Socio-Cultural Features of ICT Practice at Primary Schools: From Teachers' Perceptions about UK and Japanese ICT Use

Abstract

The purpose of this study is to clarify the features of Information and Communication Technology (ICT) utilization in Japanese primary schools by comparison with ICT practices in UK primary schools from socio-cultural viewpoints. The authors collected data from five Japanese researchers, who have studied ICT utilization of primary schools in the UK, through a structured interview including three questions; (1) “What do you see at primary schools in the UK?” (2) “Have you ever seen similar practices in Japan? If so, what?” and (3) “Do you think Japanese primary teachers have similar practices in their lessons? If so, why?” The data was analyzed in four phases based on the qualitative research method. First, the transcript was reduced to information relevant to the research questions. Second, the data was open coded. Third, the coded data was categorized. In conclusion, the features of ICT utilization in Japanese primary schools were explained relative to categories from socio-cultural viewpoints. As a result, six socio-cultural features were found: (a) ICT equipment available at schools, (b) digital content that fits conventional class format, (c) staff that support teachers using ICT, (d) class format mainly on conventional individual guidance, (e) the process of constructing meaningful use of ICT and (f) actual feeling of efficiency of using ICT.