@article{oai:chuo-u.repo.nii.ac.jp:02000808,
 author = {大手,英明 and Ohte,Hideaki and オオテ,ヒデアキ},
 journal = {国際情報学研究},
 month = {Mar},
 note = {application/pdf, Efforts to promote the use of ICT in education have been gradually implemented since the widespread adoption of the Internet in the 2000s. However, the overall understanding of the related measures and background has not necessarily been well-organized.
The concept of GIGA(Global and Innovation Gateway for All) school, which started in 2019, has brought to life an ICT environment in schools that was merely a dream a decade ago. However, achieving full-scale utilization demands a process of trial and error. The insights gained from empirical research studies conducted up to now will likely serve as valuable references for numerous future cases.
During the 2010s, when the importance of integrating ICT into education had not yet permeated society, numerous empirical research studies were conducted, along with discussions within government study groups. These efforts aimed to clarify the challenges from educational and ICT perspectives while visualizing usefulness. However, voices of opposition and backlash emerged, exemplified by the so-called "Jigyou-shiwake" in Japan, the budget review process in the administration at that time. While these processes motivated policy makers, it cannot be denied that they have slowed down related policies.
Following the implementation of these policies, non-government-sponsored legislation was enacted 2019 after a cross-party debate in the Diet of Japan. Under the digitalization trend caused by the social impact of the Novel Coronavirus infection (COVID-19) , based on the concept of the GIGA school, a nationwide infrastructure was established,equipping each individual student with an information terminal and access to wireless Internet.
This paper summarizes circumstances surrounding these policies and considers the future ICT policies (digital policies) and reviews, along with the government's prospective role. This is based on comparison and analysis with the results of past empirical studies, as well as the current real condition of ICT utilization in education.},
 pages = {97--137},
 title = {教育ICT政策に関する経緯と考察},
 volume = {4},
 year = {2024}
}