In 1990, the Ministry Education, Japan started the computer education at elementary schools, Junior high schools and senior high schools. However, the socio-information environment has been rapidly changing, including networks, the Internet and Windows, and the Internet is beginning to be introduced into school education. Informatics education for elementary schools must include developing the ability to communicate information through the computer. That is, the visual communication education which unifies communication and media education is required for teachers who will be in charge of elemetary education in their job. We have introduced the visual communication education for the students will be in charge of the elementary education after graduation in the environment with Internet and the Windows95, We designed lessons aiming at visual communication education on a trial basis improve comprehensive capability required elemental teachers. We started this education with the students of elementary education. We investigated the student image of electronic mail before and after the lessons, how to the students think of the visual communication education. A computer network for this education system was develeloped. The network environment and the internet technology was utilized to make the multimedia environment easily realizable. This research reports on the lesson design for visual communication education and its actual practice.

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The aim of this research is to describe the development of visual literacy correctly with an excellent educational TV program as a material. To do so, the authors designed and implemented questionnaires which measured students' understanding about (messages & construction of) an educational TV program that was evaluated as one of the most excellent ETV programs in the Japan-Prize Contest. 728 subjects participated in this research. They were 3th, 5th, 6th and 8th graders. Their answers to questionnaires were processed by means of ANOVA. Data show that there are statistically significant differences between 3th graders and others concerning the understanding of the program.

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The discipline of our audio-visual educational study have often dealt with the visual-verbal relationships as the irreconcilable concepts. A logical consideration, however, leads our thinking to these relationships into a point of view that the visual-verbal are not mutually contradictory. On the semiotic points of view, we may be able to think as follows. When the meaning of a sign is understood, we regard it as verbal. When the sign is not understood so that its meaning must be construed by the inerpreter, then we regard it as visual. If this conclusion is logically correct, then we would be able to reconstruct the concept of audio-visual education. That is to say, we can think the audio-visual education is not a technical method for teaching, but one of education for the competencey development of creative interpretation of signs. It is a paradigm change from the technological idea on the audio-visual educational thought.

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The author examines the concept of new forms of literacy to the Internet technology and online information. First, it is examined that the concept of the tool literacy as one part of the Internet literacy required in orders that students use the Internet technologies as their learning tools effectively. Next, It is examined that the concept of the discrimination and critical literacy as another part of the Internet literacy required. Because students must process a lot of online information pertinently and they become "healthy skeptics" about the accuracy of information they encounter on the Internet. It is apparent that the open, accessible structure of the Internet makes any type of quality assurance virtually impossible. Anyone may place anything they want on the Internet. No one knows how much misinformation occurs on the Internet. So, a checklist of skills needed to evaluate online information is proposed. The checklist has five domains of Purpose, Scope, Content, Authority and Currency. While positioning of the Internet literacy to some existing literacy was clarified and the outline of a curriculum for the Internet literacy was shown.

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One is NHK TV-Program and the other is Educational Package Program. Two programs made for same reflections and different organization. After these programs had seen, we get answered 'Impression investigation' and 'Concept investigation' from students. When the scenes which affects the information transmission are presented continuously, the impression of the scenes which the students held is weak, the resemblance of the concept lowers and the relating concept come to become independent. Effective use of the program is considered as a result.

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