So since I haven't done a lot of Japanese study because of all the craziness in my life I've decided to do another news paper article. Even though this time instead of translate it word for word I'll just summarize what it says in English under the Japanese:
宿題もタブレット
－デジタルが来た Digital has Arrived
11月28日、山形県寒河江市立高松小学校。2年生の算数の時間、那須美和子(54)は言った。「みんなが学校の中で見つけた四角形です」その瞬間。
On November 28th in Sagae, Yamagata prefecture Nasumi Kazuko (54) stated during a second grade math class at Takamatsu municipal elementary school, " These are quadrilateral shapes everyone found around the school." At that moment...
水槽、コンセント、トイレのタイル、ポスター、げた箱・・・。窓際の電子黒板に、子どもらがタブレットパソコンのカメラ機能で撮った写真が映し出された。「おっ、俺んだ」「え、どこで撮ったの」「先生、僕の出してぇ」。教室は一気にわいた。図形の特徴を考える授業だ。
Fish tank, electrical outlet, bathroom title, poster, shoe box... On the electric blackboard next to the window, pictures that students had took with a tablet PC's camera function were being shown. "Oh, that's me!" "Hey! Where did you take that?" "Teacher I want to submit mine!" The classroom was suddenly filled with excited. This was a lesson that considered the characteristics of different shapes.
－国際交流 International Exchange
29日、北海道石狩市立浜益小学校。過疎地にある学校の児童は60人。世界をもっと広げたいと、総合学習で4年生がカナダの交流へのメセッジを書いた。
On the 29th at Hamamasu's Municipal Elementary school in Ishikari, Hokkaido, a region that is underpopulated with only 60 children enrolled in the school, decided to broaden their global spectrum and along with comprehensive integrated learning, 4th graders wrote messages to exchange with Canadian students.
「児童は少ないけれど、明るくて、いつも元気」「いろいろなくだものが作られています」子どもたちは12人の机に1台ずつ置かれたタブレットパソコンにメセッジを打ち込んだ。その瞬時に、子どもの顔写真とともに電子黒板に表示された。石狩国際交流協会の人に英語に翻訳してもらい、郵送する予定だ。
"There aren't many children but the one's we have are bright and healthy" Sitting at a desk that holds 12 people with a tablet PC for each child placed on the table, the children typed their messages. At that moment, the messages along with pictures of the children's faces were displayed on the electric blackboard. The school has plans to mail the messages after receiving a translation of the messages from the Ishikari International Association.
－比較一瞬 Let's compare for a moment
30日、大阪府箕面市立萱野小学校。4年2組の国語の授業。教材はテレビの撮影手法を説明した教科書の文章だ。
On the 30th, at Kanayo municipal Elementary school in Minoo, Osaka, a 4th grade language class uses a textbook describing how to shoot television footage as learning material.
山田陽亮教諭(25)が教科書の文章を電子黒板に映し、サッカー場の写真を拡大した。「このシーンについて書いてある部分に青色マーカーを引きましょう」31人の机の上にあるのはパソコンとマウス、筆箱だけだ。児童が線を引いたのはパソコン画面にあるデジタル教科書だった。画面のマーカーボタンを押して青色を選び、専用のペンやマウスを使って線を引いた。
Instructor Yamada, Yosuke(25) displays the textbook on an electric blackboard and enlarges a picture of a soccer field. " Let's underline with blue marker the part that talks about this scene" A desk holding 31 students only contains computers, mouses and pencil cases. The children drew their lines on a computer screen's digital textbook by pressing the screen's marker button and choosing the blue color and using a specialized pen or mouse.
山田教諭は3人の画面を順に電子黒板に映し出した。「あっ、僕のと違う」「同じです」。あちこちから声が上がった。
Instructor Yamada, one by one displayed on the electronic blackboard three student's screens. "Ah! That's different from mine." "It's the same." Student's voices are heard from every inch of the classroom.
学びのデジタル化を進める先端校の光景である。
This is a depiction of an advanced high-tech school promoting learning digitization.
超大型のテレビのような電子黒板、それとつながるタブレット型端未、画面上でページがめくれ操作できるデジタル教科書。いわば「三種の神器」だ。
A digital textbook that includes an electronic black board on a super big scale connected to a tablet and a screen that has the ability to turn pages. It's like a god-send so to speak.
それだけではない。
And that's not all.
東京都港区立青山小学校の子どもたちが、かけ算の式を使う文章題をつくる授業で使ったのはデジタルペンだ。専用の紙に絵や文字を書くと、先端の小型カメラがペンの位置情報を読み込む。無線でパソコンに飛び、大型テレビに画像として投影される。
At Aoyama Elementary School in Minato, Tokyo, a class that uses multiplication formulas to create word problems uses digital pens. When pictures or letters are written on specialized paper, a small advanced camera reads the pen position's information. The information is sent to the computer through a wireless connection and projected on a big TV as an image.
態本県山鹿市立来民小学校の百田氏水教諭(45)は、かけ算、速さなど算数の約30のデジタル教材を開発、活用してきた。「デジタルの良さは比較したり、変化や動きを見せたりできること」と話す。
In Kumamoto, Yamaga, Kudami Municipal Elementary School's Instructor Momoda Shisui (45) has developed and utilized around 30 multiplication and speed math digital education materials stating, "The good thing about digital when comparing it is that it has the ability to show change and movement [in the student's progression]"
－指で四択 Four choices at your fingertips
電子機器を使った学習は、さらに教室から家庭に広がろうとしている。
Learning using electronics is trying to spread from the classroom to the home.
授業と連動して家庭で学習する試みを、NTTが9月から順次、全国七つの公立小で5年生を対象に始めている。
In an attempt to see how learning at home in conjunction with the classroom has [on students] NTT sequentially from September are beginning to make 5th graders subjects at seven public elementary schools nationwide.
鹿児島県与論島の町立与論小学校はその一つ。久留晴美さん(11)は11月中旬、指で画面を操作するタブレット端未を持ち帰り、居間で宿題をしていた。
(Town Municipal) Yoron Elementary school in Kagoshima, Yorontou is one of these schools. In the middle of November, Harumi brings home a tablet operated by one's finger and does her homework in her living room.
社会の問題で主な工業地帯や地域の生産額を示す棒グラフを読み取る4択問題出できた。数字を指で選ぶと、すぐに○がつき、解説が現れた。
4 choice questions arise where [students] read bar graphs about societal problems pertaining to most industrial areas or a region's amount production. When you select a number with your finger, a circle pops up right away along with the answer's explanation.
与論島では、この取り組みに3校が参加。NTTは対象の約40世帯のうち、ブロードバンド回線を引いていない11世帯に新たに敷設した。
In Yorontou, three schools are participating in this exchange. Out of the 40 households participating in the study, NTT laid down new connections for the 11 households that didn't have broadband connection.
日本でコンピューターが学校に入り始めて四半世紀余り。「子ども1人1台」時代をにらみ、総務省が昨年からモデル校で技術面の実験を、文部科学省が同じ学校で今年からデジタル教科書の研究を始めた。対象校は20校に増えている。未来の教室はどう進化するのだろうか。
In Japan, computers began implementation in schools around a quarter of a century ago. Looking towards the "One child, one computer" generation, METI is now beginning research on the electronic textbook at the same school where technology-based experiments were carried out in a model school that the Ministry of Internal Affairs started last year. The subject schools [for the research] are over 20 schools. How will the classroom evolve in the future?
11月14日、総務・文部科学省副大臣共催の協議会。スクリーンに映されたのは、小学生がパソコンの画面にペンを当て、ゲーム機のニンテンドーDSのように文字を書き込む教室の映像だった。大型テレビのような電子黒板で学ぶ場面もあった。
Displayed on the screen at the November 14th Ministry of Internal Affairs/METI's Co-Deputy Minister's council meeting was an image of elementary school student with a pen at hand, imputing letters on what seemed to be an electronic gaming device such as the Nintendo DS. There was also an instance where a big screen used as an electronic blackboard for learning was displayed.
総務省が昨年度から始めた「フューチャースクール推進事業」の対象校の一コマだ。全国の小中、特別支援の計20校で、子どもが1人1台のパソコンを待つ。文科省のデジタル教科書の実証実験も兼ねている。
This is one way of promoting a "Future School" started by the Ministry of Internal Affairs last year. With a special support plan, nationally 20 elementary and middle schools are waiting for a personal computer for every child. This also serves as a demonstration for METI's electronic textbooks.
この日の協議会の傍聴希望者は100人近くで、抽選となった。「いま、教育の情報化に熱い視線が注がれている」と文部科学省の伊藤賢・情報政策室長は言う。
On the day of the council meeting, there were nearly 100 people that wished to sit in on the meeting and thus the selection became a lottery drawing [for who got to sit in] METI 's policy director Ken Ito states, " Right now, there's a lot of concentration put on computerizing education."
親の期待も大きい。ベネッセの2006年のネット調査では、小中学生の保護者1800人の88％が「パソコンは学習に設立つ」と答えた。
Parent's expectations are also big. In a 2006 Benesse internet survey, 88% of 1800 parents of elementary and middle school students answered, "Computer's are beneficial to learning."
－あくまで道具 The only/sole tool
一方、当の学校はデジタルの大波を冷静に見極めようとしている。フューチャースクールの一つ、愛知県大府市立東山小学校の小竹紀代子校長(52)は「デジタル機器を使うこと自体が授業の目標になっていないか、一番心配している」と語る。
On the other hand, this same school is trying to calmly ease its way into the wave of digitization. Principal Kotake, Kyoko at one of the future schools, Higashiyama Municipal Elementary School located in Aichi, Obu states, " I'm most worried about if just using this digital equipment will perhaps become the goal of the class."
事業が始まって約1年。
It's been around 1 year since the project began.
子どもも先生も、機械の操作には慣れてきた。パソコンが自動採点する漢字ドリルで自習したり、電子黒板で図形を自由に動かしたり。だが、「デジタルはあくまで道具。ノートと黒板の方が分かりやすいなら意味がない。」と言い切る。
Children as well as teachers have gotten use to operating the machines. While studying on your own, personal computers will automatically grade Kanji drills and on the electronic black boards figures and shapes are able to move around freely. However others assert, "Digitization being the sole tool, if using paper and a chalk board make the concepts more easy to understand there's really no point."
すべての小学校に2人に1台のパソコンを配備した態本県人吉市。7校が一つのネットワークでつながり学校の垣根を越えた授業を実現している。東間小学校ではこの秋、5年生が水俣病を学び、班ごとにパソコン上で新聞を作った。それデジタル教室の風景が変わりつつある。子どもたちは既に携帯電話で、見知らぬ人々と瞬時につながり合う。ネットで結ばれた若者の行動が世界を揺るがす時代。コンピューターやネットを使いこなす力を育てる教育は欠かせない。
All elementary schools in Kumamoto, Hitoyoshi have deployed a computer for every two students. Schools are realizing that seven schools connected under one network, there will inevitably be some classes will be out of the network's reach. At Azuma elementary this fall the 5th graders are learning about Minamata disease (Mercury poisoning) and as a group using a computer made newspaper articles. With this the feel of the digital classroom is changing. Children can already in an instant look up people they aren't familiar with on their cell phones. This is an age where the behavior of young people connected to the internet are dramatically changing the world.
ただデジタルは手段に過ぎない。注目したいのは、学びに変革を起こすかどうかだ。デジタル機器は、子どもが膨大な知の海から情報をつかみとり、考えを交流する学習に適している。
However digital is not the only means. What I want to bring attention to is if this is really revolutionizing learning. Digital equipment is perfect for connecting children to information overseas and allowing for an exchange of ideas.
1人の教師が多くの子に同じ知識を考える「一斉授業」だけでなく、一人ひとりに合った「個別学習」や教え合い学び合う「協働学習」を広げたい。検討すべき課題もある。電子機器が人間の身体や思考に与える影響の研究を急がなければならない。五感を働かせ、紙をめくりノートに書くのがふさわしい学習も多い。どの場面で何を使うかの吟味が大切だ。
I want to spread not only a "cohesive classroom" where one teacher and his/her students learn while thinking about the same knowledge but also "Individualized learning" that meets a student's individual needs and "Collaborative learning" where everyone helps to teach each other. There are also other issues that should be considered. We have to hurry with research to figure out the impacts of giving electronic devices human intelligence.There's also various suitable learning methods such as just turning a page and writing notes that move the five senses. It's important to examine under what circumstances something should be used.
TCT(情報通信技術)の議論はコンピューターか人間か、デジタルかアナログかといった二項対立に陥りがちだ。そうならないために、「紙と鉛筆」の世代がデジタルの世界をもっと知る必要がある。これからを生きる子どもの視点で、この連載では、新しい学びの可能性を考えていきたい。
The TCT (Information and Communication Technologies) discussions tend to fall into the computer or human, digital or analog type of dichotomy between the two. In order for that not to happen, it's necessary for the "pen and paper" generation to learn more about the digital world. From the perspective of children living today, in this news paper I'd like to move forward and create new learning possibilities.
I think there's a lot of progress going on in the field of education and technology is another learning tool being introduced in schools since a lot of technology most kids use at their house anyway. Kids nowadays have ipads and iphones, computers and other digital devices already so I don't think it's such a bad idea to implement them into the classroom as well. Although I can see the worry some people have about making that be the sole priority and how other more traditional methods of learning maybe be more suitable to students. I think the author of the article was right in thinking that it's important to really find when it's appropriate to use what kinds of materials.
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