While educational computerization shows new deployment stage, there has been a growing interest in one-to-one computing learning environment. In this paper, annual change of ratio of students per computer at schools compared with the national goal. The situation of the one-to-one computer projects in overseas was surveyed and explained, and detailed explanation was given about "the Future School Promotion Project" conducted by the Ministry of Internal Affairs and Communications, and "the Innovative Learning Project" conducted by the Ministry of Education, Culture, Sports, Science and Technology. And further, introduction explanation of the research related to the learning environment of one-to-one computer is given, and the personal opinion about future research topics is expressed.

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In this study, quizzes were given to students enrolled in a university information foundation course outside of the classroom using mobile devices such as smartphones and tablets. The impact of question styles and methods on motivation and the percentage of correct answers was then investigated, while taking into account the test approach-avoidance tendencies of the university students. In Study 1, 20 multiple-choice questions were set, and the differences between smartphones and tablets were analyzed in terms of the percentage of correct answers and the optimum number of questions. In Study 2, different question styles, namely multiple choice, fill-in-the-blank, and a combination of both multiplechoice and fill-in-the-blank, were set, with the students taking the test on tablets. The differences in question styles in terms of student motivation and the percentage of correct answers were thus analyzed. In Study 3, for the question method for quizzes using smartphones, students were divided into two groups, with either all questions being displayed or a series of questions and answers. A comparative group analysis was conducted in terms of student motivation and the percentage of correct answers. The results indicated minimal differences in test approach-avoidance tendencies and between mobile devices for their percentage of correct answers and motivation for quizzes. However, the results suggested that the question style combining multiple-choice and fill-in-the-blank questions was associated with high motivation and the consolidation of knowledge, while methods displaying all questions at once produced a higher percentage of correct answers than in the series of questions and answers method.

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Laptop computers and tablet PCs have become common, and one-to-one computing environments are prepared in many educational institutions. In this paper, the authors developed a desktop sharing application, which referred to as "LiveScreenBoard", to share personal desktop situations among members in a group, in order to support emergent division of labor in collaborative learning with personal computers in face-to-face setting. LiveScreenBoard retrieves and distributes a real time update of the status of each member's desktop status every 30 seconds. The result of the evaluation showed that LiveScreenBoard allowed learners to keep tracks of each other's status in their group activity, with awareness enough to recognize problems or fine performances of their partners. In addition, LiveScreenBoard allowed the learners to realize their partners recognized their own desktop status; accordingly, the learners could reflect on their performance, provide each other with guidance, and incorporate their partner's approach of learning.

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This paper describes the design rationale and the results of a preliminary evaluation of "XingBoard", a tablet-based tool that supports a bi-directional transition between personal work and collective activities in the learning process. For this purpose, this system provides a shared space for discussion comprised of multiple, connected tablet terminals and allows users to move post-it like idea cards from one terminal to another. In addition, the system can copy cards from a shared space (i.e, connected tablets) to each learner's tablet for personal work, which consists of reflection on revision of the result of the discussion. The preliminary evaluation shows that this tool is easy to use and aids the transition between the two modes of activity: personal and collective.

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Reading literacy that enables people not only to understand text correctly but also to think deeply based on facts on the text, and to present their own opinion becomes increasingly important. In this paper, we have developed software which supports practice of reading literacy. The software allows a reader to relate portions of the text and their prior knowledge in order to produce their own opinion as new knowledge, that is referred to as "constructive reading", with e-documents. The reader using eJournalPlus can read a text, underline important words or sentences on the text, illustrate a concept map based on the text, and write his/her opinion down as an essay and edit it. The experimental class evaluation using eJournalPlus was conducted, revealing that students who drew a concept map based on the target text showed better performance on their essays from the viewpoint of constructive reading than those who did not draw the concept map.

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This paper describes the construction of an active learning environment that allows the implementation of information system -a highly valuable method which includes programming- for special subjects. However, due to insufficient equipment in class, we usually practice in the laboratory or computer room, both equipped with PCs. Thus, completing certain exercises using high-performance computers with a partner or in a group is difficult. In this research, requirements for an active learning space for practicing information system for special subjects was arranged and divided into three main points: ICT that does not spoil the space's flexibility of usage; a balance among speed, reactivity, and configuration management; usability that can coordinate closely with a lesson and conservativeness. We examined the technology for realizing this environment, then designed and built MILAiS, a classroom in which we can practice information system for special subjects and various other subjects for three years.

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The purpose of this study was to investigate relationships between students' weekly journal contents for plan and reflection of self-regulated learning cycle and two perspectives, outside-class learning hours and English proficiency, for a semester. Forty seven students who took computer-assisted language learning (CALL) offered at a university in Japan recorded weekly journals for their plan and reflection for a week from the second lesson to 14th lesson for a semester. Thirty-nine students who recorded in the all classes were analyzed in this research. The journal contents were coded into researchers' developed categories based on the previous research of self-regulated learning. The coded data were visualized for time-series analysis to find the overall tendency and to compare the course instructional design. Then, the students' plan and reflection were analyzed from the perspectives of outside-classroom learning hours and English proficiency. As to planning, time, learning targets, and meta-cognition categories were significant among three leveled groups of learning hours. Related to reflection, internal attribution (strategy and practice) showed significant. From English proficiency view, three leveled groups were compared and only time slot category in planning had significance.

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This study attempts to develop the ability to use ICT through the new method called BBYOD (Build and Bring Your Own). In BBYOD, new note PC was distributed to learner. As part of ICT literacy education, the learners learn the process of initial setup and management for own device. They carry the notebook PC, of which the setup was completed as "personal item", and make positive use of them for learning activities. We have tried to perform the BBYOD course in Yamanashi Eiwa College. As a result, it is possible for us to provide the BBYOD course that includes the fundamental skills of an office suite, which are needed as college freshman. Moreover, the students' experience of the process of initial setup in class has made a favorable impact on their motivation for learning, and brought a better understanding of the importance of network security and the file management.

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Iterative learning with a learning terminal per child started with CAI, continued to e-learning. It has been difficult to maintain children's motivation with drill learning. Under this study, we developed a "connected learning system" and conducted a demonstration experiment. A student competes against unseen rivals on the Internet on a real-time basis. Grouping students into almost the same level enhanced their awareness of competition, brought a positive impact on calculation, arithmetic as well as habit of working at home. The last eight months demonstration experiment indicates that calculating ability of the students who used the system has improved in a relatively short period of time compared to those who did not use the system. In addition the experiment indicates that its effectiveness of the system is the same or more than those given by the traditional lessons which enhance calculating ability. Its high effectiveness to the students with low academic ability is one of the most remarkable indications.

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We have developed software tool for watching video clips of internet video archives to support problem setting by students in higher education. In this article, we reported results from an experimental trial of the software. We found that 1) individual viewing with the software made students' problems less cohesive than teacher-assisted viewing situation and 2) making knowledge maps had the potential of encouraging students to integrate information and set more creative problems.

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A case study on analysis of ICT use, teaching process and type of teaching of three mathematics classes in the introduction period of 1 to 1 tablet PC environment in a Korean elementary school was conducted. As a result, the following explication became clear. 1) The teacher used ICT for the time width of 93% of the class on average. A projector or an IWB as hardware, a class support system as software, were used for the longest time width by the teacher. 2) The teacher used pen writing function and view function of students' digital note screens for the most number of times. 3) Students used tablet PC only in the time of 57% of the class. A class support system was also used for the longest time width by students. 4) Teaching process was the same as typical teaching process in Japan. A problem solving learning was carried out 2-4 times among the expansion period of a class. 5) Form of whole class teaching was observed for the longest time width, next was form of individualized learning.

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