[Summary and Discussion]

The usage of ICT devices at schools has significantly changed under the GIGA School Program. However, more data is needed to examine children's attitude toward ICT usage and behavior patterns in using ICT. Therefore, this survey aims to understand the actual conditions of ICT usage and to seek better ways to utilize ICT effectively at schools.

❏ Children's attitude and use of ICT devices: Usage frequency has increased, and about 80% of children answered they "enjoy classes using ICT"
The number of children with more opportunities to use ICT devices in the classroom rapidly increased between 2020 and 2021 (See [Supplemental Data] obtained from the "Parent-Child Survey on Children's Life and Learning"). In particular, as the GIGA concept (one device per child) has been introduced successfully in elementary and junior high schools, about 90% of participant children answered they use "often" or "sometimes" PCs and tablets in the classroom. High schools also introduced the GIGA concept steadily, although the change was not as significant as in elementary/junior high schools. In this survey, we asked children about the frequency of weekly and monthly usage of ICT devices at school. As shown in [Figure 1], about 30% of children said, "5 days a week (almost daily)," and about 20% said, "3-4 days a week."
What do children think about the increased use of ICT devices at schools? [Figure 2-1] shows that about 80% of children "enjoy classes using ICT devices," and about 60% "want more classes using ICT devices." These results indicate that children adapt to the use of ICT devices. In addition, there are no differences in academic performance. This means that children in the upper academic level and those in the lower academic level equally enjoy classes with ICT devices. Meanwhile, [Figure 2-2] shows that children who frequently use ICT devices are more likely to enjoy classes with ICT devices.

❏ Purposes for ICT usage: The majority of children answered "inquiry-based learning," followed by "cooperative learning"
[Figure 3] summarizes how children use ICT devices. About 90% of children answered that they use ICT devices to gain access to learning contents (inquiry-based learning), and more than 60% of children use ICT to "form and convey own thoughts to others," "organize and present the group's ideas," and "share ideas with peers" (cooperative learning). In addition, about 50% of children answered they use ICT for inquiry and reflection, such as to "store ideas and finished tasks" and "reflect on learning contents." This indicates that many children effectively utilize ICT devices that can store what they have learned.
Our analysis also revealed that children's purposes of using ICT vary depending on their educational stages. For example, elementary school students are using ICT devices to "study school subjects," "practice programming," "form and convey own thoughts to others," and "share ideas with peers." On the other hand, high school students are more likely to use ICT devices to "memorize learning material," "take tests," and "communicate with teachers."

❏ Pros and cons of ICT usage: Frequent use of ICT devices helps children have less troubles and concerns
Next, we examined what children think about the positive and negative aspects of using ICT devices in their learning.
[Figure 4] shows that more than 70% of children think ICT makes it "easier to gain access to learning contents," "easier to understand learning contents," "easier to study efficiently," and "more productive when studying as a group." Other abilities of ICT also received positive answers. These results indicate that most children have a positive attitude regarding the use of ICT devices. Children who frequently use ICT devices are more likely to appreciate the benefits of ICT. Therefore, getting used to ICT devices is essential for children to experience the positive outcomes of ICT.
[Figure 5] summarizes the issues of ICT usage. More than 50% of children answered that they have troubles when using ICT devices, such as "eye fatigue," "Internet connection failures," and "worry about damaging ICT devices." Furthermore, 30-40 % of children experienced some disadvantages, such as "fewer opportunities to think deeply to solve problems" and "become easily distracted by anything other than my studying." Therefore, we should carefully observe whether or not children are able to use ICT devices efficiently. These issues arise regardless of the frequency of children's ICT usage. However, issues such as "not knowing how to use certain functions" and "feeling reluctant when typing letters" are due to infrequent usage. These issues can be solved by getting used to ICT devices.

❏ Teachers' assistance is important: Children who often receive teachings are more likely to experience the advantages of ICT; however, such assistance cannot eliminate all of the issues
By analyzing data further, we confirmed that children who often receive teachings, such as "how to use ICT devices," "how to look for and collect information," and "rules and manners for using ICT," are more opted to use ICT, as shown in [Figure 6]. ICT devices are tools and it is crucial to understand how to utilize such tools. Our results indicate that merely using ICT devices is not an effective way of using ICT. Support from teachers and parents is essential to achieve full potential of ICT in education. On the other hand, too much assistance might not always eliminate children's ICT-related troubles and concerns. Therefore, we should also consider other solutions, such as improving environments to facilitate the effective use of ICT devices.
In this project, we will continue to monitor the usage of ICT devices by children, seek better ways for them to utilize ICT, and develop practical instructions and educational materials.