Rowena Santiago

Two categories of e-learning in Japan

Ministry of Education. (2000, August). Gakko ni okeru johokyoiku no jittaito ni kansuru chosa kekka [Report of Information education at schools]. Retrieved June 22, 2004, from http://www.mext.go.jp/b_menu /houdou/12/08/Tyousa.pdf. Ministry of Education. (2001, March 31). Joho kyouiku jittai chosa kekka [Report of Information education at schools]. Retrieved June 22, 2004, from http:/ /www.mext.go.jp/b_menu/houdou/13/09 /010911.htm. Ministry of Education. (2002, August 2). Gakko ni okeru johokyoiku no jittaito ni kansuru chosa kekka [Report of Information education at schools]. Retrieved June 22, 2004, from http://www.mext.go.jp/b_menu /houdou/14/08/020801.htm. Misonou, J. (2002, April). Konnichi no jyoho-kyoikuseisaku to sin-gakushu-sodou-youryou [Current information education and updated educational guidelines]. Retrieved June 22, 2004, from http://homepage3.nifty.com / miso/lib / kyouiku. pdf. Nakauchi, M. (2001, December 5). Gakko no IT kyoiku genba mo jinzai-busoku [A lack of appropriately skilled people at schools who are needed for IT education]. Jibun Senryaku Kenkyu-shitsu Articles. Retrieved from http://www.atmarkit.co.jp/fengineer/rensai/ed u06/edu01.html. Petropoulos, H. (2001). Are we there yet? How to know when you have enough technology in a school. Momentum, 32(3), 12-14. Reid, S. (2002). The integration of information and communication technology into classroom teaching. Alberta Journal of Educational Research, 48(1), 30-46. Schrock, K. (2001). Tapping the Internet for classroom use: Information literacy skills pave the way. MultiMedia Schools, 8(2), 38-43.

Integrating technology in the writing curriculum of Japanese learners of english as a foreign language

[] The integration of technology in the writing curriculum is often done by using word processors. By 1991, word processing programs had already been identified as the most commonly available and dominantly used software in United States schools (Ely, 1991). Furthermore, as writing tools, they have been reported as a good way to facilitate the direct input of ideas, help writers concentrate on the writing process, release writers from concerns regarding low-level text production, support nonlinear approaches to writing, and improve creativity (Underwood & Underwood, 1990).