136
The situation seems to be changing at last. MEXT and MIC have worked together
to conduct empirical research at schools across Japan. The debate about institutionalizing digital textbooks has begun in earnest. Provision of information devices and
an internet environment is receiving a lot of support. Furthermore, based on the
belief that the Fourth Industrial Revolution will occur, MEXT has announced measures to adopt classes about programming from the stage of elementary schooling.
Local governments including those in Osaka, Arakawa ward in Tokyo, together
with the cities of Takeo in Saga prefecture and Bizen in Okayama prefecture have
given information devices to the elementary and junior high school students in their
areas. Currently, there is a movement underway in 158 municipalities to adopt digital textbooks. It is clear that if the heads of local government are eager about this
initiative, it is definitely possible to implement.
Private enterprise is also making a serious effort in this regard. So far Microsoft,
Intel and the NTT Group have been taking the lead in collaborating with schools
and building up the number of precedents of the computerization of education. The
number of corporations participating has increased with the services provided and
areas covered becoming more diverse. The number of corporations introducing special tablets for correspondence courses is rapidly increasing.
Debate in the private sector to make programming a required subject in compulsory education is becoming livelier. The NPO Canvas has had “Learning through
Programming” not “Learning about Programming” as its slogan since 2002. Canvas
has strived to develop curriculums, train instructors and organize a support system
though collaboration with municipalities, boards of education and schools throughout Japan. In recent years, the number of learning centers teaching programming
has surged. It is hoped that programming will be introduced in schools making use
of the knowledge from the private sector (Fig. 6.12).
Changes arising from computerization are not restricted to elementary and secondary education. Japan Massive Open Online Courses (JMOOC) has lectures by
professors from such universities as the University of Tokyo, Kyoto University and
Keio University available online for free. MOOCs were originally started up by
Stanford University, Massachusetts Institute of Technology, Harvard University and
the University of California, Berkeley. Anyone can get the world’s best education
for free as long as they have access to the internet. The number of options open to
Fig. 6.12 Programming workshop conducted by the NPO, CANVAS
6 Platinum Industry and a New Society
The situation seems to be changing at last. MEXT and MIC have worked together
to conduct empirical research at schools across Japan. The debate about institutionalizing digital textbooks has begun in earnest. Provision of information devices and
an internet environment is receiving a lot of support. Furthermore, based on the
belief that the Fourth Industrial Revolution will occur, MEXT has announced measures to adopt classes about programming from the stage of elementary schooling.
Local governments including those in Osaka, Arakawa ward in Tokyo, together
with the cities of Takeo in Saga prefecture and Bizen in Okayama prefecture have
given information devices to the elementary and junior high school students in their
areas. Currently, there is a movement underway in 158 municipalities to adopt digital textbooks. It is clear that if the heads of local government are eager about this
initiative, it is definitely possible to implement.
Private enterprise is also making a serious effort in this regard. So far Microsoft,
Intel and the NTT Group have been taking the lead in collaborating with schools
and building up the number of precedents of the computerization of education. The
number of corporations participating has increased with the services provided and
areas covered becoming more diverse. The number of corporations introducing special tablets for correspondence courses is rapidly increasing.
Debate in the private sector to make programming a required subject in compulsory education is becoming livelier. The NPO Canvas has had “Learning through
Programming” not “Learning about Programming” as its slogan since 2002. Canvas
has strived to develop curriculums, train instructors and organize a support system
though collaboration with municipalities, boards of education and schools throughout Japan. In recent years, the number of learning centers teaching programming
has surged. It is hoped that programming will be introduced in schools making use
of the knowledge from the private sector (Fig. 6.12).
Changes arising from computerization are not restricted to elementary and secondary education. Japan Massive Open Online Courses (JMOOC) has lectures by
professors from such universities as the University of Tokyo, Kyoto University and
Keio University available online for free. MOOCs were originally started up by
Stanford University, Massachusetts Institute of Technology, Harvard University and
the University of California, Berkeley. Anyone can get the world’s best education
for free as long as they have access to the internet. The number of options open to
Fig. 6.12 Programming workshop conducted by the NPO, CANVAS
6 Platinum Industry and a New Society