The purpose of this study was to examine the effects of lectures regarding the negative and positive aspects of Information and Communication Technology (ICT) use on parents’ beliefs of children’s use of ICT. The participants were 241 parents of children aged 3 to 5 years at a Certified Early Childhood Education Center. Before and after listening to lectures, participants were asked whether they thought their children need rules on ICT usage, instructions on how to operate the devices, and education on types of media and other related issues. The results indicated that lectures about negative and positive aspects of ICT heightened parents’ beliefs of the need for providing rules and information to their children. In addition, children’s age and the parents’ attitudes towards ICT partially affected the results, such that age impacted the need for education around ICT but not the need for rules or instructions, and parents’ attitudes toward ICT affected the need for instruction, but not the need for education or rules. The study supports the importance of educating parents about young children’s ICT usage.

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Goto et al (2016) confirmed that the media literacy of high school students improves as a result of development and implementation of a program for fostering media literacy of high school students sponsored by radio stations. However, since this program includes a wide variety of activities over a long period of time, there was a problem of requiring a lot of time and human resources. This means that the burden on the radio stations is large, which can be a barrier to the feasibility of other radio stations. Therefore, in this research, we reconsidered the program of Goto et al (2016), developed a program that cannot be spared time and personnel from Goto et al (2016), because it is a radio station, and implemented it, its effectiveness was verified. As a result, it was suggested that it was effective for developing high school students' media literacy by developing a program that can be implemented in about half of the time Goto et al (2016) (about 3 months, about 13 hours). This research developed a program composed of activities that can be implemented because it is a radio station that reduces the burden of radio stations, which is the subject of Goto et al (2016), the effectiveness of nurturing that program was confirmed, and other radio stations Improvement of the possibility of implementation.

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In this study, we interviewed five elementary school teachers about the use of Information Communications Technology (ICT) by teachers and students in the classroom. The school under study had a 1-to-1 tablet PC in each classroom. Interviews were analyzed using the Technological Pedagogical Content Knowledge (TPACK) framework. The results found that, of the 615 pieces of data, it was found that 394 Technological Pedagogical Knowledge (TPK) was most frequently discussed in the results. Technological Knowledge, TPK, and Technological Content Knowledge were further classified as either “conventional teaching tools” or “1-to-1” depending on the object of knowledge, and we created categories in each type of knowledge. The following two points were revealed through the results. 1) Past experience about teachers’ knowledge and skills are important to consider when planning to use tablet PCs. 2) The influence in the shift about ICT use from teachers to students was observed in TK and TCK.

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