In this research, we focused on teaching skills using ICT of teacher training university students. They directly experienced to use ICT that they had not use in a class. We analyzed not only their recognition about teaching skills using ICT but also their understanding and motivation towards teaching with ICT, in terms of the difference of ICT direct experience between early and latter period of the classes. From the results, in the group who conducted the ICT direct experience in the 14th class, a few items improved after the final class. In addition, we found that their recognition about "C-3: in a way that is easy to understand, I teach children how to express their ideas and give presentations using computers and presentation software" that was the teachers' ICT instruction capabilities checklist item had a correlation to their recognition about "I can teach students using ICT considering the scenes of learning (simultaneous learning, individual learning and collaborative learning)." On the other hand, in the group who conducted the ICT direct experiences in the 4th class, their recognition about "B) ability to use ICT in class" and "C) ability to teach children how to use ICT" of the teachers' ICT instruction capabilities checklist categories were increased. In addition, we found that the categories had a correlation to "I understood the way of teach that students ICT using."

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[in Japanese]

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[in Japanese]

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[in Japanese]

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As a result of the revision and deregulation of qualification requirements for becoming a high school principal under the School Education Law, persons without a teacher's license or experience in education work can now be appointed as school principals. The high school principal appointed in this way can grasp the issues a high school faces from both the viewpoint of management that he/she has experienced in the private sector and from that of a practitioner of high school management. So, we chose to examine issues in high school management by having high school principals who had worked in the private sector answer a questionnaire on high school management. As a result, we found that these principals saw the following as the key issues facing their schools: the relationship between personnel evaluation and salary; the school organization; the awareness of the school faculty; and the relationship between educational committees and the school. Our research showed that many of these principals were not only aware of current issues their schools faced, but also felt they had to bring a diverse faculty together to work toward common goals, show the full strength and capacities of their faculty members, and focus on school management through their organizations.

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