Abstract1. Computer science and computer technology have developed remarkably over the past two decades. Especially in the case of semiconducters e. g. IC, LSI etc., within the field of microelectronics (ME) progressed rapidly and they are applied to many areas. Computers are much less expensive furthermore the production of computers has become more efficient and in industrialized countries the computers has entered the home. Now, computers are used in all kind of business (OA) as well as in industries. 2. Comsuter science and technology is beginning to have influence throughout the field of education. Introduction of computers into universities began as early as in the 1950's. In the 1970's, computer education began in some technical and commercial courses in high schools according to proposals from the Council for Science Education & Vocational Education. Basic computer skills are still being taught in these courses. 3. In the 1980's, small sized computers called "personal computers" were developed, and their effect has been considerable on education and in the children's lives. Personal computers have rapidly been introduced in many schools. The recent survey by the Society for Promotion of Educational Technology of Japan (Nippon Kyoiku Kogaku Sinkokai) shows us about 80 per cent of high schools and about 14 per cent of lower secondary schools are using personal computers. Some general courses of high schools as well as technical and commercial courses are starting computer education. Eight million "family computer" sets i. e. game machines using micro-computers have already been sold only within in the last few years. Word processors are also becoming popular. Now, computers are becoming more and more familiar to many children. But there is one problem that girls have less interest in computers than boys. 4. The main uses of computers in primary and secondary schools are for: (1) computer managed instruction (CMI), (2) computer assisted instruction (CAI), (3) learning about computer themselves. A recent survey shows us that computers in Japanese schools, (the use of which is now mainly limited to the area of CMI), haven't been fully utilized in CAl and computer education, The Temporary Council of Education (Rinji Kyoiku Shingikai) stresses the necessity of computers education. But the promotion of education about computers necessitated; (1) increase of financial support to schools, (2) promotion of inservice training of teachers for computer education, (3) development of software for learning. We think, in Japan these policies have not been well developed. 5. Even now, generally the Course of Studies for high school prescribed by Ministry of Education have not included directions for computer education for academic course students. Calculations in mathematics by using computers are being taught only to career-oriented course students. Today, it is important to consider whether computer education should be included into lower secondary school and both academic and non-academic courses of high school or not. We think, that at least in lower secondary school computer education may not be necessary now, but it is necessary promote in-service training of computer education for all teachers in secondary education.
名古屋大学教育学部紀要. 教育学科. v.33, 1987, p.257-p.276