What has been the demand for teacher training and in-service training, what efforts have been taken, and what research and other activities have been conducted in the 10 years since 2015? This paper examines and discusses national policies on teacher education related to informatization of education, research trends in the Japan Journal of Educational Technology, and international movements and research trends in teacher education related to informatization of education. As a result, few studies have referred to the organizational efforts and coordination of teacher preparation and in-service training required by the teacher education policy. As for the movement of teacher education related to the international informatization of education, the way teachers express the qualities and abilities demanded of teachers has changed. Finally, regarding international trends in teacher education research, there is a clear trend toward research that focuses on how prospective teachers and teacher educators should deal with technology, learner-centered learning design, and the role of educators required in this context, based on the experience of COVID-19.

In this paper, based on the theme of the special issue, “Teacher Training and In-service Training in the Era of One Device for Student”, we first review the contents of the special issue of about ten years ago on “One-Terminal Per Student” and “Teacher Training and In-service Training”. Then, social changes and changes in the circumstances surrounding schools and teachers in the past ten years are discussed. In addition, we briefly review the research on teacher development and in-service training published in the journal from 2021 to this special issue in 2024. In addition, the paper on the theme of teacher training and in-service training in the age of one terminal per teacher is also reviewed. In pre-service teacher education, we mentioned 1) diversification of learning of students who want to become teachers and 2) diversification of needs in teacher training and recruitment. Also, in in-service teacher education, we mentioned 1) diversification of training styles, programs, and certificates such as face-to-face and online/synchronous and asynchronous and 2) diversification of tools used in training. In the decade ahead, we hope that research that meets society's expectations and works to solve problems will be shared and that research that raises controversies within society and challenges society will be shared while being oriented toward overcoming the challenges of teacher education in our society.

This study aimed to determine the frequency of use of an educational dashboard system introduced in public elementary and junior high schools and the correlation between the frequency of its use and the degree of teachers’ job crafting (JC). Based on the results of a questionnaire survey conducted for teachers, we found that the generations and age groups in which the frequency of dashboard use decreased differed from those of other ICT devices. The results also revealed that the degree of JC by teachers is related to the frequency of dashboard utilization, especially at the team level. Furthermore, schools with a high proportion of teachers engaging in significant JC, both individually and collectively, showed higher frequencies of dashboard usage. The findings of this study suggest that, when the administration introduces a new system, it is effective to designate pilot schools and to create an environment where teachers are encouraged to collectively value their practices and maintain autonomy in personalizing their methods.

The purpose of this study is to analyze lessons using ICT in upper secondary schools and to examine the educational significance of “sharing” notes, works, and so on. Analysis of World History and Chemistry classes at the school where tablets were used was conducted using interpretative phenomenology. The following steps were used in the analysis: 1) field note lesson records were created while observing the lessons, 2) words were extracted from the lesson records and descriptive coding was performed using words and short phrases, 3) pattern coding was performed, and 4) themes were generated. As a result, the following pedagogical meanings of “sharing the results of individual work” were identified: 1) sharing without any room for embarrassment, 2) secondary use of a part/whole of a file through sharing and selection, and 3) fair selection criteria for references. Based on the results, this paper further discusses the reconsideration of sharing in the age of one terminal per person, the creation of classes for sharing, and the significance of sharing artifacts.

In this study, we explored approaches to designing professional development programs for in-service teachers that enable autonomous learning. The program involved activities where teachers selected and watched on-demand videos related to their educational challenges and then posted comments on their own reflections after viewing. We developed and implemented this professional development program and analyzed its effectiveness through post-training questionnaires and interviews, as well as the impact of nudges designed to encourage posting comments. The results from the post-training questionnaires indicated positive evaluations of the training but also suggested a need for improvement in fostering proactivity. The activity of posting comments on others' contributions was indicated to potentially foster a sense of closeness among learners and motivate them to watch the videos. However, difficulties in posting comments due to the influence of relationships among learners were also identified. Regarding nudges, effects were observed that led to posting behavior, such as being conscious of contributing to the group.

The purpose of this study is to clarify the instructional factors influencing the practice of individualized learning using information devices and the pedagogical knowledge employed by teachers. A semi-structured interview survey was conducted with seven teachers who were identified as autonomy-supportive using the Problems in Schools Questionnaire. The analysis, based on Yoshizaki's (1984) framework of instructional factors, suggested that understanding children's actual conditions (such as prior knowledge, interests, and attitudes), educational views of the instructor, instructional material research, and teaching methods (including learning processes and perspectives) are potential factors influencing the practice of individualized learning using information devices. Furthermore, when categorized by pedagogical knowledge (TPACK), the analysis suggested the utilization of knowledge related to education (PK), pedagogical content knowledge (PCK), technological pedagogical knowledge (TPK), and technological pedagogical content knowledge (TPACK).

In this study we evaluated the initiatives implemented at public elementary schools in Tokyo designated as an ICT promotion school to enhance teachers' ICT-related teaching skills. We organized the initiatives from the following five perspectives from the external domain of the interconnected model (CLARKE and HOLLINGSWORTH 2002): 1) work style reform, 2) promotion of ICT use by school administrators, 3) enhancement of human and physical resources, 4) enrichment of teacher training, and 5) the research promotion committee. To evaluate the initiatives, this study analyzed the relationship between teachers' work experiences at the ICT promotion school, their perceptions of ICT-related teaching skills, and their values associated with ICT-based education. The results revealed that teachers in their first year at the ICT promotion school improved their perceptions of their ability to use ICT in teaching, while those in their second year or more showed a significant enhancement in their ability to guide students to use ICT. Furthermore, it was found that for teachers in their second year or more, their perceptions of ICT-related teaching skills were related to constructivist teaching and learning perspectives.

This study focused on students’ learning activities involving the use of ICT devices based on specific tasks and objectives in a municipality that implemented one-to-one device initiatives prior to the GIGA School Program. First, we conducted a comparative analysis of students’ information literacy from fifth grade elementary to third-grade junior high school, alongside teachers’ abilities to integrate ICT into teaching. Second, we examined teachers’ ICT abilities across various dimensions, including school type, age, teaching experience, and years of experience with ICT in both public and private sectors. The findings revealed the following: 1) Junior high school students perceived themselves as more proficient in ICT usage than fifth- and sixth-grade elementary school students; 2) Students generally rated their ICT capabilities higher than those of their teachers; 3) Junior high school teachers demonstrated greater proficiency in ICT integration compared to elementary school teachers; and 4) Teachers with moderate and extensive experience using ICT devices in the public and private sectors were significantly more confident in their ICT teaching abilities.

During the COVID-19 pandemic, many schools adopted online classes in order to prevent the spread of infection. The repeated spread in the infection accelerated the GIGA (Global and Innovation Gateway for All) School Program, and the learning environment where every student can use one digital device had been set up earlier than was planned at first. However, most schools were very busy in implementing tentative measures for those rapidly changing learning situations, and were not able to conduct teacher training based on the advance plan or the measurement of the effectiveness of the training sufficiently. In this paper, we report on our responses adopting online classes at a private high school in Tokyo from April until June 2020. In principle, our responses were in line with the notices and administrative communications sent by the Ministry of Education, Culture, Sports, Science and Technology, and were extremely urgent during the period when the state of emergency was declared. In the future, when natural disasters such as earthquakes and infectious diseases occur, children may lose learning opportunities for a long time again. In order to restore school education quickly, it is necessary to improve the standard of facilities, concentrate and decentralize emergency operations, and ensure the psychological safety of school personnel.

This study summarizes the conceptual framework and recent debates on TPACK in the overseas literature, reviews Japanese empirical TPACK studies, and discusses the current status of and future opportunities for research. The results revealed that foreign scholars are presenting new frameworks based on the transformative perspective, and latest technological and educational trends. Next, various methods have been developed to measure TPACK and professional development. Meanwhile, most Japanese TPACK studies have used quantitative and qualitative evaluation methods based on the seven domains of Koehler and Mishra's TPACK model. In addition, professional development outcomes have been evaluated from the TPACK perspective. Finally, three future research opportunities emerge: (1) examining TPACK from a more comprehensive perspective, (2) promoting research on professional development, and (3) clarifying the definition of technology.

In this study, a questionnaire survey on the GIGA school concept and the utilization of ICT was administered to teachers and parents respectively, while promoting the GIGA school concept and conducting practices and workshops aimed at improving children's ability to use information. The results of the questionnaire to the teachers showed that they started to understand the goals and contents of the GIGA School Concept and to gain confidence in the use of ICT because of the implementation of the educational practices and workshops. In contrast, teachers who lacked confidence in utilizing ICT were less likely to increase their confidence even after participating in the workshops. The results of the questionnaire to the parents showed that they felt it was more important than the teachers to improve children's education using the educational ICT environment and to improve their ability to use information. It is thought that there are expectations for ICT for the independence of children with intellectual disabilities and their participation in society. It was also considered that the take-home terminal is a way to promote the GIGA school concept, and that it has a significant role not only for children, but also for teachers and parents.

This study aimed to promote university students’ understanding of Generative Artificial Intelligence (GAI) use in secondary school education. Classes were held for university students in a teaching course to (1) consider prompts for situations in which they would use GAI in school duties, and (2) discuss secondary school students' use of GAI. An analysis of the students’ pre- and post-questionnaires revealed that their self-evaluations of their understanding and use of GAI significantly improved. However, there was no difference in the students’ self-evaluations of their instruction of GAI use. The post-survey results showed that the students gave high marks to the usefulness and comprehension of the class. An analysis of the various worksheets and free-response statements indicated that the students understood the usefulness, limitations, and points to remember regarding GAI use. However, the self-evaluations of the provision of GAI instruction to students did not improve, suggesting the need to create opportunities to learn how to teach GAI, provide support for students who are not familiar with GAI, and encourage students to use GAI not only in class but also on an ongoing basis.