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Faculty of Education Center for Collaboration and Development in Educational Practice and Management |
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KOBAYASHI Hironori
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Degree 【 display / non-display 】
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博士（教育学） ( 2023.3 明星大学 )
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修士（教育学） ( 2016.3 明星大学 )
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学士（教育学） ( 1988.3 東京学芸大学 )
Research Areas 【 display / non-display 】
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Humanities & Social Sciences / Educational technology
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Informatics / Learning support system
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Humanities & Social Sciences / Education
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Humanities & Social Sciences / Science education
External Career 【 display / non-display 】
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宮崎市教育委員会 教育委員
2021.10
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宮崎県公立小学校 校長
2017.4 - 2019.3
Country：Japan
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宮崎県教育庁教職員課 副主幹
2014.7 - 2017.3
Country：Japan
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宮崎県教育研修センター 副主幹
2013.4 - 2014.6
Country：Japan
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宮崎県教育庁総務課 指導主事
2012.4 - 2013.3
Country：Japan
Professional Memberships 【 display / non-display 】
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臨床教科教育学会（理事）
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日本教育工学会
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CIEC（コンピュータ利用教育学会）
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日本教育情報学会
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日本教師教育学会
Papers 【 display / non-display 】
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ICT活用における教員の自律性を支えるための遠隔教員研修モデルの開発と評価
小林博典,山口 耕,弓削聖一
宮崎大学教育学部附属教育協働開発センター研究紀要 ( 第33号 ) 19 - 33 2025.3
Authorship：Lead author, Corresponding author Language：Japanese Publishing type：Research paper (bulletin of university, research institution)
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ゲーミフィケーションを取り入れた学習活動の教育実践 -Kahoot!の活用に着目して- Reviewed
小川智博,下田航,小林博典
Proceedings of the CIEC Spring Conference 2025 ( Vol.16 ) 50 - 54 2025.2
Authorship：Last author Language：Japanese Publishing type：Research paper (scientific journal) Publisher：コンピュータ利用教育学会
本研究では，小学校における Kahoot!の活用によるゲーミフィケーションを取り入れた学習活動の教育実践を行い，その教育的価値を評価し，得られた知見を考察することを目的とした。実践の考察にあたっては，自由記述の内容をもとに，導入前後の比較を行い，その変化を分析した。結果，児童は楽しみながら学習に取り組むだけでなく，学ぶことの意義を理解し，自分の学びを自発的に活用する能力を高めるとともに，学習活動の中で成功体験や達成感を促進する一助となる可能性が示唆された。とりわけ，学習意欲が低い傾向にあった児童の学習態度や行動にもポジティブな変化が表れるなど，学習活動を支援するツールとしての可能性が確認された。
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豊かなWell-beingを育むための小学校プログラミング教育の実践と評価 Reviewed
小林博典，久木元成行
臨床教科教育学会誌 第24巻 ( 第1号 ) 1 - 10 2024.10
Authorship：Lead author, Last author, Corresponding author Language：Japanese Publishing type：Research paper (scientific journal) Publisher：臨床教科教育学会
本研究では，小学校の児童に対し，豊かなWell-beingを育むためのプログラミング教育を実践し，その評価を行うことを目的とした。そのために，教員養成を担う大学が，小学校と連携してプログラミング教育の教材開発を行い，「授業自体が児童にとってWell-being」であり，かつ「社会全体のWell-beingを創造する活動」を展開できるように，教授法の改善や授業実践を支援した。結果，教材開発の有効性が確認され，児童は，学習をとおして自己効力感や自己成長を実感でき，自信を高めることができるなどWell-beingの向上に有効な手立てであったことが確認された。
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大学生ボランティアの介入による小学校プログラミング教育の実践と評価 Reviewed
小林博典，新垣敬子
コンピュータ利用教育学会学会誌（CIEC2024）コンピュータ＆エデュケーション ( 56号 ) 50 - 55 2024.6
Authorship：Lead author, Last author, Corresponding author Language：Japanese Publishing type：Research paper (scientific journal)
本研究では，小学校のプログラミング教育に焦点を当て，プログラミング学習用のIoT教材を活用し，原理や仕組みの理解とともに，実生活との関連への認識を高めるための体験活動をベースにした授業パッケージを開発した。本研究は，この授業パッケージを用いた授業実践が，児童の動機づけに与えた教育効果について検証するとともに，参加した大学生ボランティア自身にもたらされた学びについて明らかにすることを目的とした。結果，児童は，学習した知識・技能を社会的文脈に適用できないか検討するなど，尺度として用いたARCS動機づけモデルの関連性の項目が有意に向上するとともに，自信を高め，やりがいを実感できるようになるといった効果が示された。さらに，実践に参加した学生は，児童や教師との相互作用を介した実践的な学びや，教育手法及び教材の開発に関する多角的な視点からの学びを，包括的に修得できるようになる可能性が示唆された。
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マイクロラーニングと遠隔教育システムによる教員のICT活用研修に関する研究 Reviewed
小林博典
明星大学大学院 教育学研究科 博士論文（教育研甲第C-12号） 1 - 168 2023.3
Authorship：Lead author, Last author, Corresponding author Language：Japanese Publishing type：Doctoral thesis
Research on Utilizing Microlearning and Distance Learning Systems for Teacher ICT Training
Thesis Abstract
The purpose of this study was to construct a training model to support learner autonomy and interactive involvement in ICT training via e-learning. In conducting the training, we wanted to emphasize the process of grasping the needs and actual conditions of learners for training, and designing, developing, implementing, and evaluating the necessary training contents, and we adopted the framework of a systematic approach based on the ADDIE model of Instructional Design (ID) theory. The ADDIE model of ID (Instructional Design Theory) is a systemic approach to training.
As of the year 2022, society surrounding schools is said to be in the midst of the Society 5.0 era of change, and changes in the ICT environment in education are accelerating. Training is considered to be important for teachers to practice classes using ICT, and trial and error is being repeated. On the other hand, as a challenge for teacher training using ICT in Japan, it has been shown that measures to support in-school training through on-the-job training and to enable teachers to overcome the barriers that are worrisome for professional development through off-the-job training are not sufficient. Therefore, it is necessary to design training programs that guarantee teachers' professional learning and enable teachers to fully develop their teaching with ICTs. Therefore, this study summarizes the actual conditions and issues in these ICT-based teacher training, and focuses on e-learning through micro-learning to promote individual learning and distance education system to overcome the time and distance limitations as a measure to overcome the issues.
In this study, we decided to focus on the intersection of the two academic fields of e-learning in teacher education and educational technology, and in Chapter 1, we reviewed previous studies in the two academic fields. As a result, the issues in the field of teacher education were summarized into three categories: (1) smooth provision of resources necessary to support the autonomy of individual teachers, (2) provision of participatory learning by devising forms of teacher training, and (3) development of a research environment for training teachers to use ICT. The issues of e-learning in the field of educational technology are (1) provision of e-learning that enables learners to maintain their concentration, (2) provision of e-learning that takes interactive communication into consideration, (3) support for operation methods necessary for implementing e-learning, and (4) consideration for the environment for learners to use e-learning, such as efficient provision of video materials. (4) Consideration for the environment in which learners use e-learning, such as efficient provision of video materials, and (5) Ingenuity and ingenuity in consideration of psychological distance when using distance education systems. Based on these issues, we believe that the problem lies in "how to support learner autonomy and interactive involvement in ICT training via e-learning," and we decided to pursue this issue in this study.
On the other hand, we focused on ID theory in Chapter 2 based on the idea that it is essential to have a framework that allows us to view the entire training system, including the design and development of training, whether evaluation of results and issues is sufficient, and whether improvement measures to solve issues are appropriate. According to previous studies, it is essential to view the learning aimed at by ID in terms of "effectiveness," "efficiency," and "attractiveness. In this study, we organized them as follows, based on the problems in ICT utilization training. Effectiveness" is defined as the ability to support learner autonomy and interactive involvement, which leads to results such as the willingness to use the knowledge acquired after the ICT training to improve the class. Efficiency" is defined as the ability of both the learners and the training provider to make the training more efficient. Furthermore, "attractiveness" is related to the "image of teachers who continue to learn," and is considered to be the motivation to continue learning and to realize a sense of achievement. Thus, we decided to review the traditional approach to training and its methods by considering the entire training program from the perspective of ID theory. In this study, we focused on the ADDIE model, which is a more refined version of the "Plan-Do-See cycle" and is regarded as a basic model for many ID programs. The ADDIE model emphasizes the process of designing, developing, implementing, and evaluating the necessary training content. However, simply applying the model alone will not be effective. Therefore, three cases were selected for this study to be used as a method to clarify the purpose of training.
The cases covered in this study are: a case in which microlearning e-learning was introduced for face-to-face training of teachers in programming education (Chapter 4); a case in which microlearning e-learning was introduced for learning activities conducted during measures against new coronavirus infection (Chapter 5); and a case in which microlearning e-learning and distance learning system e-learning were "fused" for training in operating the class support system in the GIGA school concept (Chapter 6). (Chapter 6), and a case in which e-learning by micro-learning and e-learning by a distance learning system were "fused" for training in the operation of a class support system in the GIGA school concept. In developing the training model, all cases were viewed from the framework of a systematic approach based on the ADDIE model of ID. In the case study in Chapter 4, the micro-learning e-learning model was shown to be effective in enabling participants to relearn what they had learned in the face-to-face training, to share necessary materials with each other, to learn efficiently at their own pace through repeated viewing, and to promote the formation of collegiality as a group. In the case study in Chapter 5, the results of the emergency declaration for the new coronavirus infection showed significant improvements in learning acquisition and other measures to support learning activities, even when face-to-face implementation was difficult. Thus, the two cases suggest the effectiveness of microlearning to support learner autonomy in learning via e-learning. On the other hand, these cases did not answer the question of interactive engagement. Therefore, in Chapter 6, we attempted to design a training model for interactive engagement by integrating microlearning and e-learning via distance learning system to design a participatory training program that takes communication into consideration. We believe that there were several factors that made it difficult to address this type of integrated training in conventional teacher training. Specifically, there were issues related to image and sound quality, infrastructure and hardware, and equipment specifications. However, as of 2022, when the GIGA School concept is being promoted, these environments are being improved. Considering the changes in social events in the Society 5.0 era, it is not difficult to integrate training programs. As a result, we decided to conduct a training program that combines these two training programs to solve the problem. As a result, we found that the integrated training led to the students' vitality to utilize the results of the training in their own classes, that they tried to improve their skills by repeatedly conducting e-learning through microlearning, that they actively checked their practices with teachers from other schools, and that they learned from each other and from other students. The results of the study showed that the students were trying to improve their skills through e-learning by microlearning many times, and that they were actively checking with teachers at other schools to see how they were doing. Thus, we were able to demonstrate the value of the uniqueness of this study, and were able to construct a training model to support learner autonomy and interactive involvement in ICT utilization training via e-learning, as indicated as the objective of the study.
This study has academic significance in the following three respects. First, microlearning, which promotes individual learning, was implemented to support learner autonomy in training using video materials. Microlearning is an e-learning system that is suitable for practical use because it allows learners to learn efficiently while sharing materials through familiar devices such as smartphones, and learners can not only learn in a short time at their convenience, but also easily share materials. Furthermore, it was effective not only for the learners, but also for those who conducted the training, in that they could film, edit, and provide the materials using familiar equipment and terminals. Second, in addition to microlearning e-learning, which was the first academic significance of this study, e-learning was "integrated" with distance education system e-learning. By integrating the two, it is possible to provide a place for learning as individual learning by microlearning before and after the training. For learners who are unable to attend face-to-face training sessions due to time and distance limitations, an environment that allows them to attend training sessions efficiently can be created. Furthermore, by guaranteeing a place to actively engage in dialogue and communication, it is possible to support the emotional aspects of the learners and to interact with them in an interactive manner. In this way, we were able to demonstrate the uniqueness of the training as an interactive training program while supporting the autonomy of the learners. Third, the ADDIE model of ID was used to construct a training model by pursuing a framework that captures the entire training system from a bird's eye view. This allows for iterative evaluation of each process at any time, and thus allows for improvements to be made in the course of the originally planned method. The micro-learning e-learning system introduced in this study can be modified and added to the teaching materials, suggesting that it is a learning method suitable for adapting flexibly according to the learner's actual situation. In this study, we were able to construct a training model that supports learner autonomy and guarantees interactive learning "anytime," "anywhere," and "by anyone" in ICT training via e-learning. However, there are some remaining issues in this study, and further deepening of the research is required.
Books 【 display / non-display 】
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Hironori Kobayashi , Masahiro Nagai , Nobumoto Higuchi（ Role： Joint author , pp.370-400（Chapter17））
Handbook of Research on Software for Gifted and Talented School Activities in K-12 Classrooms(Chapter17) IGI-Global 2019.12
Total pages：31 Responsible for pages：370-400 Language：English Book type：Scholarly book
In-service teacher training is conducted at schools in Japan to address various educational challenges with the aim of enriching on-the-job training (OJT) at schools through teacher collaboration and off-the-job training (Off-JT) outside of schools. However, in Miyazaki prefecture, OJT does not function well at remote schools or small schools in the mountains, and various conditions make it difficult for teachers to participate in training outside the school premises, even if they would like to. In this chapter, the authors propose a support system that aims to revitalize OJT/in-school training through the effective use of video conferencing technology, and a support system for Off-JT/out-of-school training through the construction of a new training system. This chapter introduces excellent initiatives at small schools in the mountains that make use of the authors' training system. The authors believe this training system can offer many important insights into how teachers are trained in developing countries and numerous countries with various geographic issues.
DOI： 10.4018/978-1-7998-1400-9
Other Link： https://www.igi-global.com/gateway/chapter/239653#title-recommendation-form
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「教育研究シリーズ第56集」 ～新たな知を拓き、生きる力を育む学校経営～第1章第3編
小林博典（ Role： Contributor）
第一公報社 2018.5
Responsible for pages：67-77 Language：Japanese Book type：Scholarly book
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赤堀侃司,小林博典（ Role： Joint author）
教育開発研究所 2011.2
Language：Japanese Book type：General book, introductory book for general audience
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管理職スペシャルレクチャー第3巻「最近の教育界ダイジェスト」
野原明，下村哲夫，浅野素雄，高階玲治，赤堀侃司，小林博典 他（ Role： Joint author , 24頁,38頁,77頁,189頁）
教育開発研究所 2002.8
Language：Japanese Book type：General book, introductory book for general audience
Presentations 【 display / non-display 】
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ゲーミフィケーションを取り入れた学習活動の教育実践 -Kahoot!の活用に着目して-
小川智博,下田航,小林博典
CIEC 春季カンファレンス (東京理科大学 森戸記念館) 2025.3.24 コンピュータ利用教育学会
Event date： 2025.3.24
Language：Japanese Presentation type：Oral presentation (general)
Venue：東京理科大学 森戸記念館
本研究では，小学校における Kahoot!の活用によるゲーミフィケーションを取り入れた学習活動の教育実践を行い，その教育的価値を評価し，得られた知見を考察することを目的とした。実践の考察にあたっては，自由記述の内容をもとに，導入前後の比較を行い，その変化を分析した。結果，児童は楽しみながら学習に取り組むだけでなく，学ぶことの意義を理解し，自分の学びを自発的に活用する能力を高めるとともに，学習活動の中で成功体験や達成感を促進する一助となる可能性が示唆された。とりわけ，学習意欲が低い傾向にあった児童の学習態度や行動にもポジティブな変化が表れるなど，学習活動を支援するツールとしての可能性が確認された。
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子供の力に託す未来ー子供の理科教育に求められるものー「自然探究の授業実践経験からの提言」 Invited
小林博典
理科好きな子供を育むフォーラム (静岡県立大学) 2025.3.22 静岡県立大学
Event date： 2025.3.22
Language：Japanese Presentation type：Oral presentation (invited, special)
Venue：静岡県立大学
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生成AIを活用したプログラミング教育の研修モデルの提案と効果の検証
小林博典, 上園真輝, 弓削聖一
第23回臨床教科教育学セミナー2024 (上越教育大学) 2024.12.21
Event date： 2024.12.21
Language：Japanese Presentation type：Oral presentation (general)
Venue：上越教育大学
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到達度チェック問題と振り返りシートを活用した単元内自由進度学習が児童の学習方略に及ぼす影響
金丸喜紀, 日髙徳大, 小林博典
第23回臨床教科教育学セミナー2024 (上越教育大学) 2024.12.21
Event date： 2024.12.21
Language：Japanese Presentation type：Oral presentation (general)
Venue：上越教育大学
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新富町小中合同教員研修会 全体会講演 Invited
小林博典
新富町小中合同教員研修会 2024.8.23
Event date： 2024.8.23
Language：Japanese Presentation type：Public lecture, seminar, tutorial, course, or other speech
Awards 【 display / non-display 】
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教育システム情報学会2022年度学生研究発表会・発表論文優秀賞
2023.3 教育システム情報学会 中学校英語科における言語活動の更なる充実に向けた遠隔授業の可能性の追究 －インストラクショナルデザインに基づく授業設計を通して－
塩月一恵, 小林博典, 興津紀子
Award type：Award from Japanese society, conference, symposium, etc.
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第11回「松下視聴覚教育研究賞」森戸賞
2001.5 松下視聴覚教育研究財団
小林博典
Award type：Award from publisher, newspaper, foundation, etc. Country：Japan
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宮崎市教育研究論文賞
2003.3 宮崎市教育委員会
小林博典
Country：Japan
Grant-in-Aid for Scientific Research 【 display / non-display 】
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心身と学習の情報を用いたAI利用による学習コンディション診断システムの開発と評価
Grant number：21H00909 2021.04 - 2024.03
独立行政法人日本学術振興会 科学研究費補助金 基盤研究(B)
永井正洋、藤吉正明, 加藤 浩, 畠山 久, 松波 紀幸, 渡辺雄貴, 小林博典, 澄川靖信, 根元裕樹
Authorship：Coinvestigator(s) Grant type：Competitive
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チャットボットを利用した教育相談システムの構築と検証
Grant number：19K21779 2019.04 - 2022.03
科学研究費補助金 挑戦的研究(萌芽)
永井正洋、小林博典 他
Authorship：Coinvestigator(s) Grant type：Competitive
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生徒のセルフチェックによるｅ健康観察システムの開発と評価
Grant number：18H01057 2018.04 - 2021.03
科学研究費補助金 基盤研究(B)
永井正洋、小林博典 他
Authorship：Coinvestigator(s) Grant type：Competitive
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僻地・小規模校における家庭科教育に関する研究 ー異校種間の情報共有を視点としてー
Grant number：20K02829 2020.04 - 2025.03
独立行政法人日本学術振興会 科学研究費基金 基盤研究(C)
伊波 富久美、小林博典
Authorship：Coinvestigator(s) Grant type：Competitive
Other research activities 【 display / non-display 】
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日向市教育委員会, 日向市立小中学校通学区域審議会座長
2025.02
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宮崎県教育委員会, 宮崎県教育庁高校教育課「垣根を超える高校改革推進事業」
2025.02
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宮崎県教育委員会高校教育課, ＷＷＬ（ワールド・ワイド・ラーニング）コンソーシアム構築支援事業（グローバル人材 育成強化事業）
2024.04 - 2027.03
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宮崎市教育委員会, 宮崎市「新しい研修制度の在り方検討委員会」
2023.10
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宮崎県教育庁, 宮崎県「教育の情報化」推進プラン改訂
2023.08
Available Technology 【 display / non-display 】
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Home Page： Reserchmap
Related fields where technical consultation is available：生成AIの教育活用，チャットボット，遠隔教育，授業（校務）支援システム,プログラミング教育
Message：公立学校教諭，宮崎大学実務家教員，県教育委員会，小学校長の教職経験を活かしながら研究を推進中。私のゼミは，小中学校の先生方と協働で研究を進める「フィールド型」が特徴です。
Committee Memberships 【 display / non-display 】
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宮崎市教育委員会 教育委員
2021.10
Committee type：自治体
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文部科学省 学校DX戦略アドバイザー
2023.5
Committee type：政府
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宮崎県教育委員会 宮崎県教育庁高校教育課「垣根を超える高校改革推進事業」運営指導委員
2025.2
Committee type：自治体
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宮崎県教育庁 宮崎県「教育の情報化」推進プラン改訂委員（座長）
2023.8
Committee type：自治体
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宮崎市教育委員会 宮崎市「新しい研修制度の在り方検討委員会」委員（委員長）
2023.10
Committee type：自治体
Social Activities 【 display / non-display 】
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子供の力に託す未来ー子供の理科教育に求められるものー「自然探究の授業実践経験からの提言」依頼講演
Role(s)： Lecturer
静岡県立大学 理科好きな子供を育むフォーラム 静岡県立大学 2025.3.22
Audience： Schoolchildren, Junior students, High school students, College students, Teachers, Guardians, Researchesrs, General, Scientific, Governmental agency
Type：Citizen’s meeting/Assembly
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JICA 九州センター2024 年度青年研修「初/中等教育（理数科教育）」コース研修成果発表会講師
Role(s)： Lecturer
JICA九州 2025.2.28
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日向市立小中学校 通学区域審議会（会長）
Role(s)： Presenter
日向市教育委員会 2025.2.21
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JICA 九州センター2024 年度青年研修「初/中等教育（理数科教育）」コース「理科教育・学校経営」研修講師
Role(s)： Lecturer
JICA九州 2025.2.18
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県立宮崎南高校フロンティア科探究活動研究支援
Role(s)： Advisor
県立宮崎南高校 2025.2.13
Media Coverage 【 display / non-display 】
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第2回宮崎市中学生キャリア教育アワード「みやざき未来発表会」審査委員長 Newspaper, magazine
宮崎日日新聞社 2025.1.17
令和7年1月17日（金）宮崎市民プラザのオルブライトホールで行われた、第2回宮崎市中学生キャリア教育アワード「みやざき未来発表会」（主催：宮崎市教育委員会 学校教育課、協力：宮崎市キャリア教育推進研究会）で審査員長を務めた。市内25校の中学生が、総合的な学習の時間を中心に取り組んでいる「探究的な学習」の成果を発表するもので、映像審査によって上位6校が選出され、本選が行われた。
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第7回みやざきジュニアプログラミングアワード結果発表（審査員） Newspaper, magazine
宮崎日日新聞社 2024.11
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第1回宮崎市中学生キャリア教育アワード「みやざき未来発表会」審査員 Internet
宮崎市教育委員会 HP「20do」 2024.2.16
令和6年2月16日（金）宮崎市民プラザのオルブライトホールで行われた、第1回宮崎市中学生キャリア教育アワード「みやざき未来発表会」（主催：宮崎市教育委員会 学校教育課、協力：宮崎市キャリア教育推進研究会）。市内25校の中学生が、総合的な学習の時間を中心に取り組んでいる「探究的な学習」の成果を発表するもので、映像審査によって上位6校が選出され、本選が行われた。
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第6回みやざきジュニアプログラミングアワード結果発表（審査員） Newspaper, magazine
宮崎日日新聞社 宮崎日日新聞社 2023.11.16
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プログラミング面白い（住吉南小児童，宮大生に学ぶ） Newspaper, magazine
宮崎日日新聞社 2022.9.20