The development of AI has been remarkable in recent years, and it is expected that AI will be used in various situations. On the other hand, there is also the harmful effect of believing in the results of AI, so it is necessary to reconsider statistical education, which is science education that handles data. In this paper, we focused on learning the three elements of statistical education (Statistical Literacy, Statistical Reasoning, Statistical Thinking) from the contents of school education as what is required for statistical education in the AI era. In addition to touching on the positioning of the three elements, I introduced that many contests that are expected to utilize the learning of the three elements are being held at related academic societies.
Data science will be introduced as a new area in the common subject of information in the new courses of study. In "Information I"，data science coverage focuses on data organization，analysis，and visualization methods. In "Information II"，advanced programming is included for learning the basics of AI，such as machine learning. Here，we discuss the connection between common subject information and information education at the university level. We will also discuss the current status of information education in high schools based on the new courses of study and corresponding textbooks.
Japan's new national curriculum for mathematics emphasizes the content of probability and statistics in junior and senior high schools. In this study, we will discuss the development of statistical literacy in secondary education based on the efforts of data science education in junior and senior high school attached to universities. Here, we regard statistical literacy as not only statistical knowledge and data analysis ability, but also ability based on a wide range of comprehensive knowledge. The practices being introduced in our school are for the purpose of fostering such statistical literacy. We cover the curriculum development of statistical education, teacher training, cooperation with other subjects, and cooperation with university education.
To adapt increasing the demands of data science education，Some Universities in Japan start new department of data science. Furthermore，Ministry of education Starts new certification program focused on Mathematics，Data Science and AI Education，that called as MDASH-Literacy. In this paper we introduce a case study about Konan University as a Mid-sized University that start new learning course to adapt MDASH-Literacy certification. After introducing about MDASH-Literacy，we discuss how we should coordinate with general education for university freshmen that are categorized into the same curriculum categories with the new MDASH-Literacy course.
The social demand for data science education in higher education is only getting stronger. In response to this trend, the Ministry of Education, Culture, Sports, Science and Technology（MEXT）has been focusing on promoting mathematics, data science, and AI education. MEXT has established a certification system for educational programs and been building a consortium to promote them. This paper provides an overview of the social background, including the recent AI strategies, and provides an overview of the educational content of data science and AI required in higher education through an explanation of the certification system started in 2021 and the standard curriculum developed by the consortium. As an example, we discuss the Doshisha Approved Program for Data science and AI Smart Higher Education（DDASH）.
This study aims to clarify factors that enable homeroom teachers to use one terminal per student for collaborative learning and the relationships among those factors. In order to do so，the author provided general training to the classroom teachers as well as individual support to improve their classes. Using a modified grounded theory approach (M-GTA)，the author analyzed the interviews with the homeroom teachers and teachers who were able to use one-by-one terminals for cooperative learning through training without the author's involvement. We confirmed that the growth can be explained by seven facilitating factors and three inhibiting factors. Based on the results of previous studies，we created a diagram of factors that contribute to the growth of students' ability to use one terminal per student for collaborative learning and the relationships among the factors. Among the facilitating factors，it was suggested that the experience of using the device by oneself and any previous experience of using it are important.
Although an increasing number of students experience difficulty in typing every year，the timing and factors of their difficulties have not been identified. Accordingly，this study aimed to identify factors related to typing difficulties. A questionnaire was administered to university students and analyzed. The results revealed that students tend to experience difficulty related to the timing of high school and when to move to the following stage of education. Text mining was used to analyze the reasons，and the following five factors emerged: difficulties with keyboard input，awareness of slow input，lack of opportunities to work on a personal computer，inability to type well in class or tests，and not typing as well as others.
The purpose of this study was to understand the actual state of elementary school students' knowledge of cloud computing through comparison with university students. Using related materials, we created perspectives for evaluating cloud knowledge, and conducted a survey based on these perspectives. As a result, elementary school and university students can understand some contents sensibly by using the cloud. On the other hand, there were contents that could not be understood only by using the cloud. Therefore, it was suggested that there is a need for teaching opportunities in elementary school.
We conducted a questionnaire survey among students 4 universities (5 faculties) regarding about the status of on-line classes and physical and mental disorders held at universities nationwide as a measure against COVID-19. In order to compare the effects of each item of the situation of taking classes using ICT in virtual class environment on physical and mental disorders，we applied the quantification method type Ⅱ to the survey data of 554 students. As the result，it was suggested that the long PC work time and long continuous work time，ICT equipment that was difficult to adjust，bright screens，dark rooms affected the disorders. Based on the results，we will consider the conditions for university students to use ICT equipment to study healthily.
The purpose of this study is to analyze and examine the realization of the aim of the class（effectiveness of the class）in the online class of 2020 compared with the face-to-face class of 2019 for the class of［Teaching Method for Moral Education］. For this purpose, text mining and statistical analysis will be used to collect a limited amount of data in the form of written comments at each class. First, from the analysis of the list of extracted words and the co-occurrence network, what the students were able to learn in the entire class session was compared and discussed. As a result, the students' positive attitude toward the class was outlined in both years. Next, a cross-tabulation between each［class session］and the［code］representing the aim of the class was conducted, and the relationship between the overall［class session］and the［code］was confirmed by the χ2 test. Furthermore, the individual relationship between each［class session］and［code］was clarified using residual analysis. In conclusion, it was confirmed that the effectiveness of each class session in the online class was about the same as in the face-to-face class.
In this study, we aimed to construct a support system for peer review writing classes for second language learning（especially Japanese language learning）. We focused on two issues of peer review writing classes:（1）learners cannot correct their essay after review because of insufficient comments by peer, and（2）it is not considered in review-process that peers review their own comments. We developed the system that extends two functions: automatic commenting and self-reviewing for comments. Through the use of the proposed system, we confirmed the following points. The first extension helped the learners to notice their mistakes. The second extension was accepted favorably by learners. Finally, we confirmed that learners want to use the developed system in the future.
Establishment of a Wi-Fi environment in PC rooms and at other sites in schools is necessary for education of students so that they can adapt to an information-oriented society. In this environment，devices need to be prepared to enable many terminals to be used simultaneously in lectures，in addition to establishing wide service areas. There is also a need for effective management of these devices. In this report，we propose a model for development of Wi-Fi environments in schools，including design requirements，selection of devices，operation management，and changes in use by teachers and students，using a private high school as an example.