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Implementation and Evaluation of Online IT Training for Teachers of Japanese

This study explores the implementation and evaluation of an online IT training program for Japanese teachers. It examines the materials used, participant feedback, and suggestions for improvement. The study also includes an analysis of the second online training session and mid-term evaluation.

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Implementation and Evaluation of Online IT Training for Teachers of Japanese

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  1. Implementation and Evaluation of Online IT Training for Teachers of Japanese Taeko Kinoshita, Maki Hirotani, Kazumi Hatasa Purdue University

  2. Background • The Society for Teaching Japanese as a Foreign Language • Training in Tokyo (2001-2002) • Online training (2003-) • First training (Jan.-Mar. 2003) • Second training (Jan.-Mar. 2004)

  3. Materials for Online Training • Main textbook: “IT Literacy for Japanese Teachers” (Hatasa, 2002) 「日本語教師のためのITリテラシー入門」 • WWW: course syllabus, assignments (第２回　日本語教師のためのOn-Line IT講座) • Mailing List (Yahoo! Japan Groups) • Q&A • Interactions among participants • E-mail between the participants and their assistant • Submission of assignments • Feedback → Example

  4. Summary of the 1st Online Trainingfrom the previous report at CATJ, 2003 • Benefits • Participants • IT instructors • Limitations • Misunderstanding due to lack of visual materials/explanations, etc. • Suggested improvement • Additional materials • on the web (e.g., movie help, more explanations on FAQs) • Reference (超図解シリーズ） • Mailing list: the use of anonymous • Extend the course period (8 weeks -> 10 weeks)

  5. 2nd Online Training • Jan.-Mar. 2004 (10 weeks) • 30 Participants from 12 countries Japan (14), Germany (3), France (2), US (2), Malaysia (2), Turkey (1), Sweden (1), UK (1), Taiwan (1), Thailand (1), New Zealand (1), Australia (1)

  6. Materials for Online Training (2004) • Main textbook (Hatasa, 2002) • Mailing List (Yahoo! Japan Groups) • Course homepage • Movie help • Updated explanations with visual aids

  7. Mid-term evaluation of the online course in 2004 • Mailing list • E-mail • Assignments • Mid-term questionnaire • Content • Movie help • Mailing list

  8. Summary • Content • Satisfied, but don’t know how to apply. • Mailing list • useful; “I don’t know what to ask via mailing list”; a few interactions among the participants. • Movie help • useful; takes time to download; don’t know how to view the movies, etc. • Assignments

  9. Direction for Further Improvement • More visual aids (e.g., movie help, screenshot) • English-Japanese correspondence sheet for software terminology (e.g., preference –初期設定) • Providing a concept of software terminology (e.g., What is tab?)

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