This study developed an automatic shape measurement system based on circularity for workpieces transferred with a handling arm. This system was developed as teaching material to perform automated measurement and control experiments that detected and sorted the shape of workpieces. The proposed system performed image recognition through feature extraction, wherein geometric features were digitized based on the area, perimeter, and circularity of figures in images measured using a webcam. After detecting the shape of the workpiece, the handling arm grasped the workpiece and transferred it while maintaining its horizontal position. This study demonstrated and validated the fundamental performance of the system, which can be used to sort workpieces of different shapes. It also highlights the educational effectiveness of the demonstration. Thus, the proposed system can be used as teaching material for measurement and control experiments to deepen the knowledge and understanding of automated systems that detect and sort the shape of workpieces through experience.

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The purpose of this study is to improve cybersecurity education in Japan. To do so, we compared the K-12 Cybersecurity Learning Standards for children in the United States, with the content of three approved junior high school technology textbooks in Japan. Specifically, we performed a morphological analysis of the Japanese translation of the K-12 Cybersecurity Learning Standards and the data from the textbooks, including text and explanations of figures and tables related to the "D Information Technology" content. We focused on nouns and examined their matching percentages. For each topic, we calculated the percentage of nouns that appeared in the technology textbooks. The results showed that the technology textbooks in Japan tend to include content that is typically covered from kindergarten through second-grade level in the United States. These results suggest that cybersecurity education in Japan may be insufficient compared to that in the United States.

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Parts of a diaphragm pump kit (half kit) were developed as manufacturing material for use in STEM-type teaching materials in general education. The material can be applied to various educational opportunities for a wide range of students. We believed that the parts that make up the pump could be assembled by middle school technology teachers using machine tools in technology rooms, which are readily available and inexpensive. In addition, explanatory materials were prepared to help students understand how the various elements of STEM are related and applied when assembling the pump. We conducted a seminar for four high school students, where all the students were able to assemble the pump and modify it to pump water.

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This study incorporates the idea of intellectual property creation education; develops programming lessons aimed at increasing children's awareness of intellectual property, creativity, and motivation for programming; and verifies its educational effectiveness. As part of these classes, each student first created a single-function program called a mini-program, which they stored in a library. They then used each other's mini programs in the library to program efficiently. Next, they used Scratch's remix tree function to check the flow of quoting and sharing. The developed lesson was implemented with 29 fourth- and 30 fifth-year students. Results of the pre- and post-surveys and analyses of the children's work revealed that the lessons developed increased students’ enjoyment of programming and creative motivation, and encouraged a positive attitude toward using and sharing other people's ideas. Thus, their awareness evidently increased. This confirms that the classes help raise awareness of intellectual property.

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This study focused on the expansion of the teaching contents of "Information Technology" in the technology education in the 2017th revised Courses of Study for Junior High Schools, examined the effectiveness of the teaching materials in systematic learning information technology using the teaching material system developed in the previous study. This study was examined learning design including the teaching sequence and content structure, created an instructional plan for the teaching materials. Also, the effectiveness of the teaching materials was verified via teaching practice with 53 students in the third grade of junior high school. The survey results indicated that the students who learned the contents of information communication using networks after the contents of measurement and control tended to be able to engage in learning with less resistance and load in the survey items related to understanding existing technology and problem solving. Furthermore, it was suggested that learning network-based information and communication technologies after learning individual measurement and control technologies lead to a more systematic understanding of information technologies.

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