Journal of Quality Education Vol. 6

研究ノート

小学校における日本の情報教育とフィンランドのメディア教育に関する比較研究
大橋 裕太郎*，ヘイッキ キュナスラーティ**，オッリ ヴェステリネン**，
アンナ アールニオ**，ヤルッコ ミュッラリ**，サンナ バハティブオリ－ハニネン**，サラ シントネン**，加藤文俊****日本工業大学工学部，**ヘルシンキ大学行動科学部，***慶應義塾大学環境情報学部

Comparative study of information education in Japan andmedia education in Finland in elementary schools
Yutaro Ohashi*, Heikki Kynäslahti**, Olli Vesterinen**, Anna Aarnio**, Jarkko Mylläri**,
Sanna Vahtivuori-Hänninen**, Sara Sintonen**, Fumitoshi Kato**** Faculty of Engineering, Nippon Institute of Technology, ** Faculty of Behavioural Sciences,
University of Helsinki, *** Faculty of Environment and Information Studies, Keio University

In this study we explored how ICT is positioned in the curricula in Japan and Finland inelementary schools. We overviewed the education systems and the development of‘information education (IE)’ in Japan and ‘media education (ME)’ in Finland and compared
the curricula based on four research questions: (1) when are IE and ME taught, (2) what arethose objectives, (3) what are the contents, and (4) how many lesson hours are distributed.
According to the comparison, we found that the two countries have many features incommon. In particular, IE and ME are taught in cross-curricular settings, pupil-centred
learning activities (also known as constructivist activities) are emphasized in objectives,teachers basically determine the instructional contents, and specific lesson hours are notdistributed to IE nor ME.

Keywords: Information education, media education, elementary school, Japan, Finland
キーワード : 情報教育，メディア教育，小学校，日本，フィンランド

* 〒345-8501 埼玉県南埼玉郡宮代町学園台4-1 日本工業大学工学部
Correspondence concerning this article should be sent to: Yutaro Ohashi, Nippon Institute of Technology,
4-1 Gakuendai, Miyashiro-machi, Minamisaitama-gun, Saitama Pref. 345-8501 JAPAN
Email: ohashi@nit.ac.jp

小学校における日本の情報教育とフィンランドのメディア教育に関する比較研究

1. Introduction
In line with the development of an information society, information and communication
technology has become an important part of policy agendas, with profound implications
for education (OECD, 2005). Related to the wording of ‘ICT’, Pelgrum and Anderson(2001) distinguished among the terms ‘technology’, ‘information technology (IT)’ and‘information and communication technology (ICT)’ as follows:‘…educational communities increasingly have used the term ‘technology’ torefer to ‘information technology’ (IT) or to ‘computers’. This trend stems fromthe growing integration of computers with communications, video and audio
technologies. Audio and video communications are rapidly becoming digital inform, which gives the computer a new, expanded role as a controller andmanipulator of audio and video, as well as text and numeric data. Althoughmany people refer to information technology (IT) as ‘technology’, many
European countries refer to it as ‘information and communication technology’(ICT)’(Pelgrum and Anderson, 2001: 1)
This paper uses the term ‘information and communication technology (ICT)’.
In terms of ICT use in education, a series of Second Information Technology in Education
Studies (SITES) was conducted by the International Association for the Evaluation of
Educational Achievement (IEA) to explore the status of ICT use in primary, secondary andupper secondary schools in participating countries (Pelgrum and Anderson, 2001; Kozma,
2003; Law et al. 2008; Anderson and Plomp, 2009; Carstens and Pelgrum, 2009; Voogt
and Plomp, 2010). This series of studies showed that ICT has become increasingly
widespread in pedagogical practices in the classroom. The second study of SITES
indicated that technology was being used to support significant changes in classroom
teaching and learning, but it also found that technology-supported innovations had alimited impact on the curriculum (IEA, online: SITES Module 2: Innovative Practices).
Several years have now passed since the SITES were conducted. How, then, have OECD
countries positioned ICT in its curriculum? In this paper we focus on two countries, Japanand Finland.

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2.

Literature review: education systems in Japan and Finland

Although there is a gap in population between the two countries (127.52 million in
Japan1) and 5.4 million in Finland2)), they have many features in common. They areboth affiliated with the Organization for Economic Co-operation and Development(OECD), have similar GDP per capita3) and are in the upper rankings of several
international comparative surveys, such as the Programme for International Student
Assessment (PISA)4), the Trends in International Mathematics and Science Study(TIMSS)5) and the Global Competitiveness Index (GCI)6).

2.1 Japan
2.1.1 Education system
In Japan, compulsory education starts at age six and continues from elementary tolower secondary school for nine years. Tuition fees are not charged at public
elementary, lower secondary and upper secondary schools. The various types of
educational institutions in Japan consist of the following levels:
・ Kindergartens (Yochien)…Kindergartens cater for children aged 3, 4 and 5, and provide them with oneto three-year courses.
・ Elementary Schools (Shogakko)
All the children who have attained the age of 6 are required to attend elementary
school for six years….
・ Lower Secondary Schools (Chugakko)
All the children who have completed elementary school are required to study inlower secondary school for three years until the end of the school year in which
they reach the age of 15….
・ Upper Secondary Schools (Koto-gakko)
Those who have completed nine-year compulsory education in elementary andlower secondary school may go on to upper secondary school. Students mustnormally take entrance examinations to enter upper secondary school.
In addition to full-day courses, there are also part-time and correspondence
courses….
・ Secondary Schools (Chuto-kyoiku-gakko)
In April 1999, a new type of six-year secondary education school, called109

小学校における日本の情報教育とフィンランドのメディア教育に関する比較研究"Secondary School" was introduced into our school system. Secondary schools
combine lower and upper secondary school education in order to provide lower
secondary education and upper secondary general and specialized education
through 6 years….
・ Schools for Special Needs Education etc. (Tokubetsu-Shien-gakko)
Special Needs Educations are schools for children with comparatively severe
disabilities and aim at giving education suited to their individual educational
needs. Those schools comprise four levels of departments, namely, kindergarten,elementary, lower secondary and upper secondary departments….
・ Institutions of Higher Education
Institutions of higher education in Japan include universities, junior colleges andcolleges of technology. In addition, specialized training colleges offering
postsecondary courses … may be regarded as one type of higher education
institution.
・ Specialized Training Colleges (Senshu-gakko) and Miscellaneous Schools(Kakushu-gakko)…[T]here are educational institutions known as "specialized training colleges"
and "miscellaneous schools", which offer a variety of practical vocational andtechnical education programs in response to diverse demands of people in achanging society. The great majority of these schools are privately controlled….
Source: Ministry of Education, Culture, Sports, Science and Technology(hereinafter MEXT), online: Education: Principles Guide Japan’s Educational
SystemExpenditure for all levels of public education as a percentage of GDP was 3.6%,
which was the third lowest among the 36 surveyed economies in the OECD Factbook
20137).
2.1.2 Development of ‘information education’
In Japan, ‘information education’ (joho kyoiku, hereinafter IE) is defined as‘education to cultivate information literacy’ (MEXT, 2011: 6). In developingchildren’s information literacy, it is important to consider the following three points:(i) practical ability to utilize information, (ii) scientific understanding of informationand (iii) a willing attitude towards participating in the information society (MEXT,

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2011: 9). Television played an important role in the history of IE. The National
Association of Broadcasting and Education Research (Zenkoku Housou Kyoiku
Kenkyukai Renmei) was established in the 1950s, and broadcasting and TV programs
gradually came to be used for educational purposes (Suzuki, 2008). Furthermore, a
discussion about how to make use of information in instruction occurred in the 1980s,
which was related to the approaching information society (Suzuki, 2008). In the
1990s and beyond, the Ministry of Education (at the time) and public organizations
performed a consistent set of initiatives. The Computer Education Center began the‘100-schools Networking Project’ in 1994, which then evolved into ‘The New
100-schools Networking Project’ (Shimizu, 2001). Subsequently, an ‘e-Japan Strategy’
was launched in 2001 to create a ‘knowledge-emergent society’ (Prime Minister ofJapan and His Cabinet, 2001 online: e-Japan Strategy). One of the actions thegovernment took as part of this strategy was the ‘digitization of education’, whichfacilitated internet access in elementary and lower and upper secondary schools and topromote information technology (IT)-driven education (Prime Minister of Japan and
His Cabinet, 2001 online: e-Japan Strategy). Regarding teacher training in the area of
integrating ICT into education, the ministry has provided in-service teacher courses
on computer use for over 20 years (as of 2001), as well as in-service computer
coordinator training courses since 1993 (Shimizu, 2001). Since 2000, all pre-service
teachers were required to take two units of ICT and at least one unit of ‘Methods forTechnology Education’ (Shimizu, 2001).

2.2 Finland
2.2.1 Education system
In Finland, education is free at all levels, from pre-primary to higher education(Ministry of Education and Culture (hereinafter OKM), online: Education policy in
Finland). Compulsory education starts from the year that a child turns seven. During
the year before a child begins compulsory schooling, he or she may attend a
pre-primary school (OKM, online: Pre-primary education in Finland). The Finnish
education system consists of the following levels:
・ nine-year basic education (comprehensive school) for the whole age group (agesseven through fifteen), preceded by one year of optional pre-primary education
・ upper secondary education, comprising general education and vocational

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小学校における日本の情報教育とフィンランドのメディア教育に関する比較研究

education and training (vocational qualifications and further and specialist
qualifications)・ higher education, provided by universities and polytechnics
Source: OKM, online: Education System in Finland (words underlined added)
Expenditure for all levels of public education as a percentage of GDP was 6.3%,
which was the fifth highest among the 36 surveyed economies in the OECD Factbook
20137).
2.2.2 Development of ‘media education’
While Japan has proceeded with implementing IE throughout its educational system,
Finland has been working to promote ‘media education’ (mediakasvatus, hereinafterME). In the Finnish context, ME is defined as ‘work performed by educators insupporting the learning of children, youth and adults involving different media(Finnish Society on Media Education, 2008: 6)’. Finnish ME developed in a
distinctive way on the basis of various concepts, such as popular liberal education(instruction in journalism and film) between the 1950s and 1960s and communication
and audio-visual education (instruction in TV, mass media and the audio-visual
culture) between the 1970s and 1980s (Kupiainen, et al., 2008). After the 1990s, theadvent of information technology represented a turning point for communication
education, which changed its form to ME (Kupiainen, et al., 2008). Finnish ME
covers the areas of media literacy, media production, expressions of media and criticalthinking by learning about media through media. Along with the development of ME,
educators have taken measures to integrate ICT into instruction, with an eye towards
the ‘information society’. During the 1990s, Finnish schools and educational
institutions were equipped with computers and connected to information networks
with support from the state (Kankaanranta, 2009). National strategies have beencreated to develop Finland as an information society. The Information Strategy for
Research and Education for Years 2000–2004 (launched in 1999) significantly
promoted the use of ICT in education and research and the Information Society
Program for Education, Training, and Research for Years 2004–2006 (2004) aimed toboost further the development of the information society in the education, training andresearch sectors (Kankaanranta, 2009). One distinctive characteristic of Finland is thatit has included the use of ICT in schools in its master plan for societal development

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Journal of Quality Education Vol. 6(Ottestad, 2010).

3. Research questions
This study explores the status of ICT in the curricula in Japan and Finland. Therefore,
we compare two educational approaches, IE in Japan and ME in Finland inelementary schools. Research questions are:(1) When are IE and ME taught?
(2) What are those objectives?
(3) What are the contents?
(4) How many lesson hours are distributed?

4. Methods
We present a comparison of the curricula of IE in Japan and ME in Finland by making
a table. The corresponding descriptions of IE and ME are obtained from the
documents listed below.
・ Japan: Course of Study for elementary school (MEXT, online: New official
curriculum guidelines for primary school ‘Zest for living’).
Chapter 1 General Provisions
Chapter 5 Period for Integrated Studies
・ Finland: National Core Curriculum for Basic Education 2004 (Finnish National
Board of Education (hereinafter OPH), online: National Core Curriculum for
Basic Education 2004).
Part II 7.1 Integration and cross-curricular themes (pp. 36–38)
Appendix Chapter 3: Distribution of lesson hours in basic education (p. 298)

5. Comparison of the curricula
Table 1 summarizes IE and ME according to the four research questions mentioned
above.

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小学校における日本の情報教育とフィンランドのメディア教育に関する比較研究

Table 1. Descriptions of IE and ME in the Two Countries
IE in Japan
When it istaughtObjectives

In a cross-curricular school
subject called ‘the Period forIntegrated Studies’, in which
students learn in a broad context.

Each school should provide
learning activities so thatstudents
・ become familiar withinformation devices such as
computers and informationand communications
networks
・ acquire basic operation
skills, such as typing letterson a computer keyboard
and information ethics
・ are able to appropriately use
information devices.
Each school should
・ use other teaching materials
and aids properly, such as
audio-visual materials andteaching and learning
devices. (Chapter 1 p. 6)

ME in Finland
Cross-curricular theme called ‘Media
Skills and Communication’, which is
conducted in conjunction with various
teaching and learning activities.
‘The goals … are to improve skills in
expression and interaction, to advanceunderstanding of the media’s position andimportance and to improve skills in using
the media. With respect tocommunication skills, emphasis is given
to participatory, interactive andcommunity communication. The students
are to practise media skills as bothproducers and recipients of messages. (p.
37)’‘The students will learn to・ express themselves in a versatile,
responsible way and to interpretcommunication by others
・ develop their information
management skills and to compare,choose and utilize acquired
information
・ take a critical stance towards
contents conveyed by the media andto ponder the related values of ethics
and aesthetics in communication
・ produce and transmit messages anduse the media properly
・ use media and communication tools
in information acquisition andtransmission and in various
interactive situations. (pp. 37–38)’

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Contents‘When carrying out learning
related to information, learning
activities should be conductedthat allow the students to collect,organize and send informationand to consider the influence of
information on everyday life andsociety by working towards
solving problems and inquiry
activities. (Chapter 5 p. 3)’・ ‘expression of one’s own thoughts
and feelings, various languages of
expression and their use in different
situations
・ Analysis and interpretation of thecontent and purpose of messages,change in the communication
environment and multimedia
communication
・ The media’s role and influence insociety and the relationship between
reality and the world depicted by themedia
・ Data security, freedom of speech andcritiquing sources
・ Tools of communications
technology, their diversified use andinternet ethics (p. 38)’

Distributionof lesson
hours

From third to sixth grade, 70
school hours are allocated to the
Period for Integrated Studies
each year.

‘…subjects related to information
technology may be taught as optional
subjects. (p. 298)’

Source: Course of Study for elementary school (MEXT, online: New official
curriculum guidelines for primary school ‘Zest for living’), National Core Curriculumfor Basic Education 2004 (OPH, online: National Core Curriculum for Basic
Education 2004).

5.1 When are IE and ME taught?
Both IE and ME are taught in cross-curricular settings. The Japanese Course of Study
promotes IE as a cross-curricular subject in which the learning activities are
conducted according to the circumstances of each school. IE is one of the four
exemplified themes that comprise this subject, along with international understanding,the environment and welfare/health. In Finnish basic education, ME has been
integrated into a cross-curricular theme called ‘Media Skills and Communication’,
which is ‘to be included in the core and optional subject’ (p. 36). In terms ofcross-curricular feature, Kupiainen et al. emphasize in a discussion on ME in Finlandthat ‘…[t]he implementation of media education as an all-pervasive subject, however,115

小学校における日本の情報教育とフィンランドのメディア教育に関する比較研究

has been heavily dependent on the activity of individual teachers’ (Kupiainen et al.,
2008: 17). This, which is also the case with IE in Japan, would influence theimplementation of IE and ME.

5.2 What are those objectives?
In both countries, pupil-centred learning activities, that is, ‘constructivist activities’(IEA, online: SITES Module 2: Innovative Practices), are emphasized, in which
students learn through practice at their individual pace rather than in a didactic
manner. As a difference, IE aims to teach students the operational skills for
information devices, while ME aims to teach media skills and communication.

5.3 What are the contents?
In terms of contents, ‘[e]ach school should determine its own content for the Period
for Integrated Studies (Chapter 5 p. 1)’ in Japan. Likewise, in Finland ‘[t]he schools
and teachers themselves decide on the material and textbooks used. The same applies
to the use of ICT’ (OKM, online: Basic education in Finland). Thus, the teachers
basically determine the instructional contents in IE and ME. It is presumed thatallowing teachers to use their own discretion in implementing IE and ME may lead todifferences in the contents as well as the degree of attainment of IE or ME in eachclassroom.

5.4 How many lesson hours are distributed?
Specific lesson hours are not distributed to IE nor ME. In the case of IE, 70 school
hours are distributed to the Period for Integrated Studies each year from third to sixth
grade, however, this does not guarantee the actual implementation of IE in eachschool. In the case of ME, specific lesson hours are not distributed to thecross-curricular theme. The Finnish National Core Curriculum states that ‘subjects
related to information technology may be taught as optional subjects’ (OPH, 2004:
298). This may lead to differences of the degree of attainment of IE or ME in eachclassroom. This is an important issue, which should be studied further.

6. Conclusion
In this paper we compared two educational approaches, IE in Japan and ME in Finland inelementary schools. Curricula in the two countries were surveyed based on four research

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Journal of Quality Education Vol. 6questions, (1) when are IE and ME taught, (2) what are those objectives, (3) what are thecontents, and (4) how many lesson hours are distributed. According to the comparison, we
found that the two countries have many features in common. In particular, IE and ME aretaught in cross-curricular settings, pupil-centred learning activities (also known asconstructivist activities) are emphasized in objectives, teachers basically determine
the instructional contents, and specific lesson hours are not distributed to IE nor ME.
In a future study, we should also explore the research questions listed below:
・ How are IE and ME actually implemented in each classroom?
・ How do teachers establish instructional goals related to IE and ME?
・ How do teachers evaluate students’ learning outcomes?

Acknowledgement
Yutaro Ohashi received a research grant from Research Fellowships of the Japan
Society for the Promotion of Science for Young Scientists.

Notes
1) Total population in Japan in 2012 was 127.52 million (Ministry of Internal Affairs
and Communication, Japan, 2013: online).
2) Finland’s population figure was 5,445,883 at the end of September 2013 (Statistics
Finland, 2013: online).
3) According to the World Bank, GDP per capita (current US$) in the period 2008–2013 was 46,179 in Finland and 46,720 in Japan, respectively (The World Bank:
online).
4) Finland was one of the highest-performing OECD countries in PISA 2009 (3rdoverall, 2nd among the OECD countries). Japan was ranked 8th (5th among theOECD countries) (OECD, 2010: 8).
5) In TIMSS 2011, the mathematics achievement of students in the fourth and eighth
grades and the science achievement of students in the fourth and eighth grades
were surveyed. Japan was fifth (fourth grade) and fifth (eighth grade) inmathematics, fourth (fourth grade) and fourth (eighth grade) in science. Finland
was eighth (fourth grade) and eighth (eighth grade) in mathematics, third (fourth
grade) and fifth (eighth grade) in science (IEA, 2012a; 2012b: online).
6) According to the Global Competitiveness Report 2012–2013 summarized by theWorld Economic Forum, Finland is one of the most innovative countries in Europe117

小学校における日本の情報教育とフィンランドのメディア教育に関する比較研究(ranked 3rd) and Japan entered the top 10 (ranked 10th). In one of the pillars,‘health and primary education’, Finland was ranked 1st and Japan was ranked 10thamong the 144 economies (Schwab, 2012: 13).
7) Public and private expenditure on education for all levels as a percentage of GDP
are 6.3% and 0.1% in Finland and 3.6% and 1.7% in Japan, respectively (OECD,
2013: 195).

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