TY - GEN
T1 - Readiness of Japanese Elementary School Teachers to Begin Computer-Programming Education
AU - Ohashi, Yutaro
AU - Kumeno, Fumihiro
AU - Yamachi, Hidemi
AU - Tsujimura, Yasuhiro
N1 - Funding Information:
ACKNOWELDMG ENT We would like to thank all of the concerned parties, i.e., teachers and staff in the participating schools, participating students, and supporters of this study. This study was supported by JSPS AK EK NHI Grant Number JP18028K 28.
Publisher Copyright:
© 2018 IEEE.
PY - 2019/1/16
Y1 - 2019/1/16
N2 - 'Programming education' will be compulsory in Japanese elementary schools beginning in 2020. However, implementation barriers include underusing information and communication technology (ICT) and overextended teachers. Here, we analyzed the current status of programming education in elementary schools and evaluated teachers' opinions on the subject. Information was collected by in-person questionnaires from in-service teachers at eight schools. The results showed that teachers generally underuse computers in teaching, which defeats the purpose of requiring programming education. Moreover, many teachers lack programming experience and are not experienced or confident in teaching programming, which could impede the implementation of programming education by the target date. These findings emphasize the need for teacher training to prepare them to provide effective programming education.
AB - 'Programming education' will be compulsory in Japanese elementary schools beginning in 2020. However, implementation barriers include underusing information and communication technology (ICT) and overextended teachers. Here, we analyzed the current status of programming education in elementary schools and evaluated teachers' opinions on the subject. Information was collected by in-person questionnaires from in-service teachers at eight schools. The results showed that teachers generally underuse computers in teaching, which defeats the purpose of requiring programming education. Moreover, many teachers lack programming experience and are not experienced or confident in teaching programming, which could impede the implementation of programming education by the target date. These findings emphasize the need for teacher training to prepare them to provide effective programming education.
KW - (computer-)programming education
KW - informatics education
KW - mixed methods
KW - service learning
UR - http://www.scopus.com/inward/record.url?scp=85062079592&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=85062079592&partnerID=8YFLogxK
U2 - 10.1109/TALE.2018.8615358
DO - 10.1109/TALE.2018.8615358
M3 - Conference contribution
AN - SCOPUS:85062079592
T3 - Proceedings of 2018 IEEE International Conference on Teaching, Assessment, and Learning for Engineering, TALE 2018
SP - 807
EP - 810
BT - Proceedings of 2018 IEEE International Conference on Teaching, Assessment, and Learning for Engineering, TALE 2018
A2 - Lee, Mark J.W.
A2 - Nikolic, Sasha
A2 - Wong, Gary K.W.
A2 - Shen, Jun
A2 - Ros, Montserrat
A2 - Lei, Leon C. U.
A2 - Venkatarayalu, Neelakantam
PB - Institute of Electrical and Electronics Engineers Inc.
T2 - 2018 IEEE International Conference on Teaching, Assessment, and Learning for Engineering, TALE 2018
Y2 - 4 December 2018 through 7 December 2018
ER -