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