Introduction Specification and Variety of Digital Materials
3. Facts in Schools
Figure 5. Dissemination Rate of Digital Textbooks. The nternet penetration rate in Japanese schools is . All schools can introduce online services. 113 The dissemination rate of all digital textbooks is shown in Figure Textbook Publishers Association of Japan, . The data show the rate of schools adopting digital textbooks. owever, data from the dominant digital textbook show that the actual commercial product is uncovered. owever, the digital English textbook in lower secondary schools has been adopted most frequently—it reached of schools based on interviews with a leading publisher. This publisher has about of the textbook market share Takano, T., . 3.1. Benefit to use digital textbooks Reported benefit to use digital textbooks as described by the publishing company include Takano, T., : Concrete explanations. They turn their eyes more from a desk toward a teacher. ncrease concentration on a main point of discussion. ntroduce a new mode of explanation via moving arrows on the screen. ntroduce a dynamic iconic view to embed arrows. This involves psychographic images of moving, action, changing, and depth of focus. A tablet with a censor can introduced for real time analysis. Augmented reality AR functions can also be included see details in . . On the other hand, teachers’ opinions of Genesis digital textbooks were also reported National nstitute for Educational Policy Research, . As a result, only one percent of teachers had used a digital textbook, and their potential opinions of digital materials were analyzed based on the following four factors. Digital materials are useful to develop highly integrated lesson materials. Digital materials can offer cues on lesson planning that needs to be developed. Digital materials enhance motivation to study the content. Known benefits to using digital materials materialize. On these grounds, digital textbooks and digital materials are effective at improving lesson preparation.4. Barrier for Dissemination of Digital Textbooks
t has been five years since digital textbooks were installed, but dissemination rates are still increasing slowly. This is because of the following issues. 4.1. Governmental promotion The Ministry of education, culture, sports, science and technology hereinafter MEXT operate an educational project regarding CT in education MEXT, . owever, a concentration on disseminating digital textbooks remains unclear, and the size of the total budget is insufficient to cover digital materials that are installed at all schools. The budget plan for promoting learning using CT is billion DR. The breakdown of this is as follows. Project to promote the educational use of CT: billion DR Project to support rural governments to enhance CT education: billion DR Project to investigate and maintain educational quality via CT in depopulating societies: 8 billion DR 114 Project to develop progressive educational management system: billion DR Project to measure the effect of harmful environments on youth: billion DR Other projects: billion DR 4.2. Anticipated challenge The following statements show the upcoming challenges to dissemination. Promotion: Educational policy to introduce digital textbooks nfrastructure: Congestion control is a problem when a teacher uses classroom techniques in a computer room. t is particularly difficult to access audio‐visual contents in cyberspace by all students at the same time. All textbooks in Japan are authorized by MEXT. Screening systems are approved only in the paper version, but the guidelines only authorize digital textbook after an argument mpress Corporation, . Law: There should be laws for exceptions to copyright or extravagant contracts for digital textbooks MEXT, . n addition, the current law can only cover the cost of paper textbooks in compulsory schools. Therefore, the meeting of the nvestigative Commission for Digital Textbooks of Student Edition reluctantly proposed that cost of digital textbooks should be covered by a guardian Asahi nteractive, ; Nikkei nc., . Consensus: Digital textbooks require a new pedagogical viewpoint. Tamura, Y. reviewed the following warning of instruction using digital textbooks. Learning becomes standardized Learning is only focused on getting the right answer. Because the opportunity to write disappears, students’ ability to write decreases. The communication between a teacher and students stops. t is difficult to judge the answer with plural solutions such as a proof. mmediate feedback, namely, the game sense, disturbs the development of intellectual thinking. Programmed learning does not improve intellectual thinking and decision‐making. 4.3. Consideration on the use of digital textbook in foreign countries The following record is a summary of interviews from a manager of CT department in a publisher Takano, T., . There are fatal differences in academic explanations among countries. This requires studies of the similarities and differences. Math: The contents of elementary st grade is nearly the same, but many difficulties are seen after the nd grade. The appropriateness of visual contents is not adaptable among countries—especially in science, health and physical education, and world geography. t is difficult to extend copyright—especially visual contents. Translation of the digest would be possible for foreign educators. Digital textbooks can contribute to Japanese‐language training. Now, exchange and sharing educational digital contents are used including activities of open educational resource OER ; however, the introduction of our experience and know‐how to develop a qualified textbook are another possible area of international communication. Thus far, an investigated publisher has the following cases of technical transfer with international agents. 11 These include: ndia content production , Saudi Arabia qualified printing for textbook , Vietnam technical transfer of textbook development system , Mongol development of digital materials , China online content delivery and publishing and Egypt. On the other side, the publisher has used offshore production in China, Vietnam, and Taiwan. Thus, the production of textbooks and materials are expanding.5. Future View
5.1. Textbook AR Augmented Reality After installing APP in a tablet or smartphone, audiovisual information appears when a student holds a tablet over the textbook see Figure . A student can learn more details of the subject area knowledge or have an interactive mode of trial Kyoiku Katei Shinbun Co., . Figure 6. View of Textbook AR. Cited from Tokyo Shoseki Co., 2015 5.2. Space for free writing n the students’ edition, the following activities are under development: annotation add free writing into contents ; spacing insert space under exercise ; popup create a new page during an exercise ; and automated recording of their writing. Kobayashi Kato, .Parts
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