1. The Significance of Information Technology in Education
Information Technology, or IT, has become popular in our homes, public
places, and businesses. Using networks, we are now able to exchange information
in real time with people anywhere in the world. IT will surely continue to make
further inroads in society. And that makes it necessary for everyone to acquire
the ability to use IT.
IT should also be understood as something that has the potential to radically
change educational methods. With computers, however, it has become possible
to provide guidance to students appropriate for their individual levels of comprehension
and progress. Computer graphics and other technology have also made it possible
to visually study things that used to be described in books or viewed as photographs.
In these circumstances, all the countries of the world recognize that IT affects
their future and the future of their citizens, and are therefore placing a high
priority on IT in education.
2. The Japanese Governmentfs Policy on IT in Education
(1) Basic Concept
Recently the Japanese government determined its basic objectives to proceed
with IT in education. First, improving childrenfs ability to communicate, and
enabling children to think, select and reconstruct information by themselves
through networks. For example, one school introduces computers as a method of
information index and data making, and then children develop high-level usage
by themselves and master information literacy. Second, creating a new teaching
style so that children can recognize images of abstract concepts such as molecular
structure in science lessons and solid structure in mathematics lessons. Third,
enabling the exchange of information among local people or with distant schools,
and close contact between home and school with IT, through the changing geographical
relationship between home and school. For example, connecting with schools in
isolated islands and urban areas helps children to exchange opinions and develop
friendships and share lessons by using telecommunication satellites.
(2) Action Plan
In January 1997, an educational reform program was announced as a government
action plan, thus reflecting the further promotion of IT in education as an
official government policy. Other countries also recognize that IT provides
a wellspring of national competitiveness. Efforts are being made to introduce
IT in school education programs on a national scale, with the aim of training
qualified people who will support the nation in the future. The Ministry of
Educationfs gnational curriculum standardsh were introduced in fiscal 2002 for
elementary and middle schools, and in fiscal 2003 for high schools. Through
these standards, an information course was established as part of the curriculum,
and provisions will also be made for the use of IT in other courses. Beginning
in fiscal 2000, a three-year plan will be implemented to give teachers the necessary
training, and, as a transitional measure, pilot programs will be introduced
in some classes.
3. The Current Status of IT in Education
Progress has been made in preparing the environment for IT in schools, including
hardware and software. However, work must still be done to train educators who
can use IT and to develop relevant curricula for educational purposes. But recently
there have been many pioneering projects in this area, and these programs are
expected to lead to full-scale dissemination of IT.
(1) IT in Schools
The Ministry of Education, Culture, Sports, Science and Technology (MEXT) has
been installing computers in schools since 1994 on the basis of its new facilities
plan. The current status and future plans for IT introduction in schools is
shown in Figure 2. There are not enough computers in Japanese schools, and further
installation is a matter of pressing urgency. The Internet was first introduced
in Japanfs educational system in 1994 through the 100-school networking project.
(This was also the year when the first commercial provider was introduced in
Japan.) The Ministry of Economy, Trade and Industry, (METI) implemented the
100-school networking project from 1994 to 1998 in coordination with the MEXT,
and then started the E-square project in 1999. The initial target of the 100-school
networking project is connecting 100 technically advanced schools to the Internet
and implementing research on using the Internet effectively. Since 2002,METI
has been building on the results of programs to support schools through E-square
Advance project.
Figure 1. Overview of the Intrduction of IT in education.
The Internet was first introduced in Japan's educational system in
1994 through the100-School Networking Project. Development has been rapid since
then, with evenfurther dissemination expected in the future.
(2) The Issues for IT in Schools
In proceeding with IT in schools, there are some problems. In many cases, funding
is insufficient for maintaining and operating the computers. Also, because each
school is responsible for operating its own computers, a heavy burden is placed
on the teachers in charge of IT.
By connecting their school computer to outside networks, students can engage
in exchanges with other schools and use online resources for their research
and study. As shown in Figure 2, many schools are currently connected to outside
networks. However, only a half of those schools connected to the Internet are
connected to the high-speed Internet (more than 400kbps). Also among schools
that are connected to the Internet, there are a great variety of capabilities;
some schools have several computers hooked up through LAN systems, while others
have online access through only one computer. The effectiveness of LAN systems
within schools has been recognized, but only thirty percent of schools have
LAN systems installed.
In addition to that, the cost of networking is a major problem, especially for
schools in isolated areas. For example, some schools on islands have given up
their lessons because of the high maintenance cost of connecting with outside
networks.
Figure 2. Percentage of Schools connected to the Internet and having
own Homepage (as of march 2003)
Percentage of schools connected to the Internet |
Percentage of schoolshaving own homepage | |
Elementary schools |
99.4% |
54.5% |
Junior high schools |
99.8% |
54.0% |
High schools |
99.9% |
85.2% |
Schools for the handicapped |
99.8% |
78.6% |
Total |
99.5% |
58.3% |
Teachers who can teach with computers |
Teachers who can operate computers |
Teachers who took train in gprograms last year |
|
Elementary schools | 66.3% |
88.0% |
105.9% |
Junior high schools | 46.1% |
87.1% |
67.5% |
High schools | 38.1% |
89.0% |
44.6% |
Schools for the handicapped | 37.4% |
82.3% |
55.7% |
Total | 52.8% |
87.6% |
78.8 % |
(Actually to promote IT in education, understanding on the part of director-level educators is very important, so special training courses have been set up to enable director educators to understand the importance of IT in education.)
4. Pioneering Efforts to Employ IT in Education
(1) E-Square Advance (e2a) Project
(2) E-Square (e2) Project
The E-square is based on an earlier project called the 100-School Networking
Project, which was implemented in 1994 when Internet use had not yet been fully
introduced and disseminated even among major corporations. The Internet and
other types of information technology were introduced in approximately 100 pilot
schools to test the effectiveness and possibilities of the Internet, through
joint research projects in a multi-school.
The gE-squareh is a square in cyberspace that is designed for education. The
capital gEh in this project name stands for two adjectives ? eeducationalf and
eelectronic.f We adopted the word esquaref because the project is like a plaza
in the heart of a town that enables participants to increase their knowledge
through communication.
Currently plans are being implemented with the target of installing high-speed
Internet connections in all 40,000 public schools by the end of fiscal 2005.
As the number of connected schools increases, there is a need for a comprehensive
program aimed at all personnel involved in education. The E-square Advance Project
was designed to fulfill this need.
The E-square Project comprises the following two sub-projects.
(a) School Network Support Project
This project provides a forum where schools that are planning to use the Internet
as an educational tool can communicate with each other. It also provides a place
where they can make practical use of the Internet for educational purposes,
and supplies the technical information needed for successful Internet installation
and utilization.
(b) Advanced IT Application Project
For schools that are already engaged in educational activities that utilize
advanced network technology and methods, this project sponsors research programs
on advanced technology and practical applications from new perspectives. Schools
are asked to participate in the research, and the results are immediately posted
on the E-square homepage with the aim of sparking a broad-based exchange of
opinion.
(3) Some Private-Sector Educational Project
(a) Konneto Plan
The Konneto Plan is a network project implemented by the Konneto Plan Promotion
Council, with the cooperation of the Ministry of Education and prefectural boards
of education. More than a thousand schools are participating, including twenty
schools in each prefecture. Participants conduct large-scale trial programs
focusing on providing information and engaging in exchange between schools.
(b) Media Kids
The Media Kids is a Internet-based collaborative learning project for children.
This project involves using the Internet to learn some topics and sharing the
information on a web-site.
In addition to the Konneto plan and Media Kids, other activities, including
a variety of regional network programs, have been implemented.
5. Assistance on IT in Education from Outside Communities
Support to schools from local communities and private companies is important
for the success of IT in education.
(1) Deployment of IT Coordinators
To smoothly implement IT in Education, coordinators are nominated in each local
educational committee. Coordinatorsf main activities are compiling plans for
the use of IT in education, maintaining networks, establishing help-desks and
implementing training.
(2) Enlisting System Engineers to Support Schools
To enhance teachersf knowledge of IT, efforts are made to recruit system engineers
who are dispatched to schools to provide back-up assistance. In conjunction
with these efforts, funds are dispatched to allow schools to request the dispatch
of these experts when needed. As of the end of March 1999, 5,083 engineers were
registered with this program. We expect greater participation of these specialists.
6. Future Directions for IT Use in Education
By the end of fiscal 2005, IT is expected to spread quickly and widely throughout
the education system. Practical experience with IT in education has clarified
the issues, and preparations are steadily proceeding. In fact there are many
elements, and it will be necessary to conduct careful studies in individual
categories such as IT education (including computer operation), electronic information
use education (including information searches), and specialized technical education
(including instruction in CAD and other specialized fields). In addition, it
is necessary to study such questions as how exactly computers can be used if
they are installed in a school's computer room, how computers can be used if
installed in classrooms, and what we can do if every student has his or her
own computer terminal.