1. Japanese classrooms traditionally used a lecture style focused on teachers, textbooks, and television. 2. In the 1970s, computers were introduced and triggered individualized learning where students learned at their own pace by interacting with computers. 3. From the 1970s to the 1990s, educational technology evolved from computer-assisted instruction to using computers as a tool for learning and expression to incorporating multimedia and the internet.

1. JAPAN

8. Before and after classroom set-up

9. An Overview of the
History of Information
Technology Education in
Japan

11. For a very long time, Japanese schools have
supplied classroom teaching in a 'lecturing all at a
time' style, which is featured by three T's:
 Teachers and textbooks, as its most prominent
components.

12. Another t, or television, joined there
in 1950's.
Even though they were provided with
TV programs, teachers used these
programs only to call students'
attention to the problems at issue,
which was then inevitably followed by
reading the textbooks for the sake of
correct interpretation of those points
and by further development such as
experimenting and making
observation trips.

13. What is more crucial here is that all
those in the students' learning
process were totally prepared and
controlled by the teachers with
regard to their planning, instruction,
and management.

14. The situation, however, began to change towards the end of
1970's, when computers came to be introduced into
classrooms
1. Their arrival triggered an emergence of a new style of
learning, i.e., and individual learning where each student
proceeds at his/her own pace in the process of interactions
with computers.
2. This new approach to learning has received various
characterizations such as 'individualization of learning',
'automation of learning', or 'two-way/interactive learning'.

15. The division of history in the use of
educational technology.
(1) the period of CAI : the rise of individualized
education (from 1970's to the middle of 1980's)
- The target subject was mainly mathematics in 1970's,
which later was extended to English and sciences.

16. (2) the period of computers as a tool for learning and
expression (from mid 1980's to early 1990's)
- Computers were used to collect data and to process those
raw data, and also for the purpose of graphics, databases,
simulation and presentations.

17. (3) the period of multimedia in education (1990's)
- 'Media-mix' approaches came to draw much attention : in
this method, teachers would choose and combine multiple
educational materials, such as CD-ROM's, educational TV
programs, self-made video programs, textbooks, and
D materials, to produce a necessary and targeted effect
corresponding to the aims of the teaching/learning in
question.

18.  (4) the period of the internet for learning, information-searching,
and expressing (late 1990's)
- - Application of e-mail, 3W (World Wide Web), TELNET, and
videoconference systems to classroom teaching/learning has
greatly increased.
(5) Reform of the National Curriculum and IT education
- In senior high schools, a new course "Information Technology" will
be introduced in 2003 as a compulsory subject for the students in
academic courses.

19. New Movements for
School Reform Backed by
Computer Network

21. (1) Declaration by the Ministry of Education
- The number of schools that actively adopt the internet
for classes has been growing sharply, and the Ministry
of Education, in order to support this line, announced
new plan that it will connect all Japanese schools
(including elementary schools, junior and senior high
schools and other schools) with the internet by the
2001.

22. (2) Network Model Area Plan (from 1998 to
2000)
- The Ministry of Education and the Ministry of
International Trade and Industry (MITI) have
jointly implemented a three-year plan since
1998, which aims for connecting 1050 schools
in 30 areas in this country by the 1.5MB

23. (3) Practices at 'Internet Schools'
- The Ministry of Education has been designating
schools that initiate experimental programs for
advanced teaching and learning with special recourse
to the information technology. The example below
show some of the highly motivated initiatives of these,
so-called, 'Internet Schools'.

24. (a.)Education for International Mutual Understanding
- Students of Japanese classes in the U.S. and
and students of a commercial high school in Nagoya
published a "Web Magazine" as a product of their
various exchanges on e-mail, CU-SeeMe, and web-
Chat.

25. (4) Combination of Unidirectionality and
Interactivity
- Television is a system of transmitting the same visual
images from the central TV station to everywhere in
the country ; namely, a system of broadcasting.

26. - Although it is a typical unidirectional medium,
once the computers in the classrooms are
connected to the Internet, we can send
feedback comments to the TV station as well
as collaborating with schools or laboratories in
other regions or countries.

27. The secret of being one of the top;
While there may be specific features of the Japanese
system that are unpalatable, it is a system which bears
careful scrutiny. It has contributed to a country with
very high levels of school and academic achievement.
 Its students enjoy school more than most. It has
produced one of the world’s best-educated and most
productive workforces.

28. It has exceptionally low crime rates and a very strong
social order. It has high rates of citizen participation
and a citizenry that has an unusually sophisticated
grasp of political issues.
Parents in Japan participate in their children’s
education and partner with teachers to an unusual
degree. The country has one of the world’s most
admired curriculums. Though the system continues
to evolve, the methods used to build this system
should surely be considered by any country that
wants to match its achievements.

30. References :
http://www.itfind.or.kr/Report01/200401/IITA/IITA-0669-
005/IITA-0669-005.pdf