Yamaguchi laboratory members, Dr. Yamamoto, Li (D2), Ohya (M2), and Ms. Orgilmaa participated in the CIES (Comparative and International Education Society) Annual Conference from March 5th to 9th, 2017 in Atlanta, U.S. The CIES is an academic conference attended by researchers, students, practitioners and policy makers from all around the world who are interested in comparative and international education. The theme of this year’s conference was “Problematizing (In)Equality: The Promise of Comparative and International Education” (For more information about this year’s CIES conference, visit http://www.cies2017.org/)
Dr. Yamamoto, Ohya, and Ms. Orgilmaa joined paper session called “Implementation of ICT for development projects”. Dr. Yamamoto presented the paper titled “A study on Teachers’ Self-efficacy for Promoting ICT Integrated Education: A Case of Primary Schools in Mongolia”. Based on the analysis of the more than 500 primary school teachers from diverse area of the country, the study was conducted to identify educational practice related to self-efficacy of the primary school teachers in Mongolia.
Ohya and Ms. Orgilmaa presented their research, titled “Factors Affecting Mongolian Primary School Leaders’ Attitudes Toward ICT in Education”. The study’s focus is school leaders’ attitudes toward ICT in education. The research aims to find out the factors affecting school leaders’ attitudes towards ICT in education through statistical analysis. During their discussion, they received the question about the ICT usage in classroom and the hardware that teachers utilize in Mongolian context.
Li and Ms. Orgilmaa participated in the highlighted paper session called “Current Trends in Online and Open Learning”, and presented his research “Study on Interactive Learning Materials for Teacher Training in Primary Schools in Mongolia”. Li and Ms. Orgilmaa discussed the current trends in computer-mediated interactive learning materials, and the policy development in Mongolian education sector for primary school teachers’ professional development. They presented and demonstrated the production outcomes of interactive learning materials for teachers’ professional development, and Li discussed the research on the influence of interactive materials to teachers’ learning motivation and learning processes with reference to self-regulated learning theory. They reported the result that teachers who utilize interactive learning materials perceive higher motivation to obtain better assessment, and higher learning satisfaction. After the presentation, the officer from National Commissions of United Nations in Kenya expressed interest in the production of interactive materials, and Li shared the experience of the implementation of interactive materials in Mongolia.