We conducted a study of lesson plans using the collaborative editing function in the cloud. In the process of revising the study guide created by young teachers with advice from middle-aged teachers, this study investigated the merits of the collaborative editing function as perceived by young and middle-aged teachers, as well as the demerits of the conventional review process without the collaborative editing function. The results suggested that young and middle-aged teachers mentioned the visibility of the review process as the merits of the collaborative editing process. And young teachers mentioned time and mentors, and middle-aged teachers mentioned the focus of the topic. On the other hand, as the demerits, young teachers mentioned the difficulty of writing and exchanging non-literal information. Middle-aged teachers had individual differences in the demerits they felt. The results suggest that there are both similarities and differences in the merits and demerits that young and middle-aged teachers perceive in the review process.

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The purpose of this study was to develop and test the reliability and validity of a scale to assess the perceptions of parents of younger children (3 to 5 years old) regarding the risks and benefits of using information and communication technologies (ICT). A questionnaire survey was administered to 210 such parents. Exploratory analysis of the responses showed that a 24-item model could be used for the scale with six factors: developing ICT dependence, enhancing intellectual curiosity, enhancing perception/cognitive functioning, accessing inappropriate content, problems occurring in the absence of a parent, and staying abreast with current affairs. In addition, parents’ perceptions of these risks and benefits were compared by classifying respondents by whether they had used an online educational program at home for their child during the COVID-19 crisis. The results suggested that the way parents perceive risks and benefits of ICT for their children may vary depending on how ICT is used. The importance of letting children use appropriate ICT as well as of educating parents is discussed.

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The purpose of this study is to clarify how college students created and developed their learning in synchronized online media-production class through repeated experiences of collaborative work. Twenty-four students responded to 11 questions on a five-point Likert scale. The data was quantitatively analyzed using one-way analysis of variance. Also, the narratives of selected five students’ interviews were qualitatively analyzed with M-GTA. Results suggest that components of this class, such as "collaboration" and "online" were included in the structure of collaborative learning, which were complexly intertwined with other class components, such as "video production" and "peer evaluation." Moreover, the results indicate that the structure led students to be proactive in their group work. At the same time, students overcame various difficulties in implementing online collaborative work, and deepened their understanding of their "learning collaboratively" on video production.

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Fostering first grade high school students’ sense of vocation through inquiry learning about local companies, a learning environment that support active inquiry, personalized mastering knowledge and skills and self-regulated learning was developed. We evaluated this learning environment by log data of personalized learning module, description of self-regulated learning module, evaluation of students’ presentation and students’ interview. Consequently, commitment of personalized learning and amount of reflection and performance of presentation were positively correlated. It suggested that acquiring skills for inquiry and self-regulation in this learning environment contributed to students’ performance.

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In this study, the effect of learning sequences on the understanding and experience of proactive cloud usage was examined among third-grade elementary school students. The results of a two-factor analysis of variance revealed that third graders in elementary school, the awareness to utilize the cloud proactively was fostered by the understanding of the cloud. The learning sequence of first promoting understanding of the cloud and then experiencing the utilization of the cloud had a positive effect on the awareness to utilize the cloud proactively. The results also suggest that learning that promotes understanding of the cloud first, followed by learning that allows students to experience the use of the cloud, fosters a greater awareness of the need to use the cloud proactively. In addition, the results of the questionnaire survey on the affective aspect of the practice revealed that the study was highly evaluated by the children. Based on the above results, we discuss the effectiveness of developmentally appropriate learning that promotes understanding of cloud computing when introducing it to elementary school learning.

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