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their areas and schools MEXT, 2013. Student Computer Ratio = 8.3
Internet Connection Rate of Classrooms = 98.1 Internet with NGN Next Generation Network= 99.4
Survey date: 1st March, 2013 Location of Chiba prefecture is shown in Figure 1.
Figure 1: Location of Chiba Prefecture 4.1
Importance of MIL Items
A questionnaire method of paired comparison was done to know importance of MIL items evaluated by leader
teachers who attend ‘the audio visual and media education training for leaders’ coordinated by the Chiba prefectural
in-service teacher training center. Date: 20 August, 2012
Subjects: Six leader teachers of ICT and media education Method: Paper questionnaire with paired comparison
Items: Five selected MIL competencies: ‘Media Literacy,’ ‘Computer Literacy’, ‘Cinema Literacy,’ ‘Games Literacy’
and ‘Television Literacy, and Advertising Literacy.’ Scale of paired comparison: Table 2 shows the intensity of
importance of paired comparison. Here, we selected five items from 11 literacy items.
Because omitted six items had larger number of ‘I don’t know’ answers of school teachers. This elimination measure included
addressing of information processing theory Miller, 1956 and gave them concentration on paired comparison.
Table 2: Intensity of Importance of Paired Comparison
Intensity of importance
Definition 1
Equal importance 3
Somewhat more important 5
Much more important 7
Very much more important 9
Absolutely more important For calculation, we used a geometric mean by
considering Weber–Fechner law, and also geometric means were used to calculate means of six leaders’ responses.
4.2 Experiences and Recognition of MIL Items
This questionnaire has the style of 11 items x 5 scales x 2 aspects.
Date: 5 August, 2012 The number of valid responses: Totally 104 school teachers
Aspect: Two aspects Experience: Experience to attend teacher training in the
competence. Needs: Personal opinion of needs of training for the
competence. Scale: five point scale Addressing situation that many
teachers don’t know the target competence, scale ‘I don’t know’ is added in each item.
About experience: I don’t know, never, few, sometimes, frequent
About needs: I don’t know, needless, limited, some, important
5 Results
The following sections show results of two questionnaire methods.
5.1 Importance by Leader Teachers
Table 3 shows the result of comparison of five selected
Table 3: Result of Paired Comparison of Literacy Items
Items Media
Computer Cinema Games
TVAd Geometric
means Importance
Media 1
0.44 0.92
1.09 0.45
0.72 0.129
Computer 2.30
1 4.52
1.29 0.87
1.63 0.291
Cinema 1.09
0.22 1
0.92 0.27
0.57 0.101
Games 0.92
0.77 1.09
1 0.38
0.78 0.140
TVAd 2.20
1.15 3.76
2.61 1
1.90 0.339
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literacy items by importance. ‘TV and Ad’ shows the highest value in all geometric means and occupies 33.9 of
importance. This means that ‘TV and Ad’ is valued as more important than all other items. On the other hand, ‘Cinema’ is
valued as least importance and occupies merely 10.1.
5.2 Experiences and Needs by School Teachers
In an aspect of ‘experiences’ of school teachers, many teachers selected ‘I don’t know’ and it reached 52 in average
of all answers of literacy items see Figure 2.
Figure 2: Training Experiences of School Teachers
Besides, counted experiences were limited and it reached merely 23 when we summed any of experience
merged: ‘few’ + ‘sometimes’ + ‘frequent’. Internet and its related items were rather high ‘Computer’, ‘Information’,
‘Internet’, ‘Digital’ and 36 of teachers had experience. Regarding three items of expanded areas, they had limited
experience merely 8 as average. About internal consistency, Cronbach’s coefficient alpha is 0.94.
Figure 3: Opinions for Needs of Trainings
About an aspect of ‘needs’ of school teachers, if teachers knew a literacy item, most of them expressed any level of
needs and it reached 91 of the average of all literacy items merged: ‘limited’ + ‘some’ + ‘important’ see Figure 3.
And, largest score of ‘important’was seen in ‘Internet literacy.’ On the other side, the largest score of ‘needless’ was seen in
‘Cinema literacy’ and it occupied 15 of teachers who knew this literacy. About internal consistency, Cronbach’s
coefficient alpha is 0.97.
6 Discussion
MIL has been developed to include two major movements; changes of request from society and
dissemination of ICT. And, covering literacy items had been increased, especially after Alexandria proclamation. And these
movement altered content of school education and duty of teachers. Particularly, developed social media introduced
environment of social network system SNS, strong effects of daily use of Internet on achievement of students, and disparity
of families to access cyberspace. Then, further knowledge and skills were required in addition to conventional school subject
areas. From findings of this investigation, items related to
social media were recognized as higher rate of importance, but training experience of newly introduced literacy items were
low.
6.1 Interviews
