This research investigated the connection between Group Listening, which was promoted as a form of educational broadcasting for young people, and the discussion about school broadcasting. In the period of 1933-1935, which is called initial period of school broadcasting, Osaka Central Broadcast Station played a main character. And in the Station, Mitoji Nishimoto played an important role in particular, so this research focused on Mitoji Nishimoto’s discourse. As a conclusion, this research revealed that school broadcasting was positioned as a program which was aimed at educating children to acquire the behavior of Group Listening.

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This study conducted an internet survey to clarify the differences in program directors’ and university students’ consciousness and attitudes toward how television documentaries represent the world. The data shows that program directors are more conscious of TV documentaries than university students, in that 1) audiences and narratives are taken into consideration when selecting the material to be filmed, and 2) the filming target influences their decision to broadcast. Program directors, unlike university students, have a tendency to 3) think that equity and neutrality are difficult to implement, and 4) accept the shooting method with which directors intervene when filming. These findings imply that, in order to foster literacy in television documentaries, it is important to: understand that documentaries represent the world, and further, understanding its similarity to news, the difficulty of fairness and neutrality, the relationship between the program director and the filming target, and the methods of expression.

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A purpose of this study was to grasp a structure of teachers' expectations for utilizing functions of digital textbooks for learners (DT-L) in order to design in-service teacher training program for diffusion of DT-L. A total of 1,264 elementary and junior high school teachers were surveyed about their expectations for utilizing 25 functions of DT-L, and factor analysis was conducted. As a result, four factors were extracted: F1 "Functions of additional information access and its control," F2 "Functions to improve visibility of contents," F3 "Functions of annotation on textbook," and F4 "Functions of text-to-speech of contents". Between these factors, level of F4 was higher in teachers who had experience using digital textbooks for teachers (DT-T), and level of F2 and F4 was higher in elementary school teachers than in junior high school.

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The purpose of this study is to clarify the stumbling blocks that participants experienced in the workshops conducted for teachers and others who are having difficulties in handling their online classes with Zoom, from the viewpoint of design principles. ICT workshop of 2 hours was conducted five times, and the total number of participants was 62. The workshop dealt with 14 beginner level items, 12 intermediate level items. As a result, first, five additional items were included in the workshop contents because the participants had the problems of ICT literacy. Secondly, participants' stumbling blocks were grouped into "signifier," "sense of control," "unexpected," and "multi-layered structure". The stumbling block summarized as "signifier" was the problem of understanding the use of symbols and terms. This is solved by instant feedback from the facilitator. On the other hand, the stumbling block due to a "sense of control," "unexpectedness," and "multi-layered structure" were considered to be due to the diversification of the user's conceptual model. Therefore, we could point out the importance of connecting the "system image" shown by the designer and the "user’s conceptual model" by conducting workshop, where facilitator can notice the stumbling blocks from the nonverbal cues from the participants.

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This study seeks to examine whether students’ perceptions of cooperation changes by conducting synchronous remote classes that incorporate cooperative learning. In May 2020—when schools were closed due to COVID-19—synchronous remote classes centered on lectures were conducted three times for the mathematics class of 191 first-year junior high school students for them to become accustomed to synchronous remote classes. Further, synchronous remote classes that incorporated the basic structures of cooperative learning into lectures were conducted three times. The result showed that students’ perception of cooperation changed positively in terms of a decrease in the individual orientation factor and a decrease in the mutual benefit concern factor throughout the latter synchronous remote classes. In addition, the students’ perception of cooperation changed positively in terms of a decline in the individual orientation factor, even during the synchronous remote classes centered on lectures. These results indicate that when it is not possible to hold in-person classes, students’ perceptions of cooperation may change positively not only in synchronous remote classes that incorporate the basic structures of cooperative learning into the lectures, but also in synchronous remote classes centered on lectures.

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