Why Information Technology Education Has Not Spread in Japanese Schools - Analysis from the viewpoint of elementary school and junior high school teachers by Affinity Diagram -
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Noguchi Satoshi, Kubota Kenichi, KANSAI University, Japan
Global Learn, in Melbourne, Australia ISBN 978-1-880094-85-3 Publisher: Association for the Advancement of Computing in Education (AACE)
Abstract
Japan has been promoting Information Technology Education. The government developed a policy for Information Technology Education 10 years ago. It started with the Millennium Project in 1999. However, Information Technology Education has not been successful in Japan. The purpose of this study is to clarify the problems faced by teachers using Information and Communication Technology (ICT) tools in Japanese schools. Finding reasons why teachers are not using ICT tools can help other regions or countries with similar problems. The responses to each question in the first part of a questionnaire give to elementary and junior high school teachers in Osaka were analyzed using an Affinity Diagram. The total number of idea units was 372. The author classified the free answers into 21 categories. In addition, these categories were further divided into five groups of similar ideas.
Citation
Satoshi, N. & Kenichi, K. (2011). Why Information Technology Education Has Not Spread in Japanese Schools - Analysis from the viewpoint of elementary school and junior high school teachers by Affinity Diagram -. In S. Barton, J. Hedberg & K. Suzuki (Eds.), Proceedings of Global Learn Asia Pacific 2011--Global Conference on Learning and Technology (pp. 230-234). Melbourne, Australia: Association for the Advancement of Computing in Education (AACE). Retrieved August 9, 2024 from https://www.learntechlib.org/primary/p/37177/.
© 2011 Association for the Advancement of Computing in Education (AACE)
Keywords
References
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