Conference to introduce results from the 100-School Networking Project (Phase II)
Theme meeting

Planning lessons using a Networking System
—Advanced Use Project: Using Existing Databases—

Yoshinobu Arao, Tama University Meguro High School

1. Introduction

We would like to mention some things you should know when using a network in your lessons (database), and to help you plan lessons similar to the ones we conducted in our project, "Advanced Use Project: Using Existing Databases."

2. A lesson using Nikkei Shimbun's (newspaper) database

(1) Lesson outline

Teacher:	Ms. Noriko Watanabe (social studies)
Students:	Eleventh graders (one class)
Time:	One lesson (45 minutes)
Activity:	A group study as part of the "modern society" lesson. In the lesson, Ms. Watanabe used articles found in Nikkei Shimbun's database related to environmental problems. In a previous lesson, students learned of measures taken by companies to protect the environment, to prepare for the group study. Each group selected keywords beforehand, so they could concentrate on searching the database during the lesson.

(2) Lesson Preparation

1. Calculate how many computers we can use to access the Internet (Internet access: analog 28.8 bps, leased line via TRAIN) and decide on the lesson format

• We examined the number of computers we could use to access the Internet at the same time without slowing line speed in our Internet room. Although results differed slightly, according to the time of day, we found we could use ten computers at the same time and still maintain decent access conditions. After school, this number rose a little. Given the limited amount number of computers, students formed groups to access the database.

In this lesson, the teacher, with six groups of six or seven students each, used a total of seven computers.

2. Prep work for using the network

As on-line dictionaries or stationery, computers and networks should be used in a lesson without hindering the original content of the subject. To achieve this goal, we wanted to develop a system in which teachers could smoothly incorporate Internet into their lessons. We then decided to teach some students how to use networks, to make it possible for them to assist the teacher. We felt that teaching only several students would be enough, since most students in the class could enter Japanese characters.

We selected three students who used a browser on regular basis in the computer club, and spent about three hours teaching them how to use the Nikkei Shimbun database. Ms. Watanabe also spent about ten hours learning how to use a browser and a database.

3. How the Nikkei Shimbun database works

We searched for data using various keywords, and examined more effective ways of searching.

1) Things to watch for when using the Nikkei Shimbun database

• We need to be very precise in searching the database. If we neglect to search by a combination of all words, proper nouns are ignored. (for example, if we put "Tito Mayer, president of Deutsche Bundes bank," the search also calls up the president of the National Railways Corporation.
• If the keywords are long or vague, we do not get precise results. Teachers should instruct students to select appropriate keywords in advance.
• Searching takes longer when searching over a wide span of time. Teachers should be aware of the time needed for a search, so they can instruct students to shorten the time period they want to search, consider different keywords, or change their search style.

(3) Carrying out the lesson

I gave students a brief lesson in using a browser and the Nikkei Shimbun database, using Mac Ace at the beginning of the lesson. Ms. Watanabe conducted the remaining portion.

Students were able to search efficiently, because we accessed the database's home page before the lesson started. Each group printed out its results for use in the following lesson.

1) Things to be look for, and how things went

• In many groups, the searches consumed considerable time before producing search results. When this occurred, we asked for help from the trained students. A particularly broad time period was the most common reason for a time-consuming search (some keywords have over 1000 hits for a one-year period.) Some searches, involving an entire sentence and character string, also were time-consuming. Another group failed to get results even after waiting five minutes.
• When examining search results, students were unable to judge if the information was worthwhile simply by examining the headlines or the lines matching the keywords. Instead, this required viewing pages to check on the contents referred to by the search engine, a time-consuming procedure.
• The students we trained were able to enter time period and keywords, but were unable to resolve problems related to search style. Ms. Watanabe and I were unable to predict results for particular keyword combinations, and so experienced difficulty indicating to students the best combinations of keywords, time period, and search style.

2) Examples of keywords used in the lesson: Earth summit, nature conservation movement, global environmental problems, energy saving, recycle, environmental impact assessment.

• We were able to focus on improving student information skills, rather than spending energy merely on collecting information. As a result, the lesson was carried out in an efficient manner, with high-quality teaching materials. We then evaluated student work based on their reports.
• The lesson helped improve student skills at selecting pertinent information.
  
  
  

3. Actions required in using a network for a lesson (existing database)

1. Know the line capacity. If we plan a lesson that demands more line capacity than is available, proper results cannot be obtained.

2. Plan a lesson according to line capacity.

3. Practice using the database in advance. When using a network for a limited time, we should confirm the best way to use it to prevent problems from occurring.

4. Instruct assistants to provide lessons efficiently.

5. Hopefully, make sure all of the students know how use a browser. (In my homeroom, during the long homeroom class, students access various colleges through the college information available on our school's home page, becoming familiar with browsers in this way.)

4. Conclusion

• I believe that lessons incorporating network use will open up new fields in education and bring out some hidden student abilities, accelerating their educational growth. But few good examples currently exists for using a network effectively in a lesson. It will take time and effort before "media education" becomes as established as more traditional subjects. Without the courage and enthusiasm of Ms. Watanabe who was willing to try a new kind of lesson, we could never have succeeded.
  
  
• The Nikkei Shimbun database is excellent, providing information we want immediately. I hope that more databases like this will appear in other fields in the near future. In mathematics, the subject I teach, there is a long way to go before networks can be used effectively. Nonetheless, I support lessons in any subject to promote the use of media education.