A US-Japan Comparative Study of the High-tech Uses in Schools

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The researchers have found, through site visitations on both sides, such facts as, high-technology incorporated into school education rapidly, high computer literacy among both teachers and students, and the considerable difference between US and Japan in terms of development and utilization of technology. The researchers on both sides also have pointed out that the utilization of technology could be accomplished by the society as a whole in order to promote it in school education. They have predicted the trends of the technology use in the coming information-oriented society, and have searched for the possibilities and practical means for taking advantage of technology in school education by analyzing advanced practices in this field in both countries concerned.The practical means for materializing the possibililties of telecommunication use in school education habe been identifuied by investigating and observing classroom teaching situations, especially in the U.S., where network and multimedia are highly incorporated into curriculum. Human, physical, and institutional resources necessary for promoting high-tech use as well have been identified. Site visitation and classroom obsevation on both sides offered the researchers opportunities and plentiful research material for investigating the ideal means of utilizing hardware and software in teaching, the relationship between teaching situation and software, and functions of multi-media and the best uses of them in education.Based on the analysis of materials obtained at the site visitations and literature available on the web, the researchers on both sides have predicted the trends in technology use in education in terms of the effects of technical development on education, the literacy required of teachers, the curriculum for teacher training in the information-oriented society, and the amount and content of computer literacy for students.