This paper focuses on the Educational Broadcasting producers' promoting strategies in late 1930s, the initial period of Japanese school educational program. In those days, school educational radio programs could be categorized two different types. One is for elementary school and the other is for youth school (the school for working youth). Many elementary school teachers tended to reject radio programs using in school education, so program producers couldn't make effective strategies stimulating teachers to use radio in classroom. On the other hand, youth school is a new school system that starts in 1935, so its instructional method had not been arrived at a definite conclusion. Therefore, as for programs for youth school, producers could put positive strategies into practice. They insisted new educational method called "group listening", which is the style that uses radio programs continually in the classroom education and initiated to make organizations for group listening. It suggests the importance of youth schools and radio program for them to recognize the existence of school educational radio programs and their usefulness.

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This pilot study addresses computer-mediated communication (CMC) in the Japanese EFL context regarding the use of face-to-face and synchronous computer-supported collaborative learning (CSCL) to enhance subsequent asynchronous CSCL. It investigates the strength of the connection between CMC and pragmatic instruction by measuring the effects of online chat and traditional face-to-face discussion on the acquisition of disagreement strategies in English. Data were collected from courses taught at a college in Tokyo. The two modes of discussion were the independent variables, and the dependent variables were participation, writing proficiency, group writing on BBS, and pre- and post-test essay writing. This study seeks to determine if there are statistically significant differences in those dependent valuables between the FTF and CMC groups. This pilot study examines the effects of synchronous CMC on learners' writing achievement and explores issues and methods in preparation for the main study. This study found that the English produced in written chat or face-to-face discussions also mediated those discussions, as each successive utterance set the terms for the ensuing communicative activity. Collaborative writing produced subsequent to discussions were more than mere written texts; they were the culmination of negotiated group activity, a socially meaningful interaction that promoted solidarity.

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Knowledge about how to use school library and skills of using information media are required in inquiry learning. We call those as information skills. This kind of literacy should be basically taught in learning subject matters. The result of the study indicates that it is difficult for elementary students to master a considerable ratio of the literacy as a part of subject matters. Analysis of information skills in elementary, junior high and high school revealed that the skills include most of those literacy. The effect of team teaching of librarian who has profound knowledge about information media and class teacher, to teach those literacy was proved to be high.

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The purpose of this research is to verify the effect of an Interactive Whiteboard (IWB) for reading in the Japanese class. In this research, the authors compare class A with class B. The teacher can use Interactive Whiteboard in the class A, however she can't in the class B. The teacher and the content of these classes are same. The authors would clarify following research questions. (1) Is the score of class A different form the score of class B in the achievement test? (2) How did the teacher utilize the IWB? (3) How teacher's behavior is observed when she uses the IWB? As a result, the followings are clarified. (1)The score of class A was higher than the score of class B in the achievement test. (2)The teacher utilized the IWB in the situation of "underlining key-sentence", "making the learners write and explain their thought" and "illustrating by a diagram to explain a relation between words." (3)The teacher used the IWB "to make leaners concentrate the subject", "to make leaners concentrate the questions", "to give learners a clue to the solution of the problems", "to make leaners imagine the next activity", and "to connect with leaners' ideas each other." The authors conclude that the IWB is effective in this case in which the teacher have these intentions.

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