報告.pdf

Language：Japanese   Presentation type：Oral presentation(general)  

Language：Japanese   Presentation type：Oral presentation(general)  

Language：Japanese   Presentation type：Oral presentation(general)  

Language：Japanese   Presentation type：Oral presentation(general)  

Language：Japanese  

Language：Japanese   Presentation type：Oral presentation(general)  

Language：Japanese   Presentation type：Oral presentation(general)  

Language：Japanese   Presentation type：Oral presentation(general)  

Language：Japanese   Presentation type：Oral presentation(general)  

Language：Japanese   Presentation type：Oral presentation(general)  

Audience： Teachers

Type：Lecture

On February 22, 2025, in Osaka City, Associate Professor Shunsuke Inagaki of the University of Yamanashi’s Faculty of Education delivered a lecture titled “Reflections on the Administration of the Common Test for ‘Information I’ (Tentative)” at the 10th IT Utilization Seminar for Private and Public High Schools, hosted by Kyoiku Katei Shinbunsha. Professor Inagaki explained the background behind incorporating high school information education into university entrance exams and discussed the question format of the 2025 Common Test for “Information I,” offering insights into both the learning required of students and effective teaching approaches. In particular, he called for a shift toward more practical learning activities, including programming and data analysis, and proposed directions for lesson improvement based on the test’s results. His talk drew considerable interest from attendees and sparked discussion on a wide range of themes, including practical examples of high school information studies, the use of ICT devices, and the future course of university entrance exam reforms.

File： 20250222【教育家庭新聞】第10回私立公立高等学校IT活用セミナー＜大阪開催＞.pdf

Audience： Teachers,　Guardians,　Researchesrs,　General,　Company,　Governmental agency

Type：Lecture

On February 12, 2025, at an online seminar titled “The Newly Launched ‘Information’ Segment of the Common Test: How Did It Actually Go?,” hosted by the NPO Minna no Code, Associate Professor Shunsuke Inagaki of the Graduate Faculty of Education at the University of Yamanashi underscored the importance of lesson design that links social contexts with information technology, rather than focusing solely on terminology memorization. Drawing on the content of the first-ever Common Test for “Information I,” he particularly highlighted, through his analysis of Question 1, the value of encouraging students to tackle real-world issues across the four domains of the subject. He also stressed the need to create learning environments where students can gain deeper insights through hands-on demonstrations and data analysis. These perspectives provide significant guidance for high school teaching and curriculum development, especially as information education continues to grow in importance.

File： 20250212【みんなのコード】稲垣担当箇所.pdf

Audience： Teachers,　Researchesrs

Type：Lecture

About CIEC Saturday Cafe

Compared to traditional research groups, CIEC Saturday Cafe is a small-scale, informal study group that was launched by the Elementary, Junior High, and High School Division and is easy to join.

The content will cover anything related to CIEC, from "information education" and "information science" related to elementary, junior high, and high schools to "classroom design" and "learning for the future." Since it will be held online via Zoom, you can easily participate from anywhere in the country.

Why not join us once a month on a Saturday night to casually think about various topics related to information education?

*Those who apply will receive an automatic reply email with the Zoom URL, ID, and password, so please use it to log in on the day.

File： 20250125【CEIC】セミナー.pdf

Audience： Teachers

Type：Lecture

Terakoya Asahi's popular webinar "Thinking about the Future of Education with Hanamaru Sensei" will be held. This time, we will be looking back on the Common Test "Information I" and looking ahead to the future. In the first part, university entrance exam analyst Kenichi Ishihara will analyze the Common Test and explain applications and the future. In the second part, three people, Hiroyasu Ide, an information teacher at Aichi Prefectural Asahigaoka High School, Yoshihiro Sato, an information teacher at Tokyo Metropolitan Tachikawa High School, and Shunsuke Inagaki, an associate professor at Yamanashi University, will talk about the content of the Common Test "Information I" and future classes. In the third part, Shigekazu Watanabe, a subject inspector at the Ministry of Education, Culture, Sports, Science and Technology, will talk about junior high school "technology studies," which are also included in the consultation content of the next curriculum guidelines, and how learning can lead to high school "information." The coordinator is Asako Miyasaka, an editorial committee member of the Asahi Shimbun.

File： 20250125【朝日新聞】共通テスト「情報」今後の指導は 花まる先生無料セミナー.pdf

Audience： Teachers

Type：Lecture

On December 11 (Reiwa 6), the fifth Model Lesson Study was held at Iwaki Sogo High School, focusing on Domain 4, “Information and Communication Networks and Data Utilization.” In this session, Mr. Tatsuaki Furukawa guided students through the process of using data effectively, employing lesson slides titled “Data Analysis (Part 1)” and “Data Analysis (Part 2).”

A key highlight of the event was the expert guidance and advice provided by Associate Professor Shunsuke Inagaki from the University of Yamanashi, who traveled from a distant location to attend. Drawing on his extensive practical and research experience in information education, Professor Inagaki offered highly actionable and concrete insights. He addressed various aspects of the lesson, including the importance of studying this unit, the lesson objectives, the teacher’s questioning strategies, the lesson flow, and how students were engaged and responded. These contributions greatly benefited not only Mr. Furukawa but also the participating educators.

In addition, nine other teachers from across the prefecture joined the post-lesson discussion, which—with Professor Inagaki’s expert commentary—yielded a wealth of takeaways on teaching methods, assessment approaches, and the broader potential of information education. The Fukushima Prefectural Education Center’s Information Education Team (Common Subject Information Studies) extends its heartfelt gratitude to Professor Inagaki and all other participants who took the time to attend during a busy weekday, enriching the study with their insights and expertise.

File： 【福島県】古川先生授業視察.pdf

Audience： Teachers

Type：Lecture

This paper reports on my presentation, "Introduction to AI Music," delivered at the Tokyo High School Music Education Research Association. Generative AI is a transformative tool that opens up new avenues for creativity in education, particularly in music education, where it enhances both creativity and efficiency in unprecedented ways. In this presentation, I demonstrated practical examples of music creation using generative AI and discussed its technical background and practical applications in educational settings.
I explored how generative AI can be applied to music education and examined the evolving role of educators in an era of advancing AI technologies. By positioning AI as a partner in education, I highlighted its potential to enable collaborative learning experiences between students and teachers through music creation. Moreover, I emphasized that integrating generative AI into education can help students develop problem-solving skills, teamwork abilities, and other competencies essential for thriving in the future.
This initiative not only demonstrates the potential of generative AI in music education but also proposes a broader application of AI across various educational fields. Through this presentation, I aim to offer insights and propose a new educational model for integrating AI into teaching practices in the age of AI.

Audience： Teachers

Type：Lecture

Audience： Teachers,　General,　Governmental agency

Type：Seminar, workshop

The digitization of society is expected to enhance operational efficiency, boost productivity, improve quality of life (QOL), and help solve various social issues. At the same time, new problems and challenges have arisen, including the leakage of personal information, fabricated data, and incidents involving social networking services (SNS). Against this backdrop, this course aims to help students acquire the knowledge required for an increasingly advanced information society. By actually working with various functions made possible by cloud services and AI, students will gain insights into the potential of these technologies.

Additionally, the course addresses qualifications and job types within the information and communications industry, along with topics such as information security, health issues, and ethical considerations. Through this, students will develop the communication and management skills necessary for professionals in the information and communications industry, enabling them to apply these skills in vocational guidance.

Audience： Teachers

Type：Lecture

On August 30 (Fri), Reiwa 6 (2024), the Fukushima Prefectural Education Center hosted the “Programming Instruction for Problem-Finding and Problem-Solving (Data Science Edition)” workshop. Associate Professor Shunsuke Inagaki (University of Yamanashi) and Mr. Hiroyasu Ide (Aichi Prefectural Asahigaoka High School) led the sessions, drawing on content they presented at the National High School Information Education Conference held on August 3 and 4.

During the morning sessions (10:00–12:00), the speakers introduced key insights on how differences in teaching materials and instructional methods affect learning outcomes in programming education, and shared examples of fostering “proactive, interactive, and deep learning.”

In the afternoon (13:00–16:45), workshop participants explored real smartphone data and the SSDSE (Standardized Dataset for Educational Use) to experience hands-on data analysis. This approach highlighted the process of identifying problems and working toward their solutions, allowing participants to simulate the role of students while learning from the two instructors’ classroom practices.

File： 20240830【福島県】問題の発見・解決に向かうプログラミング指導の在り方講座.pdf

Audience： Teachers

Type：Seminar, workshop

The 1st Yamanashi Information Education Promotion Office Study Session, co-hosted by the Center for Educational Practice at the Yamanashi University Faculty of Education and Intel Corporation, was held on August 21, 2024, at Yamanashi University’s Kofu West Campus. Targeted at teachers from elementary, junior high, high, and special needs schools, as well as local boards of education, university students, and graduate students, the event focused on inquiry-based learning and the effective use of ICT. The morning session featured lectures and discussions on learner-centered lesson design, while the afternoon session presented project-based learning in practice, culminating in participant-led presentations.

A total of 30 people attended, and according to survey results, all participants expressed satisfaction, highlighting the value of exchanging ideas across different school levels and sharing concrete lesson plans. At the same time, there was notable interest in expanding knowledge of cutting-edge ICT tools, including generative AI. Going forward, the Yamanashi Information Education Promotion Office plans to develop training programs tailored to specific school levels and subjects, aiming to continue offering study sessions on a regular basis.

File： 第1回やまなし情報教育推進室学習会開催報告.pdf

Audience： Teachers

Type：Lecture

Audience： Teachers

Type：Lecture

File： 20240807【山梨県】ICT活用実践研修会Ⅱ 校務等における生成AIの活用　配布用.pdf

Audience： Teachers

Type：Lecture

The Yamanashi Prefectural High School Education Division held a research symposium for teachers at Yamanashi Prefectural High Schools, with the aim of deepening their understanding of the curriculum guidelines and current educational issues, and improving their qualifications.I was asked to speak as a lecturer at the symposium.

File： 20240801【山梨県】.pdf

Audience： Teachers

Type：Lecture

File： teacher_2024.pdf

Audience： Teachers

Type：Lecture

With "Informatics" being included in the 2025 Common University Entrance Examination, there is a need to create lessons that develop the qualities and abilities of students who can handle it. Through this study group, we aim to improve the teaching skills of information teachers in the common subject area at prefectural high schools so that they can give back to students.

File： 20240627【福島県】大学の視点からの「情報Ⅱ」.pdf

Audience： Teachers

Type：Lecture

【青森県教育委員会】
内容：令和6年度新学力を高める高校支援事業「情報入試を見据えた高等学校における授業実践について」 講師

Audience： Teachers,　Scientific,　Governmental agency

Type：Seminar, workshop

From the Sundai Group website
Our Managing Director Minoru Hida (Head of Education DX Headquarters, Sundai Preparatory School) will be holding a talk session at EDIX Tokyo 2024.
Shinichi Uegaki, bestselling author of a book on preparation for the Common University Entrance Test "Information I" and popular information education YouTuber, as well as Shunsuke Inagaki, Associate Professor at the Faculty of Education, Yamanashi University, who supervised the Impress Books book "Preparation for the Common University Entrance Test Information I (by Uegaki Sensei)," and Ryo Takisaka, editor of the book, will discuss the importance of "Information I," preparation for the "Information I" test in the Common University Entrance Test to be held for the first time next year, and the Society 5.0 society that will connect to the future.
Talk session dates and times
May 8th (Wed) 14:45-15:25 Information education YouTuber Uegaki Shinichi
May 9th (Thu) 14:20-15:00 Impress Corporation "Information I" study guide editor Takisaka Ryo
May 10th (Fri) 15:25-16:05 "Information I" study guide supervisor (Associate Professor, Faculty of Education, Yamanashi University) Inagaki Shunsuke

Audience： Teachers,　Researchesrs

Type：Seminar, workshop

2025 年度入試から大学入学共通テストに高校教科「情報」が導入されることが決まり、多くの大学がその採用を表明している。また大学によっては個別入試に「情報」を採用することを検討している。1 年後に大学入学共通テストに教科「情報」が導入されるこの時期に、「情報」に関する大学入試のトレンドをまとめ、それを大学・高校・社会に伝えるとともに、その意義について議論する。

Audience： Teachers

Type：Lecture

Shunsuke Inagaki of Tokyo Metropolitan Jindai High School has been teaching "Information" to third-year students for six years, a subject that was not included in the entrance exams, and says he has experimented with interesting lessons. He sees the fact that it has become an entrance exam subject as "an easy-to-understand indicator," and said, "I want to continue teaching interesting lessons to help students acquire academic skills. I also want elementary and junior high school teachers to continue helping students acquire the ability to use information."

File： 20240212【無料ウェビナー】「情報Ⅰ」入試まであと１年でできること 小中学校の「情報教育」の役割は.pdf

Audience： Teachers

Type：TV or radio program

The Information Studies Education Liaison Committee of the Japanese Association for Education of Information Studies (JAEIS) produces a podcast series titled “A Roundtable on Realistic Information Education,” where high school teachers and university researchers discuss practical methods and challenges in information education.

In this series, Associate Professor Shunsuke Inagaki (University of Yamanashi) serves as the leader for the Data Science segment, overseeing topic selection and moderating the program. Notably, in the reflection series on the newly introduced “Information I” component of the national Common Test for University Admissions, Professor Inagaki led discussions on Question 4 (focused on data science) with an emphasis on collaboration between high schools and universities. Through these discussions, he proposed concrete instructional strategies and learning content, thereby contributing to the advancement and dissemination of information education.

Audience： Teachers

Type：Seminar, workshop

入試対策に焦点を当て、実践的な授業や取り組みを紹介します。また、入試に向けてどのようなことをしているか、何ができるか、入試対策の課題やアイデアを参加いただいた先生方と対話形式で考えていきます。

File： 240106_seminar_joho_2024minatomirai.pdf

Audience： Teachers

Type：Seminar, workshop

Type：Lecture

令和７年度大学入学共通テスト「情報科」実施まであと１年と３か月となり、特に新規領域である「情報デザイン」「プログラミング」「データサイエンス」などの授業教材の開発や授業改善、指導力向上が求められています。このことから、本県高等学校情報科の振興と相互の研鑽をさらに充実させるため、第２回研究発表大会の開催いたします。

Audience： Teachers,　Guardians,　General

Type：Seminar, workshop

文部科学省委託事業令和5年度「情報モラル教育推進事業」に関しまして、
全国の学校関係者様にご参加いただける第2回情報モラル教育指導者セミナーをオンラインにて開催いたします。

File： 20231215-mxt_jogai02-000032039_003.pdf

Audience： Teachers

Type：Lecture

「夏の教育セミナー」は今年で10年目。2014年の第１回から、のべ約５万名の高校の先生方にご参加いただいています。記念すべき第10回の今回は、いよいよ間近に迫った「2025年共通テスト」や、年次進行で各高校での実践が進んでいる「新学習指導要領」に対応するための最新情報をお届けします。
 大学入試センターのご担当者による講演や、高校の先生による授業実践の紹介、特に気になる「情報」や「探究」に関する特別講演など、盛りだくさんの内容でお届けします。
 また、今年は４年ぶりに会場での実施が決定！ 東京・大阪の２会場で、直接ご参加いただき、交流を深めていただけます。加えて、オンラインでの配信も行います。ぜひ奮ってご参加ください。

File： 20230904付8-9面（記事）.pdf

Audience： Teachers

Type：Seminar, workshop

今年度の高校1年生から始まり、2025年の大学入学共通テストでも導入されることになった新科目「情報Ⅰ」。東京大学をはじめ国立大学も採用を発表しつつあり、この11月には大学入試センターから試作問題も公表される予定です。これまでに公表されているサンプル問題も含め、どのような問題の傾向がみえるのか。入試に向けてどんな準備と対策が必要なのか。大学入試センターの方に解説を、駿台予備学校の方からは各大学の情報入試の活用予想を、また現場の情報科教諭の方々から具体的な問題解説とともに入試対策法を2時間にわたってお聞きします。

Audience： Teachers

Type：Lecture

国立大学協会は2024年度に実施する国立大学入試から、教科「情報」を課すことを原則にすると発表しました。今後、2次試験や私立大学入試での「情報」の出題も増えると考えられます。高等学校や大学などは、こうした動きにどう備えればよいのでしょうか。キーパーソンをお招きして、最新情報と対応策を解説します。

Audience： College students

Type：Lecture

Audience： Teachers,　Governmental agency

Type：Lecture

File： 01_20190701[石川県]新学習指導要領の「情報Ⅰ」を見据えた情報モラル教育の実践 (1).pdf

Type：Seminar, workshop

朝日新聞は2月12日、2025年の大学入学共通テストを見据え、教科「情報」をテーマにした無料ウェビナー「『情報Ⅰ』入試まであと１年でできること 小中学校の『情報教育』の役割は」を開催しました。

"What kind of academic ability will be needed in the future?"
With these words, Associate Professor Inagaki Shunsuke of Yamanashi University Graduate School brought up a question on the Japanese language section of the National Academic Ability and Learning Status Survey conducted in April this year. Citing the topic of the question being the "filter bubble," where online communication and internet search results are individually optimized, he pointed out that "the questions ask conversational questions that measure the thinking ability of children and students in their own daily lives." He stated that the common test on "information" to be conducted next year is an extension of this idea, and after showing concrete examples from prototype questions, he introduced classes on data utilization and programming.
Inagaki also pointed out that because information studies have become a university entrance exam subject, the evaluation of classes will become important. "There is no wisdom from our predecessors in the common test on 'information.' Today's teachers should be pioneers and continue the trial and error process," he concluded. [Tokyo venue]

Author：Other 

"Information I" will finally be included in the 2025 Common University Entrance Examination. However, there are complaints about the subject of "Information" taught in high schools, such as "There are not enough hours" and "There are no full-time teachers, so they have to teach other subjects." Furthermore, there are many problems, such as a lack of coordination between information education in elementary, junior high, and high schools. Now that knowledge of "information" is required regardless of whether one is in the humanities or sciences, how can high schools overcome these problems and teach it? We spoke with Nao Nagano, who has been in charge of "information" in high schools for many years and wrote "Improve your thinking skills: The Common University Entrance Examination "Information I" [Naruhodo Lab]" (Shoeisha), and Shunsuke Inagaki, an associate professor at Yamanashi University.

Tokyo Metropolitan Jindai High School has been exploring how to teach "Information I" that incorporates measures for the Common University Entrance Examination, and has implemented classes that utilize Benesse's digital and information application learning program "P Study." As well as enriching practical training such as programming as usual to help students acquire practical skills, we spoke with Mr. Shunsuke Inagaki, who teaches "Information I," about how to teach students to develop the ability to handle entrance exams.

朝日新聞で16年間続いた連載「花まる先生 公開授業」に登場した先生方を講師に、これからの授業について考える「花まる先生と考える『未来の教育』プロジェクト」（朝日新聞社メディア事業本部主催）の第4回無料オンラインセミナーを、12日午前10時から開催します。

朝日新聞で１６年間続いた連載「花まる先生 公開授業」に登場した先生方を講師に、これからの授業について考える「花まる先生と考える『未来の教育』プロジェクト」（朝日新聞社メディア事業本部主催）の第４回無料オンラインセミナーを、１２日午前１０時から開催します。

Author：Other 

The "Common University Entrance Test" will be held across the country on January 13th and 14th, and from the next test, students who have studied under the new curriculum will take the test, and the subjects will change accordingly. Among the subjects, the compulsory subject "Information I", which teaches data analysis, networks, programming, etc., will be included in the test, and will be mandatory for many national universities. Some universities are also including "Information" in their individual entrance exams. With only one year left until the test for "Information I", we interviewed schools, prep schools, and universities to find out what is happening.

『VIEW next』高校版10月号の「主体的・対話的で深い学び 授業実践」で紹介した
稲垣俊介先生の情報の授業の様子をダイジェスト動画でお伝えします。

２０２５年度の大学入学共通テストに新設される教科「情報」。早い高校では、この４月の高１生から「情報１」の授業がスタートする。高校現場や大学入試ではどう扱えばいいのか――。３月上旬に開かれた情報処理学会全国大会のセッション「情報入試～共通テストと個別試験」で、議論された。