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ASIA PACIFIC- JAPAN

Objective Contents Mechatronics. To understand fundamental knowledge and


develop skills related to mechatronics, and to foster the ability to apply them in a
practical setting.
CONTENTS
1) Integration of electronics and mechanics in machines and devices. 2) Principles
and characteristics of sensors. 3) Sensors and computers; analog digital
conversion, logic circuits, and signals. 4) Types and characteristics of actuators.
5) Actuator control. 6) Mechanics and power transmission
In general, there has been a movement toward a broader view of technology
education and vocational education in Japan. However, a broader and less
subject-specific approach can result in a relatively shallow educational
experience. The primary objective of independent project study is for students to
deepen and integrate knowledge and skills through problem solving and
industrial projects. Major content areas include design, manufacture, research,
experimentation, the study of workplace practice, and acquisition of
professional/vocational certificates. Examples of projects include the design and
manufacture of robots and remote control models (Murata, 1990).
THIRD WORD COUNTRY- FRANCE
Further to the consultation, details of a major plan for digital educational technology (plan numrique pour
l'ducation) were presented by French President, Franois Hollande. EUR 1 billion was set aside for the
next three years to guarantee all secondary students attending collge (age 11 to 15) have a tablet or
laptop, which will allow them to benefit from innovative learning.
The initial step of the digital education plan is to connect 500 schools and collges to the Internet in 2015,
resulting in over 70 000 pupils and 8 000 teachers having access to digital forms of teaching and learning.
In March, French Education Minister Najat Vallaud-Belkacem launched a call for projects to select the
pioneering schools and collges. Consistent with proposals of academies and municipal authorities, the
selection committee decided to focus on priority education collges and integrate many schools to
promote school/collge continuity. Some 209 collges, including 109 in priority education areas, and 337
schools representing the diversity of territories and institutions, were thus selected.
Students and teachers will be provided with mobile devices and digital resources. Teachers will receive
special training in digital teaching techniques. Municipal authorities will receive State assistance to enable
them to purchase devices.
This initial step of the digital plan will provide valuable insights, helping to pave the way for widespread
implementation from school year 2016, and ensure that all students have the best possible opportunities.

PHILIPPINES

The high cost of equipment and the lack of space limit most Filipino public
schools to computer education at the awareness level. However, a few
bright spots exist such as at the Philippine Science High School in Manila,
rated number one in the country, and an IBM-funded Writing to Read
project operating at one elementary school in Quezon City.

In the Philippines, President Benigno Aquino announced during the launch of the
countrys K
-12 curriculum that the government eyes the use of tablet computers in publicschools in lieu of
traditional textbooks (Enterprise Innovation, 2012). Furthermore, there existvarious programs by
the government, non-government organizations and private corporations inthe Philippines that
aim to provide one laptop computer per child. With the presence of laptop

Integrating technology in Philippine education has taken a lot of turns. There


was the initial call for literacy, which only meant the capacity to use office tools
like word processors, spreadsheet, and presentation tools. Others developed
specialized skills like programming, use of databases, drawing, CAD, and even
robotics. This initial stage required investment in equipment, networking
infrastructures, and most of all software licenses that you have to upgrade the
following year. This situation not only increased the cost of education but also
created an ethical issue of access, which later was associated to the Digital
Divide. Aside from cost, there was also the question of effectiveness, making
parents and administrators grow skeptical. The next stage brought technology to
the offices and administration and was more successful. Technology was used
for the efficient delivery of services like enrolment, grading, accounting,
communication, etc. In the present stage, since technology is here to stay, some
educators took a second look at how technology is being used. Instead of
technology dictating what they should do, they started telling technology what
they wanted to do in teaching core subjects. The technology experts of the
school started shifting gears. From being the untouchable nerds in the computer
lab, they suddenly found themselves as the assistants of the teachers finding
ways to bring technology at the service of learning. There is a change of
paradigm for the better.
NEW ZEALAND
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By Guest Blogger Mark Dashper, Facilitator for Faculty of Education at The University of Auckland, New
Zealand
Education technology in New Zealand is rapidly changing due to the recent introduction of high speed
broadband internet to schools across the country. Students have good access to technology in their

classrooms, and some schools are beginning to integrate portable devices into their teaching and learning
programs.
The New Zealand Information and Communications Technology Strategic Framework for Education states
that all students should be able to access information and communications technology at school and have
the opportunity to become confident and capable users.
To help, New Zealands Ministry of Education funds a program called the Enrollment for Education
Solutions (EES), which allows schools to provide licensed programs for software. The Ministry also runs a
dedicated video conferencing bridge and other e-learning services for schools.
Just as technology is dominant in classrooms to help students learn, its also being used for innovative
professional development for K-12 teachers. Thats where The University of Aucklands Faculty of
Education comes in.
The Faculty of Education is committed to improving the quality and understanding of education and social
services in New Zealand. Its using a webcasting platform called Mediasite by Sonic Foundry to meet eLearning requirements in schools across the country. The university delivers online professional
development via webcasts available to teachers in 250 K-12 schools.
The Faculty of Education is building a series of Mediasite webcasts for Year 6 to Year 12 teaching and
learning programs, and topics are centered on the new national curriculum. The program offers
professional development across all regular curriculum areas, and a new bilingual webcast program is
also offered to educators who teach in the indigenous language, Te Reo Maori. Teachers can watch these
state-of-the-art webcasts live or on-demand, and they involve interactive polls, Q&As, links to resources
and searchable closed captioning.
A variety of other technologies are also being used in New Zealand schools. The TELA laptop scheme, for
example, gives laptops to all teachers to enable them to integrate e-Learning into all their programs. This
initiative gives educators the opportunity to access a leased laptop for three years, with the Ministry of
Education funding two-thirds of the total costs.
Interactive whiteboards are being replaced by interactive flat screen TVs in some schools, as fast-speed
broadband rollout is introduced nationally. In a recent study (Research New Zealand 2011 ICT in
Schools), between two-thirds and three-quarters of schools reported that the internet has had a
significant impact on their teaching and learning. Also, 45 percent of secondary schools reported that they
have purchased or leased room-based video conferencing equipment.
In order to measure the effectiveness of ed-tech in New Zealand, The Ministry of Education has funded
and is collecting data from trial schools with online access. The evaluation involves a range of data
collection methods including regular online surveys, monitoring of internet use, questionnaires, interviews
and classroom observations.
The general sentiment in New Zealand K-12 schools about technology is that the cost for schools to
access technology continues to be a challenge. The cost of equipment and upgrades, the speed of
technological change and technical support all come with a price tag (about 11 percent of a schools
operations grant) , but in todays 21st century classroom, technology is a necessity.