[in Japanese]

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How do learners perceive other learners who learn on the Internet together but never actually meet? Does the presence of other learners on the internet influence the learning process just like face-to-face situations or conditions? We traced the learning processes of learners who were learning in a community on the internet, where learners learn the basic mechanics of robots by making robots by themselves. They were expected to upload their works to the WWW, and comment on their works to each other using a bulletin board. We found that learners perceive other learners as real friends even though they have never met in a face-to-face situation; for example, one of our subjects made great progress making robots. Our interview showed that his big incentive to make robots is a competitive mindset to win a competition and also the feeling that he wanted to show off his works to other learners. Conversely, there was a learner who didn't upload her robots because her shyness affected her motivation to show her works. In each case, the existence of other learners itself influenced the learning process of learners. Once they obtained tele-presence of other learners, the learning process on the Internet became essentially comparable to face-to-face communication, with the exception that learners obtain different types of information there.

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This study aims at recognizing both of advantages and disadvantages that computers have by using a large display covered with a touch panel in preschool education. First of all, we studied about principles to realize appropriate design of educational software and interface for practical use by children in preschools, and developed them. Next, we carried out a trial of introducing computers by using a large display covered with a touch panel for temporary cared children. As a result of the trial, the main function of a large display and a touch panel, which enables direct operation on a computer by a fingertip touch on a display, brought out children's spontaneous attitudes to participate to activities. For examples, a child played with it first, some surrounded him gradually and taught him or joined to play as a natural result. In the past, computerization of preschool education was avoided because it was believed that computers obstructed to establish human relationships and deteriorated children's communicating abilities, however, we could show this disadvantage of computers was improved by introducing a large display covered with a touch panel. It will make possible to use computers with enough communications among children in preschool education.

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It would be possible for viewers to use programs more effectively by understanding intentions of educational program producers. On the other hand, it should be the "Royal Road" of program production to reflect viewers' desires to programs. The program production has usually these two aspects, but recent development of two-way communication media can easily integrate the intentions of both sides. In this thesis, characteristic in producing educational programs of Boston Public Broadcasting Station (WGBH), that is one of the most distinguished educational program productions, is mentioned: it is for promoting students' active viewing, and their creativity of new educational programs by using two-way communication media is also introduced here. Educational programs should be ones that bring out "thinking" in pupils and students, so that they can create new thought and imagination. Active viewing must be the way which brings out the act of thinking. "ZOOM" was developed by WGBH in 1970, and has been produced and broadcasted for 30 years since then by public broadcasting stations all over USA. It is a science program for primary school pupils, and was awarded the Web Prize, at Japan Prize International Contest of Educational Program in 2001.

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The practicum for video production has been gaining popularity among universities. The main objective of the practicum is for nurturing media literacy. The objective is, however, hardly met because of limitation of time and difficulty of individual coaching. In order to improve this situation, the authors developed the web learning material which can be used in production process. In this research, the authors evaluated the web material based on interview data from lectures and students, questionnaire for student, and access logs. The analysis was conducted from the viewpoints of "designing learning material" and "contents of material" As a result, the problems of the material and the way of its modification were found.

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The purpose of this study to clarify the relationship between ICT (Information and Communication Technology) operation anxiety and dysfunctional aspects of mobile phone communication (passive interpersonal relationships, restraints, anxiety towards information, escape, lower abilities in verbal expression, and annoyance). The surveys were conducted in July 2003, July 2004, September and December 2005 among 541 university students in Ibaraki and Saitama Prefecture. The Multiple regression analysis shows that 1) ICT Operation Anxiety were linked positively to restraints, anxiety towards information and escape. This paper conclude that the further research on the effects of ICT Operation Anxiety for Mobile Pone Communication.

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The author described a review of advanced research and discussed issues left for the future study in order to reconsider the research on media literacy. The author conducted a research on media literacy by the following points.・definition: How has it been defined?・history: In what situation has it been necessary?・approach: How does advanced research approach to it? The following issues are emerged for future research. (1) To cope with "confusion of several standpoints" and "new environment of media" (2) To have a discussion on educational method and its generalization (3) To focus on creativity for expression by using digital media

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