The purpose of this study is to identify how teacher who has continued to work on "Student-centered teaching and learning" and "Using ICT" has formed beliefs. Interviews with one expert teacher revealed three main characteristics. (1)The teacher was primarily influenced by "school research" throughout his life history. (2)The teacher was trying to transition leadership in capacity development to the student in stages while gaining experience in the beliefs involved in "Student-centered teaching and learning". (3) The transformation from "Beliefs aiming at using ICT" to "Beliefs using ICT as a means to student-centered teaching and learning" revealed that classroom innovation occurs smoothly.

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Through the GIGA School Program, the computer environment in schools has changed from one set per class to one for each student. The purpose of this study was to clarify the awareness of students who are regularly utilizing this new environment. The results revealed that 1) compared to before the introduction of PCs, students particularly felt that classes and school have become more enjoyable, 2) compared to before the introduction of PCs, they felt that the time spent reading materials, writing essays, and talking with friends has increased, 3) at home, PCs are especially utilized for communicating about classes and school, 4) PC operation and information ethics were deliberately taught, and the students were confident, 5) the overarching rule of "utilizing for learning" was positively evaluated by students. To effectively use the new PC environment, new methods and policies suited to the environment are required, such as allowing communication on the cloud while providing appropriate guidance. Furthermore, research is needed regarding the use of PCs as the foundation for all school life, not just in classes or learning situations.

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The aims of this study are: to clarify whether creating a play with robots and people as characters can lead to the achievement of learning goals based on the qualities and abilities of elementary school programming, and to clarify whether a situation in which a social robot exists in remote or a virtual robot exists on a computer has the same effect as a situation in which a social robot exists in the classroom. 98 fifth graders participated in our practice. When the entire classroom checked the programming movements, we divided the group into three groups: a virtual group to watch the movements with a virtual robot on the screen, a remote group to watch the movements with a robot located remotely, and a robot group to watch the movements with a single robot in the classroom. As a result of the practice, we were able to achieve the learning objectives set in this practice to a certain degree. In addition, the analysis of the differences between the groups revealed that the robot group showed an improvement over the other groups in some aspects of their awareness of robots and programming. However, in terms of results of their works, the robot group tended to produce works that were more creative but different from the objectives of the class.

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The purpose of this study was to examine how student's learning of media characteristics influences their critical thinking skills and attitudes towards web information through classroom practice. The study involved conducting a questionnaire survey (Survey 1) with children as participants and an interview survey (Survey 2) with teachers. The results indicated that by learning the media characteristic that 'media does not simply transmit or reflect reality,' children potentially acquire (1) critical thinking skills to identify the sender as a 'writer' and (2) develop a critical thinking attitude that focuses on the sender and receiver of information rather than the information itself.

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