Acceptance of Programming Education in Japan A Study of Deviation between Technologies and Societal Expectation

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  • 日本におけるプログラミング教育の受容 ー テクノロジーと社会的期待との乖離に関する一考察 一
  • ニホン ニ オケル プログラミング キョウイク ノ ジュヨウ : テクノロジー ト シャカイテキ キタイ ト ノ カイリ ニ カンスル イチ コウサツ

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日本では、2020年度から学校教育においてプログラミング教育が義務化され、ますます普及してきている。しかし、テクノロにジ関ーする教育と社会の期待には違いがあると考えられる。本稿では、日本で塾形式のロ ボット教室・プログラミング教室を新聞記事で分析することによって、この不一致の理由を調査する。

In Japan, programming education has been made compulsory in elementary education since 2020, and became more and more popular. However, there is a deviation between education on technology and societal expectations. In this paper, we will examine the reasons for this gap by analyzing newspaper articles, and private schools teaching robot or programming in Japan. We find that since 1999, topics such as robot or programming classes have appeared in newspaper articles, and since 2013, the number of articles have dramatically increased. Growing popularity in this private schools came from the strategies to appeal to non-cognitive skills such as how to tackle challenges. In addition, some of these companies attempted to associate these schools with brand image of the national origin such as Denmark. In this way, private schools respond to social expectations. Therefore, we find that the gap between technology education and social expectations raise in the lack of emphasizes of non-cognitive skills and soft power.

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