shinobu yume yamaguchi junko onodera tokyo institute of technology international conference the...
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ICT Use at Schools in Japan:Analysis on Current ICT
Infrastructure and Case Studies in Basic Education
Shinobu Yume YamaguchiJunko Onodera
Tokyo Institute of Technology
INTERNATIONAL CONFERENCEThe Social Value of Educational Technology in Southeast
Asia: an Intellectual Exchange Conference for Japan, Cambodia, Lao PDR, and Vietnam
November 7-8, 2011
Analyzing the current ICT use environment at primary and junior high schools in Japan
Illustrating some examples of ICT use in classrooms Identifying advantages and issues related in ICT
introduction at schools
[Main References]1. Survey results by MEXT (Ministry of Education,
Culture, Sports, Science and Technology Japan) Survey on ICT and visual aids facilities at schools and social education
institutions (10% of total public schools) Survey on digitization of education at schools (all public schools)
2. Major findings from workshops3. 3 model cases of ICT use in classroom
Objectives
Average ICT Equipment at Schools
Analog TV
Digital camera
CD player
Computer
0 10 20 30 40 50 60
7
9
10
60
Junior high school
Source: MEXT, 2011
Digital TV
Digital camera
CD player
Computer
0 10 20 30 40 50 60
9
10
12
51
Primary school(n=1,303)
(n=596)
n= number of survey participating schools
Digital TV
Digital Camera
Video Projector
CD Player
Computer
0 20 40 60 80 100
37
37
40
74
87
Junior high school
Top 5 ICT equipment frequently used
Digital Blackboard
Digital TV
Digital Camera
Computer
CD player
0 20 40 60 80100
41
49
65
85
89
Primary school
[%]
[%]
(n=1,303) (n=596)
n= number of survey participating schoolsSource: MEXT, 2011
March, 2010 March, 20110
10
20
30
40
50
60
70
80
90
100
74.5
95.5
73.5
94.7
Primary schoolJunior high school
Computer installment rates for teachers’ managerial work
[%]
(n=400,444)
(n=396,681)
(n=227,928)
(n=225,945)
n= total number of primary and junior high school teachers in Japan
Source: MEXT, 2011
March, 2010 March, 20110
1
2
3
4
5
6
7
8
98.1
7.6
6.7 6.4
Primary schoolJunior high school
Number of students per computer
Series10
20
40
60
80
100
75.869.1
Primary schoolsJunior high schools
Digital BlackboardDigital Blackboard possession rate
[%]Average number of digital
blackboard owned
Primary school
Junior high school
1.7 1.4
(n=21,105)
(n=9,778)
n= total number of primary and junior high schools in Japan
Source: MEXT, 2011
66%
29%
5%
Primary school
Use rental serviceBuy out rental PCOthers
The way of computer installation
70%
26%
4%
Junior high school(n=893,179) (n=507,281)
n= total number of school computers for education use in Japan
Source: MEXT, 2011
16%
85%
Primary school
AvailableNot available
Digital Textbook
14%
86%
Junior high school
(n=21,105)(n=9,778)
n= total number of primary and junior high schools in Japan
Source: MEXT, 2011
Primary school
Junior high school
0 10 20 30 40 50 60 70 80 90
79.8
79.3
LAN connection for classroom
n= total number of classrooms
(n=107,293)
(n=258,744)
Source: MEXT, 2011
84%
16%
Primary school
Available
School homepage
83%
17%
Junior high school
(n=21,102)(n=9,778)
n= total number of primary and junior high schools in Japan
Source: MEXT, 2011
48%52%
Primary school
Available
School e-mail address for Teachers
48%
53%
Junior High School
n= total number of primary and junior high school teachers
(n=396,681)(n=225,945)
Source: MEXT, 2011
ICT trainingIs national teacher training for improving instruction ability in ICT use necessary?
Total
Schools supported by external experts
0% 50% 100%
23
31
61
57
16
13 Yes very muchSomewhat yesSomewhat noNot at all
Primary school
n= number of survey participating schools
(n=596)
Total
Schools supported by external experts
0% 50% 100%
18
26
62
58
18
15 Yes very muchSomewhat yesSomewhat noNot at all
Junior high school (n=1,303)
Source: MEXT, 2011
28%
73%
Primary schoolYes No
ICT training
19%
81%
Junior High School
n= total number of primary and junior high school teachers in Japan
Did you participate in teachers’ training for improving instruction ability in ICT use last year?
(n=396,681) (n=225,945)
Source: MEXT, 2011
Digital Contents
Junior high schools
Primary schools
0% 20%
40%
60%
80%
100%
34
46
58
51
7
3
Yes very muchSomewhat yesSomewhat noNot at all
Is it necessary to fulfill digital contents based on textbooks?
(n=1,303)
(n=596)
n= number of survey participating schoolsSource: MEXT, 2011
Digital Contents
Junior high schools
Primary schools
0% 20%
40%
60%
80%
100%
49
54
45
42
6
4
Yes very muchSomewhat yesSomewhat noNot at all
Is it important to increase free or less expensive educational software?
(n=1,303)
(n=596)
n= number of survey participating schoolsSource: MEXT, 2011
Information SecurityDo you use filtering service?
(n=9,778)
(n=21,102)
Junior high schools
Primary schools
0% 50% 100%
97
97
3
3
YesNo
Do you have information security policy?
Junior high schools
Primary schools
0% 50% 100%
80
81
20
19
YesNo
(n=9,778)
(n=21,102)n= total number of primary and junior high schools in Japan
Source: MEXT, 2011
Source: MEXT, 2011
Teachers’ Ability in ICT use
0
25
50
75
100
76.5
63.8 64.474.2 71.474.1
58.6 57
68.8 71.3
Primary School teachersJunior high school teachers
This graph shows average percentages ofteachers who answered “I am good at doing” and “I can do” for each question item categorized Into 5 areas of ICT use abilities.
Source: MEXT, 2011
1. Most primary and junior high schools are equipped with computers, digital camera and CD players. CD players and computers are often used in class.
2. Schools utilize rental service for computer installation.3. While digital blackboard has increased, digital textbook is not well
utilized at schools.4. Majority of schools have established LAN access infrastructure and
school homepages, but less than half of teachers have school e-mail address.
5. Though the importance of national ICT training is recognized, participation rate for training is low.
6. Needs of digital contents based on textbooks and free or less expensive educational software are identified.
7. Schools are keen to manage information security.8. Junior high school teachers have less confidence in using ICT for
teaching.
Summary of Survey Results
ICT in education workshops in 2010 was organized by JAVEA (Japan audio-visual education association), in cooperation with MEXT
144 specific cases of ICT in classroom from 137 participating schools shared
Variety of usage of ICT equipment, settings, creative learning environment were identified.
Case Study Analysis: Outline
1. Good installation of digital tools benefits teachers to spend more time for material preparation.
2. Teachers elaborate and utilize their own teaching materials.
3. Digital blackboard is often used with digital contents based on textbooks.
4. Combined use of ICT and traditional blackboard is important.
5. In classroom, ICT is used for both teachers’ explanation and students’ presentation.
6. ICT can be effectively utilized for hands-on activities.
Case Study Analysis: Findings from JAVEA case study analysis
Source: JAVEA, 2011
“How to calculate the sum of triangle angles”
Purpose: To understand how to calculate the sum of the combination of triangle angles
Equipment: PC, Digital blackboard, projector
ICT use for students’ presentation
•Model Case 1Math for 4th grade students
Students shows how hecalculate angles by usingrulers. Student explains his
thought how to calculate angles.
Student uses a digital pen to explain hisidea.
•Model Case 1Math for 4th grade students
Source: JAVEA, 2011
“Our town-Sakai City”
Purpose: students of 2 schools in Sakai city investigate their city through exchanging opinions
Equipment: Digital TV, PC, Digital blackboard, TV conference system
ICT use for exchanging opinions among students of two schools
Model Case 2Integrated study for 3rd grade students
Student makes a Presentation about a publiclibrary in her town.
Model Case 2Integrated study for 3rd grade students
Public building in the townis presented.
Students exchange theiropinions and ask questions.
Source: JAVEA, 2011
“Experiment of Aqueous Solution” Purpose: To learn how aluminum is
dissolved into hydrochloric acid through actual experiment
Equipment: PC, Digital blackboard, Tablet PC
ICT use for scientific experiment (sharing questions and procedure of experiment; reviewing experiment) and student’s presentation
Model Case 3Science for 6th grade students
Model Case 3Science for 6th grade students“Experiment of Aqueous Solution”
Student explains about anImage sent from a tablet PC.
Student records and reviewstheir experiment.
Teacher summarizes the lessonby showing images sent by Students.
Source: JAVEA, 2011
1. Digital blackboard is recognized as an effective and useful educational tool; however, schools are not equipped with sufficient numbers.
2. Though ICT use has been encouraged, teachers do not have enough opportunities to take ICT training to raise confidence in using ICT.
3. ICT tools provide students to improve their presentation/communication skills.
4. More digital teaching contents need to be available at schools.
Findings
Basic ICT equipment is available at schools but, schools urgently need: ICT training for teachers Less expensive digital contents
Vital issues to encourage ICT use in education:Lack of equipment/infrastructureTraining opportunities for teachers
Issue and dicussion