| 内容 |
In June 2014, the Japanese Ministry of Education and the Ministry of Internal Affairs and Communications initiated a new education strategy called “ICT dream school.” To realize the plan, they held an ICT gathering of specialists in education and technology. Yet, despite these recent efforts, Japanese digitization in education has clearly fallen behind other countries. While students today are digitized, and while IT technology devices have been changing and developing day by day, discussions on the merits and demerits of introducing ICT systems in classrooms continue. In these arguments, some critics claim that the traditional school system is very uncomfortable with educational technologies. In contrast, others insist that ICT has the potential to revolutionize education for the better. In order to analyze the Japanese ICT dream school strategy, this thesis examines ICT education as it is practiced in classrooms in Finland, Singapore, Korea, and Rwanda. It shows that the most successful of these examples are ICT programs that were introduced incrementally. In addition, rather than being top-down strategies, the most successful programs have been those that collaborate with local authorities. In conclusion, this thesis argues that if Japanese ICT dream school is to be successful it must learn from these examples. |