Researcher's Profile

  • Lecturer
  • Assistive Technology

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September 2007 Graduate School of Education, University of Tokyo (UTokyo)
October 2007 Resaerch Fellow, RCAST, UTokyo
April 2008 Project Researcher, RCAST, UTokyo
April 2012 Resaerch Fellow (PD), JSPS
April 2013 Ph.D, Graduate School of Education,UTokyo
January 2016 Resaerch Fellow (RPD), JSPS
August 2018 Lecturer, RCAST, UTokyo

Research Interests

Based on cognitive psychology and practice based research approach, we try to answer two key questions. What type of intelligence is expected in modern-day society, and what ability is needed for children to survive in an era of rapid change.
People’s individual intellectual capacity has transformed in correlation with development of internet service.  The opportunity to hand write has decreased due to the increased use of word-processing and smartphones, enabling exchange of information and knowledge to be transferred via keyboard or voice recognition. The methods we use to communicate has also changed alongside the expanding usage of e-mail and SNS. The abilities that need to, and should be nurtured in the school environment has changed dramatically in the last decade.
Technology can read or write for you, even if you find it hard to. This means, the time that was initially used to try and learn how to read and write, can instead become time to deepen one’s learning further.  However, this can also mean that the ability to construct individual thought based on instinct and reflection has decreased, due to increasing demand of needing instant response within communication.
Bringing ICT into the school environment has enabled new forms of teaching and learning.  Looking at each child’s cognitive processing abilities, our research aims to find solution on how to introduce ICT into schools and what type of abilities can should be expanded and encouraged. The research especially examines cognitive traits of children with learning difficulties.  Assessing and suggesting ways to handle information, as well as looking at how it affects learning.
We hope our research not only empowers the individual, but also enables educators to recognize each child’s cognitive ability, offering new ways of support and teaching methods, and creating a foundation for children to learn actively and adaptively in the school environment.


  • November 2014 Kido-award, The Japanese Association of Educational Psychology


Educational Psychology, Cognitive Science, Information and Communication Technology for education

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