The
Association of Digital Textbooks and Teaching (DiTT) issued a new proposal
which I will post here.
We will move
towards the realization of this proposal.
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The
transition from industrial to information society has been accompanied by a
global search for an educational model that cultivates 21st century abilities.
We will move from the educational style of simultaneously conveying and
receiving knowledge to one where people acquire knowledge of their own volition
and also share, create, and solve problems. The establishment of an ICT
environment that accomplishes this is an urgent matter.
There is an
abundance of quality teaching materials, and we want to make it possible for
anyone to access exciting 21st century teaching materials anywhere, at any
time. We will make it possible to share diverse ideas, enhance knowledge,
deepen understanding, and create. We will record learner site hit counts,
perform analyses, and continually improve the learning process.
With this in
mind, in 2010, the DiTT published a piece that stated a goal of one device per
person, which would become an information terminal, connect to the classroom
wireless LAN, and contain digital textbooks for all subjects. This concept is
being shared as something the country should be advancing right now: the three
pillars of device, network, and content. However, the road is steep. A system
was proposed to turn traditional textbooks into digital textbooks in April
2012, but the government required three years for consideration.
The situation
is undergoing violent change. In just a few years the “smartification” elements
of multi-devices, the cloud, and social media rapidly progressed. The DiTT
aimed to anticipate the situation prior to smart devices and did not intend to
grapple with smartification.
Computerization
is also in the process of breaking into the next stage. There is an evolution
of wearable computing, the IoT (Internet of Things) and robots, and intelligent
devices, which may be called “de-smartification.” We must consider and analyze
how this will change learning and education, but Japan must prepare lest it
arrive late again.
First, it is
necessary that we deal with education and smartification. As we establish an
adaptable learning environment in the smart realm of socioeconomics, we must
simultaneously prepare for the next wave of computerization.
Comprehensive
measures are required to achieve the standardization of digital textbooks and
consider the future of education. To this end, we seek an educational
computerization law.
1. Standardizing Digital Textbooks
We will first establish one device per
person. That device will be an information terminal, connect to classroom wireless LAN, and contain digital
textbooks. Above all, we must coordinate with the official system to clarify
copyright issues and revise the three school education laws relating to this
matter. It is also important to establish information access devices and
networks and standardize the system.
The DiTT proposed the establishment of
this system in April 2012 as the tentative ”Digital Textbooks and Teaching
Material” initiative. The system can be built upon this base.
2.
The Cloud, Social Networks, and Big Data
Eventually one device will store all
teaching materials and become a “digital backpack” you can use freely. If
everyone uses this so-called digital backpack they can still learn in the same
way. No matter where you are, you can limitlessly use all manner of teaching
materials. You can obtain a great variety of teaching materials from around the
world. Teachers of all countries can share their own teaching materials.
To that end, it is necessary to make
teaching environments part of the cloud. When we implement consummate wire
communications and wireless infrastructure and put security measures in place,
together with implementing perfect/consummate wire communication and wireless
infrastructure, all children should be able to learn through the cloud network.
In the service sector, there is rising
fixation of SNS-like social media in content and education. In formal education
as well, mutual teaching and learning between teachers and students and between
students and their peers is beneficial, and if we consider information ethics
training, we will not fail to be mindful of school and home information sharing
as well.
It is also important to apply the big
data created by learning and education. All of socioeconomics is devising ways
to make use of big data and develop and advance services. This should also be
the case with educational methods and teaching materials. All countries' classrooms
and households should be able to transmit data and allow for effective learning
while protecting personal information.
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