While the importance of the use of technology has been emphasized for many years, Japan has not made so great progress as other industrial countries in actual use of technology for official examinations. And in recent years the IB (International Baccalaureate) requires the use of a graphing calculator in the final examinations, making it obligatory to use it in classroom. This is what has made it necessary to consider the proper purpose and efficient means of the use of technology for coming years in Japan.

Under these circumstances, in this study we concentrated our attention on the use of the graphing calculator in IB mathematics classes and examined the distinctive features of its use and instruction, using students' written answers for evidence. As a result, it was found out that checking solutions with a graphing calculator is effective in instructional situations. It was also suggested that, with the students’experience, the manual calculation of numerical values that appear in real-life situations may help them connect mathematics with reality.

This study explores the challenges and learning experiences of eight English learners in a bilingual CLIL trigonometry class, part of the International Baccalaureate Diploma program in a Japanese high school.

Using the Cognitive Discourse Functions framework, students' spontaneous speech during reciprocal peer tutoring was classified and quantitatively analyzed to examine language use patterns. Furthermore, interviews with two participants provided insights into their self-analysis of learning English and math simultaneously in the course. Findings indicate that while students made efforts to enhance English intelligibility for peers, English usage declined during complex tasks.

The interviews highlighted a conscious effort in assessing and optimizing their bilingual learning approach, illuminating the intricate balance between language acquisition and subject mastery in a bilingual

educational setting.

The purpose of this study is to focus on the elementary school Japanese language section of the National Assessment of Academic Ability. In particular, we aim to clarify the differences between the National

Assessment of Academic Ability, which was divided into A and B questions, and the National Assessment of Academic Ability which integrated questions. A-type question was a question related to "knowledge." B-type question was about "utilization. ''From 2019, there will be no distinction between questions in the National Assessment of Academic Ability. It was originally influenced by PISA-type reading comprehension.

Even after the change, the influence of PISA-type reading comprehension can be seen in the written questions.

The Disney animated character Mickey Mouse is so famous that virtually everyone in the world knows about it.This year marks the 100th anniversary of Disney. Mickey Mouse made his debut in the 1928 movie 'Steamboat Willie.' Then, just six years later, an original animated film featuring a character similar to Mickey Mouse was being produced in Japan. At that time, Mickey Mouse, a typical Disney character, was also popular among children in Japan, and the character was used in cartoons, advertisements, and children's toys. Nevertheless, in this animation, a character resembling Mickey Mouse appears as the 'villain.' Was Mickey Mouse considered an enemy or an ally during the war? In this study, I explore the representational space of Mickey Mouse during the wartime era, considering the character's certain degree of popularity despite being associated with an enemy country.

This paper explores the importance of information dissemination methods central to disaster response in regional disaster prevention plans. Focusing on traditional, digital, and face-to-face methods, it analyzes their characteristics and effectiveness, using the 2016 Kumamoto earthquake as a case study. The paper argues that information dissemination is not just about technology but is also linked to residents' awareness and the quality of communication, emphasizing the need for its optimization in tandem with future technological innovations.

In anticipation of the onset of the year 2020, a global pandemic of the COVID-19 emerged, prompting educational authorities and institutions in Japan to consider measures for preventing its spread, often surpassing the efforts in other sectors. They faced the imperative of swiftly preparing and securing the learning environment for the upcoming academic year. Notably, challenges arose in designing educational strategies for activities involving fieldwork, practical training, research, and experiments conducted on-site.

Community-based learning initiatives, including service learning, inherently rely on physical presence in the field. In the context of restrictions on physical activities, a reevaluation of instructional design and the introduction of innovative approaches became necessary. This research focuses on the learning outcomes when community-based learning, situated at a national university in Sanyo region, was conducted via remote instruction. Utilizing ethnographic methods with a focus on the narratives of university students, our analysis suggests that even when compelled to resort to remote instruction due to activity limitations, achieving the expected learning outcomes is not an insurmountable challenge with thoughtful instructional design adaptations.