This study investigates a case in which high school students communicate with Japan Overseas Cooperation Volunteers in activities conducted through the Japan International Cooperation Agency (JICA) using Information and Communication Technology (ICT). The students sent e-mail, every two weeks over a period of a year, to volunteers in Japanese so that the students may understand better compared to writing in English. The objective of this study was to clarify learning outcomes which through data analysis were found to be a better understanding of global issues and changes in their attitudes regarding further interests in foreign cultures, foreign languages, and intercultural studies. In addition, this attitude change lasts even after they graduate which was found through follow-up surveys. On the other hand, the students did not recall knowledge well which they learned in this activity.

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This paper argues that a video game creation provides a valuable tool for understanding how students might contest prevailing hegemonic consumption culture in media education. The effects of a video game creation is explained in Queensland Government Education (QLD) media education curriculum. It suggests an alternative to 'informatization of school education' by actively using computers and the Internet, which continue to motivate many computer educators, despite serious questions being asked about their effectiveness. The paper draws on data collected from a unit of teaching material work about video games, completed by pre-service teacher training students in a university computer science education course. It argues that many media -related activities fail to elicit genuinely 'critical' responses because they are complicit in the regulation of hegemonic verbal information discourse. It suggests that teachers are more likely to create the potential for variation in their students' media literacy work if activities are for sustainability and avoid placing emphasis on discourse of excellence and competition of knowledge.

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An Image education which focuses on a code and symbol media dimension and a cultural literacy dimension both a symbol media and a cultural literacy dimension is effective in order to raise media literacy during primary school education. Simplicity and constancy have been always pursued as image resources in school education. Recently, however the usefulness of school broadcasting programs is realized again with digital teaching materials. Therefore, we developed flexible software package (including a list of ability development, a fixed patterned notebook, some examples of note taking for children, guidance points and some examples of evaluation for teachers) based on the utilization of NHK digital teaching materials so as to improve and enforce image education and we investigated the validity of the aim of a lesson by means of the actual school lessons.

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Recently, it is said that media literacy education is important in Japan. However, the expansion and penetration into the public school curriculum is limited and inconsistent. We compared curriculums for media literacy education of advanced countries, namely Britain, Canada and Australia to understand the designs which are part of the state education curriculum in each country. We evaluated the system and used the conclusions to improve media literacy education in Japan. As a result, we noted three factors which are important to consider in the design of media literacy education and are as follows: (1) it should be studied at all levels; (2) it should develop critical thinking systematically; (3) it should be taught in a cross-curricular way. Moreover, we understand that it is also important to promote teacher training and in-service training of teachers.

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In previous hypermedia research studies, most of the subjects were students in post secondary education. That is, we haven't paid attention to the possibility of hypermedia in elementary and secondary education stages. It means that there is no sufficient basis to confirm the potential of hypermedia in those stages. The problem seems to lie in the fact that we have neglected the examination of a theoretical basis to hypermedia. The author examined the theoretical basis, which was deeply concerned with the Three Stages of Knowledge Acquisition Model suggested by D. H. Jonassen (1991; 1992), reviewed the structuredness of problems in artificial intelligence, W. R. Reitman (1964; 1965) and H. A. Simon (1973), and suggested a theoretical model for supporting the possibility of hypermedia in elementary and secondary education stages.

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Recently, new educational media such as an interactive white board has been gaining in popularity among elementary school teachers. Technically media is known as a transmission tool in communication research. In this case study, the author would like to approach media as both verbal and visual aids to achieve effective lesson objectives within a learning environment. Specifically, in this research, the use of the blackboard as traditional educational media expanded upon. The Republic of Bolivia, as a developing country, is in need of development aid for infrastructure and education. Elementary school teachers adopted limited educational media such as textbooks and gave lecture style lessons to pupils. To improve this situation, the author suggests that the effective uses of the blackboard are very important to improve classes and their learning outcomes, in addition to promoting active learning for pupils. A consideration for this research is that a significance of the blackboard as educational media through case study; method for writing on effective usage of the blackboard which is transferred to as the technical project to the developing country, can be promoting active learning for pupils.

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Today more teachers are beginning to recognize that development of media literacy is indispensable in education, even for children at elementary school children. In the present workshop-type activity, our college lab, collaborating with a nearby elementary school, conducted a program called "You can make a kid abroadcaster!" to develop media literacy of students. The program was evaluated by adapting the method of triangulation of evaluators (students, homeroom teachers and college students as school aides). The results of a questionnaire and group interviews indicated: 1) Elementary school students learned how media is constructed through the process of editing a video clip; 2) Homeroom teachers recognized that videoproduction is effective for linking several concepts across subject areas; and 3) Student aids effectively reflected on how to teach students in collaborative group activities and became aware of how to function as a student teacher. Additionally, homeroom teachers reported they re-vitalized their observation of class activities and teaching per se because they shared class teaching with college students.

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