TY - GEN
T1 - Preparedness of Japan’s elementary school teachers for the introduction of computer programming education
AU - Ohashi, Yutaro
N1 - Publisher Copyright:
© Springer International Publishing AG 2017.
PY - 2017
Y1 - 2017
N2 - By 2020, computer programming will be introduced to every elementary school in Japan. This study explored the extent to which elementary school teachers in Japan are prepared for this. A two-stage research plan was adopted. The initial stage took a qualitative and inductive approach, in which the author visited elementary schools to observe computer classes, interview teachers, and administer a questionnaire. This stage was designed to identify problems and note actual conditions in the field. This knowledge was used to develop the questionnaire for the second survey. A quantitative and deductive approach was used, involving a nationwide survey. Completed questionnaires were returned by 309 elementary school teachers, covering 44 out of 47 of Japan’s prefectures. The results show ICT to be currently underused in teaching and revealed that many teachers lack confidence in, or are anxious about, the plan. Four barriers were identified: the low level of ICT use in teaching, teacher skepticism about the plan, the use of conventional teaching methods, and teacher workloads. Overall, teachers were neither technically nor emotionally prepared for the planned introduction of programming education. Ways of addressing each barrier were proposed: increasing access to technological resources, improving teacher training, introducing pupil-centered teaching and learning methods, and reducing teacher workloads.
AB - By 2020, computer programming will be introduced to every elementary school in Japan. This study explored the extent to which elementary school teachers in Japan are prepared for this. A two-stage research plan was adopted. The initial stage took a qualitative and inductive approach, in which the author visited elementary schools to observe computer classes, interview teachers, and administer a questionnaire. This stage was designed to identify problems and note actual conditions in the field. This knowledge was used to develop the questionnaire for the second survey. A quantitative and deductive approach was used, involving a nationwide survey. Completed questionnaires were returned by 309 elementary school teachers, covering 44 out of 47 of Japan’s prefectures. The results show ICT to be currently underused in teaching and revealed that many teachers lack confidence in, or are anxious about, the plan. Four barriers were identified: the low level of ICT use in teaching, teacher skepticism about the plan, the use of conventional teaching methods, and teacher workloads. Overall, teachers were neither technically nor emotionally prepared for the planned introduction of programming education. Ways of addressing each barrier were proposed: increasing access to technological resources, improving teacher training, introducing pupil-centered teaching and learning methods, and reducing teacher workloads.
KW - Elementary school
KW - ICT in education
KW - Japan
KW - Programming education
KW - Teachers’ readiness
UR - http://www.scopus.com/inward/record.url?scp=85036605176&partnerID=8YFLogxK
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U2 - 10.1007/978-3-319-71483-7_11
DO - 10.1007/978-3-319-71483-7_11
M3 - Conference contribution
AN - SCOPUS:85036605176
SN - 9783319714820
T3 - Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics)
SP - 129
EP - 140
BT - Informatics in Schools
A2 - Hellas, Arto
A2 - Dagiene, Valentina
PB - Springer Verlag
T2 - 10th International Conference on Informatics in Schools: Situation, Evolution, and Perspectives, ISSEP 2017
Y2 - 13 November 2017 through 15 November 2017
ER -