This study examined safety control and safety instructions in the technology education of junior high schools. A questionnaire on technology education was sent to 100 schools selected at random in Aichi Prefecture. On the item “tools and industrial tools,” 27 schools stated that technology teachers were concerned about pupils’ safety in technology classes. Twelve schools stated that the “environment for classrooms” was the second-most dangerous item. Fifty schools stated that “electric tools and machines” were the most dangerous tools for pupils to use. On the other hand, for “tools and industrial tools” 19 schools stated that teachers were concerned about pupils’ learning activities.

Some learning activities involving experiments with various types of electric circuits are carried out in science and technology classes in junior high school. However, leaners cannot understand some of the physical characteristics involved without difficulty, since it is hard to observe physical quantities such as voltage or electric current in these experiments visually or tactilely. In general, while teachers employ a variety of teaching materials and tools to explain invisible physical phenomena, their educational effects have been limited. The purpose of this research is to support leaners to easily understand knowledge and concepts difficult to learn only in real space by using augmented reality technology to display invisible physical phenomena, like voltages and currents in electric circuits, over the image of the physical item. In this paper, the usefulness of an experiment-learning support system employing AR technology in teaching electric circuits is clarified through the teaching practice. The usefulness of this system is described based on assessment results from the learners’ viewpoints obtained by teaching following the proposed teaching guidance plan.

We developed a simple finger-motion analysis system. Our system allows for the capture of the motion of the fingertips and joints, and inputs 3D position coordinate data into a computer without markers or cameras. Moreover, it allows for the animated reproduction of the motion of a finger framed by its joints and graphically displays the displacement of joints. We checked the motion of fingers using chopsticks and a keyboard with our system. As a result, we obtained the same results as a previous study of the motion of fingers using chopsticks, and further demonstrated the difference in finger motions between a beginning and an experienced typist.

Due to rapid technical innovation, Japan's industrial structure has also changed. As a result, industry requires engineers in IoT, big data, AI, and robots. In this paper, we propose a remote control system that can learn to associate the IoT in the Industrial Arts and Home Making classes in junior high school. Using this system, we develop teaching materials for such tasks as observing and controlling an object from a distance. The principle of this remote control system is realized by sending a control signal instead of an audio signal. A feature of this system is that it can consist of just hardware without the need for such special knowledge as network, transmission, and receiving techniques for video, voice, and so on. We show the operational principles of the transmitting and receiving equipment, and perform an experiment to control a moving robot at a distance.

In the early Meiji Era, a policy of the Ministry of Agriculture and Commerce and the Ministry of Education aimed at the modernization of industry. The former tried to develop human resources through school education. The Ministry of Agriculture and Commerce introduced mechanization as part of its project to modernize the ceramics industry. At the order of the national government, the Arita and Kyoto ceramics industry started mechanized mass production. On the other hand, the Kutani ceramics industry was modernized by the establishment of a school and the work of its graduates. Moreover Kaijiro Notomi made good use of the Onchizuroku in vocational education.

Japanese-style hand planes with cap irons are used widely in junior high schools. They require fine adjustment of blade protrusion as well as regular maintenance. However, it is difficult for unskilled users such as junior high school students to carry out these adjustments and maintenances. This creates obstacles for students who use the plane in technology education. In this study, we developed a hand plane with the utility knife blade as a disposable blade. This plane is a single blade plane without a cap iron and the blade protrusion does not require adjustments. This plane can be used for edge planning and end planning of softwood board up to 15mm in thickness. Through practice, junior high school students were able to use this plane within one hour of teaching. During the practice session, it is necessary for the teacher to instruct the students on the method of pressing the plane sole against the board.