This research clarified effects and problems of role-playing learning through the process of creating a high school drama concerning global warming. Examinees' changing awareness of global warming during and after the learning period was investigated with ordinal questionnaires and concept maps. Interests and images about global warming which were developed during the learning period continued after the period. This led to further voluntary learning and deepened examinees' thinking. Role-playing can so keenly impress what they learn through their experiences that it can be effective and sustained. However correcting erroneous knowledge is difficult in and after the learning period. It is important to detect possible errors and misconceptions beforehand and deal with them before the end of the learning period.

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A wiki is a powerful online tool for collaborative writing. In addition, learners can participate in the collaboration from anywhere; from school, from home, from abroad. Furthermore it is basically free. This marvelous tool has been gaining attention how it can be used to foster collaborative writing. Though wikis has been gaining attention, and some early studies were conducted in EFL context overseas, the use of wiki in Japanese EFL context is very scares. Further exploration is needed on how this tool can be integrated in EFL. This study explored potentials of a Wiki in English writing. The study aims to determine if a wiki can serve as an alternative tool for paper-based revising and editing. The instructor's reflection and the students' survey revealed that a wiki can be a good option for this purpose. The results of the survey indicated that the students are interested in learning with a wiki. Moreover the tool was cost-effective, time efficient and may foster collaboration.

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Digital citizenship education has become increasingly important as reeflected in the new curriculum guidelines released by the Ministry of Education, Culture, Sports, Science and Technology. Teaching methods have also changed from the old top-down teacher-focused approach to a student-centered approach where "learning" by students is emphasized. Instead of focusing only on the problems and dangers on the Internet, students are being taught how to use the Internet responsibly. My research explores digital citizenship taught with this new approach in a high school "information studies" class where high school students taught junior high school students about Internet safety. Student presentations and questionnaires given after the class were used to verify "student learning."

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This study aims at searching for possibilities of computerized communication in preschool education by using visual and auditory correspondence. After much debate and investigation, the need for inter-kindergarten communication was identified. The first step of this experiment was implemented between rooms in a single kindergarten. An interactive electronic billboard system was used so students could use a scanner and microphone to display drawings with recorded voice audio. Through a PC network, children in another room sent back edited pictures and recorded comments. During trial use, praises such as "good," and "well-drawn," encouraged students even if they could not identify the sender. In one case, a cooperative painting was completed when an older child added some drawings to a picture done by a younger child. In conclusion, despite the fact that this method was limited by its use of only visual and auditory communication, it could be an efficient way of communication for preschool students. In addition, there is great potential for further development of computerized communication in preschool education.

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An imaginary line, a line that connects two characters in videotaped drama production, is known as one of the principal orders in motion picture production. A violation of the order of the imaginary lines would lead to the audience's confusion about the characters' positional relationship on the screen. The aim of our two-day workshop was to give high school students an opportunity to understand this order of the imaginary lines. The following method was employed: a. Two scripts for dramas, namely Script A and Script B, were given to twenty male and female high school students who had been grouped into four production teams for videotaping the dramas. b. Script "A" was produced by all the teams. They were provided with videotaping equipment but not with any lectures or directions prior to the production from the two participating teachers. c. The lecture on the order of the imaginary lines was given by the teachers before the production of Script B. d. Script B was produced by the same production teams. e. The teachers made a comparison of the two products and evaluated them for the students, so that they could clearly understand the significance of the order. As a result of experiencing videotaping two dramas, one with and the other without prior instruction, the videotaped drama with Script A showed many violations of the order of the imaginary lines, while that with Script B did not. We suppose that our students could learn better about the significance of the order of imaginary lines if they had productive experience twice with the teachers' instruction in between the two productions rather than having been lectured before any productive activity.

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