Since we need to have more balanced approach in using digital technologies for learning, this paper presents a few negative aspects of our dependence on digital transformation of words. By referring to Walter Ong's analysis of symbolic experiences, it is agrued that the essence of digital writing is phenomenological lightness, being destined to control, and being destined to copy. By referring to Martin Heidegger's philosophy of being, the substance of modem technologies has been understood as the web of control. In digital writing, we control words and symbols as objects. This causes words more and more situation-free, and loosens the tie between words and our bodies in specific places and times. This, in turn, facilitates our "rootlessness", "not-at-homeness", and "forgetfulness of Being". Based on these discussions, this paper suggests that we have to learn thoughts in art education to reflect on ourselves about information technologies in education.

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This study investigates gender and cultural differences in home environment, attitudes toward and the usage patterns of the computers and the Internet for Japanese and Korean high school students. Two hundred Japanese and two hundred Korean students' responses to a survey questionnaire are analyzed and discussed. No significant differences in general attitude toward computers and the Internet were found between two groups. And both male and female students in two countries saw ICT as an interesting and useful tool for communication and information search. However, differences were reported in Internet access, perception, ICT experiences and usages patterns between male and female students and between two countries. For example, Male students in both countries played more games than female students. Korean students had better Internet connection, had used ICT longer, and spent more time with the Internet especially during weekends than Japanese students. Korean students, both males and females, were more likely to use the Internet for study purposes than Japanese students. Female students in general were found to be less likely to be attracted to computer courses and to a computer-related career. Based on the results of the survey, this study discussed gender and cultural differences in attitudes toward and use of ICT in Korean and Japanese students from the perspectives of ICT infrastructure, ICT policies, and school and family cultures.

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The present study investigated sharing metacognition on the teaching processes in the classroom lesson. In an elementary school first grade classroom (20 boys and 20 girls), an arithmetic lesson was videotaped. The teacher was a student teacher who had taught the class for approximately one month. From the records, 6 interactional scenes in which smooth progress was interrupted in the classroom lesson were analyzed qualitatively by the method of interactional analysis in ethnomethodology. Qualitative analysis indicated that the 6 scenes included silence, making noise, overlap, and cutting off the teacher's utterances. The first three scenes were caused by the teacher's failure to grasp the children's metacognitive expectations for the teaching processes. The last three scenes resulted from the teacher's failure to anticipate that the children had no metacognition for the teaching processes. After the analysis, a conference was held by the student teacher, two trained teachers and the professor who taught the student teacher. Corrective strategies for the student's teaching and the necessary practical teaching abilities of teachers were discussed.

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The system that the child, the guardian, and the teacher centered on Blog mutually aiming to promote power to impart information each other was constructed and practiced. Three practice was done. The teacher did sending and the reception the first, and the child and the guardian went only by the reception. Secondarily and thirdly, the child and the guardian also did sending and the reception. It went by the one to connect the remote place in a short term to expect both of these effects easily. Understanding to media was expected to be improved by experiencing information that oneself sent and its reception near oneself by such practice. Sending and the reception of active information were done the child, the guardian, and between teachers in practice. It was guessed to be effective so that the exchange for which Blog was used by these might improve power to tell each other. It was popular from the guardian and the teacher.

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With learning and research objectives, in order to get useful information we have very frequently attempted to use Internet technology in these recent years. The technology strongly owes to the rapid development of personal computers (PC) and network systems. This technology also involves the concepts of both hardware and software systems. The technique is very convenient for us to ordinary use. Some portion of information stored on the Web sites, however, seems to be not correct or insufficient. We have examined here what kind of error information usually exists on the Web sites. We also have described how we can avoid from the error information. On the use of PCs at schools the teachers have to instruct information literacy properly for the students to realize the present situation in relation to the real Web information. In the present paper we have treated almost on the Web sites, which are written in Japanese language. Nearly analogous circumstances may be seen in the Web sites written in foreign languages.

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