EBS in 1999





 Makoto Kageto

Nihon Fukushi University



Tel  +81-90-8470-6274 fax +81-569-87-2408

Zip  470-3295  Nihon Fukushi University




‚P. Why ICP activities in Asia?

In Asian areas English use and English presentations will become more valuable in the knowledge-based society of the 21st century.  By giving young people opportunities of ICP, I believe they will learn and use English naturally in their daily life for the communication with their friends in other Asian countries.  Since ICT infrastructures are improving day by day, they should be encouraged to use the improved infrastructures not only in their classrooms but also internationally, especially in Asia. Generally speaking people in Asia use English as EFL and share similar cultures, and without much time difference, they can communicate easily online as well as offline.


‚Q. History of ICPs We Organized


2.1 Phase1 See You in Japan (1996)

We promoted technically basic internet exchanges between Nepal and Japan, such as e-mail exchanges, mailing list, Cu-SeeMe as the first project of Asian School Exchange Project.

Symposium in Nagoya

Participation from Nepal


In Japan




The second year of participation in the 100-School Networking Project.

Some presentations in Japan


Visiting Nepal and Korea.

Preparation for gAsia School Exchange    



The 1st gAsian School Exchange Projecth.

Inviting Nepal students. (Nagoya)

Symposium; Educational Revolution


Presentation by Dr. Chen from Taiwan.

Visiting Nepal.

Visiting Korea twice.

Getting help by Chuo Nippo Press in Korea.

Preparation for the next project.



The 2nd gAsian School Exchange Projecth held in Hiroshima, Osaka and other cities with students from Korea, Thailand, and Nepal.

International Conference in Osaka.

Speech by Ms. Sylvia Li from Kaohsiung Girls High School, Taiwan.

Presentation at INETf97.

Presentation at APNG..



The 3rd gAsian School Exchange Projecth in Kyotanabe City and Nagoya Seiryo Commercial High School with  students from Germany, Hawaii, Thailand, Korea and Taiwan.

Speech at Korea School Net International Conference.

CEC International Symposium in Tokyo.

Visiting Holland,

Denmark, and France

Presentation at European

Schools Project in


Meeting Dr. Chen and Ms. Li at APRICOT@Manila Conference.


The 1st gWorld Youth Meetingh with  students from Papua New Guinea, Germany, Australia, Korea, Taiwan, and Zimbabwe


Visiting Europe, Italy

and Germany

The 4th gAsian School Exchange Projecth in Seoul.


In May, Asia Session Coordination with Taiwan and Korean participants at  gPre-Summit Internet Educational Symposium in Okinawa 2000h

The 2nd gWorld Youth Meetingh with students from Germany, US, Korea, Taiwan, and Zimbabwe.

Presentation at INETf99.@APNG Seoul    


The 5th gAsian School Exchange Projecth in Kaohsiung, Taiwan.


The 3nd gWorld Youth Meetingh

The 6th gAsian School  

  Exchange Projecth in

Kaohsiung, Taiwan


The 4th gWorld Youth Meetingh

The 7th gAsian School   

  Exchange Projecth in

Kaohsiung, Taiwan


2.2 Phase 2 Let's Have More Schools Involved (1997)

  We had Korea and Thailand as new participants.  We combined the international@network and the domestic network to expand our exchanges.



2.3 Phase 3 Let's Go on a Camp (1998)

We had a camp in Kyotanabe City, where there was a presentation from each country and discussions to deepen cross-cultural understanding.  We put on a Website the results of our research on how we should deal with the trash in sightseeing places.


2.4 Phase 4 Conference in Seoul in 1999

  Asian School Exchange Project in Seoul was held in 1999, based on the past experiences by 1998, supported by Center for Educational Computing (CEC).

The Goal of the Exchange in Seoul

ETo visit Korea, the closest but far foreign country

ETo experience home stay and have family-based exchanges

ETo go to the city of Seoul and see the difference between the Korea that@they study in Japan and the Korea that they will actually experience


Opening Ceremony

 The opening ceremony was held with about 100 people including the students and the teachers from Japan and Korea.  We saw a splendid banner,


Presentations by Japanese Students

One of the following presentations was gKorean Words in Japanh by Japanese High School. They introduced some Japanese words which were originally Korean. They explained about them using Korean and English languages with PowerPoint so that the Korean students could understand them. The last word that the Japanese students showed was FORTUNATELY a GOOD mistake. So some Korean students corrected the mistake and it created a very friendly atmosphere.


Presentation by Korean Students

 The Korean students gave their presentation in their beautiful traditional costume, gchima-chogorih. They proudly introduced the nature and history of Korea.  Their English and explanation were so plain that it helped the Japanese students to understand their presentation easily.


 All of the twenty Japanese students homestayed in Seoul, which was arranged by Mr. John.  We can see how they enjoyed their homestay from their comments;

gI brought Uiro Cake, special sweets of Nagoya to my host family. They liked it and told me that they had similar sweets in Korea.  All people in my host family were all kind to me.h

gMy host father spoke to me a lot, but I didn't understand his Korean.  It was a shame.h

gMy host family lives in an apartment house and it is very big. They were very much pleased with the souvenirs I brought from Japan.  I brought them to tell my host family about Japanese culture. They were interested in the photos I showed.  Korea was very different from what I had expected.  I had not had very good image for Korea before I visited it.  Now I feel sorry that I had such negative feelings.h

 gBefore I visited my host family I thought that I would get a cold reception from them due to the past history between Korea and Japan.  But they welcomed me with a lot of hospitality and were very kind to me.  I was very much moved.         

Joint Presentation after Visiting Sightseeing Areas

  For and at the joint presentations the students from Korea and Japan had a lot of opportunities to use English as their common language and they also learned to collaborate and share throughout their joint group activities.  This international collaboration has continued because the data of their joint presentations was uploaded onto the server by FTP, so that they could access it at any time and from any place when they want to.

About Understanding Different Cultures

  The Japanese students experienced real KOREA through this project, especially when they met their Korean friends, host families and many other Korean people.  They found them very friendly and warm-hearted.  I heard many of the Japanese students saying gWe really appreciate your cares. We have no words to express our gratitude.h  Through the hospitality of those Korean people they got better understanding of the country, culture, society and people.  They also reflected upon themselves, their country, culture, society and people.   


3 Word Youth Meeting@(Started in 1999 and now going on)

A Typical International Exchange Project Via the Internet, Multimedia and English

The Internet, computer skills and English are indispensable communication tools for the survival and prosperity of young people in the world.  This is why we have been holding WYM (World Youth Meeting).  The participants get good opportunities to meet and become friends with people from all over the world.  They use the communication tools mentioned above to exchange information, ideas, opinions and feelings cross-and-inter-culturally.

3.1 AIMS of WYM

E    The students use the communication tools; the Internet, multimedia and English.

E    They learn that they can overcome the wall of English as they use the other communication tools.

E    To change the role of English from the means of academic evaluation to that of very effective communication tool.

E    To help the students learn the Internet skills needed in the coming age of information technology.

E    The students have better understanding of the cultures and societies of their country Japan and other countries.

E    The students understand that they need to establish their identity in this global society as well as a well-balanced world view.

E    The students enhance their abilities to learn from other people, cultures and societies.


The projects are implemented under the following basic procedure.





3.2            Before the Event

E    Communication through the Internet and Multimedia

The students share questionnaires with regard to the theme of WYM each year.  They send their photos and 5-6 lines of comments in English by email to know each other.

ESample English Generator System

To help the students to send emails in English, we have developed ethe Sample English Generator Systemf with which they can find useful English sample sentences.  If they put some key words in the Web page, they can get several English model sentences they need from the system. For example, when you put a key word ggreetingsh, there appear several sentences for greeting.  There are over 5,000 sentences available in this system.


3.3            Face to Face Collaboration

Communication via the Internet makes the students feel close to each other with email exchanges, pictures on the Web, motion self-introduction files, and a lot of other data shared.

After coming to Japan for WYM, the non-Japanese students make joint presentations with their Japanese friends.  Under their own topics they give their joint presentations as their international collaborative products.  In their preparation for the presentations they can use Sample English Generator System.


3.4            More Communication through the Internet

After the event the participants share their products for feedback.  They put pictures of their activities onto the Web and show their PowerPoint presentation files in their English classes or in other subject classes at school

in each country.


3.5          Big results

Participating students inside and outside Japan can review their presentation files and script files via the Internet on WYM Web. These files will be very effective English learning resources especially for young people in Asian countries.

Ifve heard some teachers are now using the files at their English communication courses even in universities.


3.6 The Internet Use for Communication

Mailing ListEEEone for the teachers and the other for the students.

Web PagesEEE for self-introduction, school introduction, and sharing information of in-process products for presentation files.

Real Time Communication Tool EEE developing motivation for further learning in the future.

Participants from OverseasEEE Papua New Guinea, Germany, Australia, Korea, Taiwan, US, Finland, US, England, Turkey, Sri Lanka, Zimbabwe, etc.


3.7 The Past Themes of WYM

1999@gDo You Know My Country?h

2000@hMisconception to Understandingh

2001@gEnglish Learning Supported by the Interneth

2002  gCommunication with the Interneth

2003  gLetfs Try English Presentations; Environmental Problems and Social  Welfareh


4 Conclusion@

To set up ICPs as annual events

 We have to pay attention to annual school plans of participating schools, if we want to set this kind of project as an annual event, especially for the face-to-face meetings.

To use systematically such basic ICT tools as WWW, E-mail, real time communication, etc.

After 10 year experiences, we found some effective ways to communicate before and after the face-to-face events. With the Internet we could focus on the activities.  Also digital photos on Websites worked very effectively for the students when they needed to break through the wall of English.


To start and CHERISH international relations

Keeping good relations means keeping good attention to the other side of people. Continuous email exchanges are fundamental in maintaining good international relations.


To raise studentsf awareness of lifelong learning via ICPs

ICPs have proved that the participants, especially young people, realize the importance and necessity of lifelong learning through their ICP activities.      They recognize that there are different viewpoints, outlooks and values and they can enjoy the diversity if they continue to learn for lifelong.    

To show concrete models of ICPs to participating teachers or teachers who will participate in ICPs

We should, for example, prepare edited videos which can show our activities vividly to new comers, or potential WYM participants.  They will understand the whole procedure of WYM and what they are expected to contribute to their own WYM.

To use the previous digital ICP products for the next ICP activities

We can learn a lot from the past for the future.  Good sampling from the previous digital ICP products is quite helpful for future ICPs.  This means that, while preparing for and carrying out a WYM, we had better keep a god digital record of it for our future WYMs. 



Makoto Kageto (http://www.kageto.jp) is an associate professor and full-time faculty member at Nihon Fukushi  University, Nagoya, JAPAN.  His area of expertise is Internet Use in the Field of Cross- cultural Understanding and Communication with Language and Technology.

Member of MEXT Internet Steering Committee


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