The outcomes of this research are 1) to develop e-Learning contents with movies for skill transfer of the piano playing and singing, 2) to construct a “Lesson System", in which the students are required to take videos of their own playing and singing and to submit them to their instructor. The instructor takes non-face-to-face instruction method. We propose a new style method of piano lessons, which indicates that e-Learning is useful as a skill transfer method. The study process that we propose was conducted as follows: (1) Students submit videos which record their own performance of piano playing (The video system was placed at Kyoto Women's University, and 200 students used the system (2006-2008). There is a good positive correlation between the number of videos submitted by a person and the result of her performance test. (2) The instructor makes competence-based advice sheets for 7 musical scores, including the results of analysis and evaluation of students' performance videos. (3) We, system directors, develop supplementary e-Learning contents. (4) Students have private non-face-to-face lessons, with the assessment of whether comments prepared in advance were useful or not. (5) We analyze educational effects of accessing e-Learning contents and of non-face-to-face skill transfer. (6) We develop e-Learning contents of exemplary vocal performances for7tunes, including advices and FAQ. (7) We also prepare annotated scores, including fingering. (8) The contents (3), (6) and (7) are delivered through Internet as “e-Learning contents of piano performance for pre-school teacher education" (Delivery server was placed at Center for e-Learning Research and Apply at Nagaoka University of Technology.)

This year the production of the e-Learning system and the DVD material was completed. Especially with the evaluation data and the feedback ideas the specifications were improved so that novice teachers of primary English education should not feel difficulties in manipulation or get a deep understanding of pedagogy. Moreover the teacher training curriculum for the e-Learning system was created by gathering feedback data from the participant teachers repeatedly.
The theory construction for the final production of the e-Learning system and the DVD material was done through the adjustment and improvement of the specifications with the feedback data from the questionnaire by the participant teachers in the teacher training meeting which was held by the research partner school and the LEA. The research partner school was Tokiwa Primary School in Kishiwada City, Osaka.
Finally this system and the DVD learning material were used by the 5^th grade pupils at Tokiwa Primary School and the positive effect was proved and the improvement ideas were clarified by the feedback data in the questionnaire by the pupils.
This way this research has proved the effect of the e-Learning system and the DVD material produced in this research for the purpose of promoting primary English education which will soon be integrated into the National Curriculum of Japan. After this more research will be needed to improve this digital learning system and material for primary English education by doing more school based research.

This research was an international joint research project to develop, manage and evaluate the Internet site called GSNET promoting international exchange learning between students in Japan and abroad on the topics such as culture, nature, history daily life, politics and so on.
Research findings are as follows :
(1) This Internet site had a variety of functions and decreased the barriers of school based international exchange learning, which became effective facilitating factors to teachers.
(2) Media-mix approach combining the GSNET site, web conferencing facility and video letters was found to be effective in promoting international exchange learning.
(3) Research findings were accumulated on curriculum structure and pedagogy which are effective in international exchange learning promoted by this Internet site.
(4) Possible problems which occur in international exchange learning were classified.
(5) Differences and similarities were found between support functions of machine translation and those of human translation

We have researched on these projects for four years
1. Research on integrated study with volunteers at senior high sehool Senior high schools
2. 2. Curriculum development studies on junior high and senior high school Informatics
3. A critical evaluation on curriculum trends in integrated study and Information study
4.I nfluence of two TV programs about environment on undergraduates and primary sohool children.
5. The usage of Geography pregrams produced by England in cross-eultural edueation in Japan.
6. Development and Research on edueational broadcasting systems with WWW
7. Research on instructional design with digital video clips
8. Evaluation on distance eduoation in university
9. Research on ICT curriculum. trends in foreign countries
1O. Research on the children's attitudes for media. (The usage of internet in school education or not. Research on foreign countries,)
11. Research on the usage of handy-phone in Japan and foreign countries
12. Foreign language Education with Multimedia in university
And finally we summarized in book
1. Curriculum : Trends in Integrated Study and Information Study, (Mizukoshi, Toshiyuki) 2. ICT Educatien in Junior High Schools, (Mizukoshi, Toshiyuki)
3. ICT Education in Senior High Schools, (Kuroda, Takashi) 4. ICT Education in Foreign Countries. (Kihara, Toshiyuki)
5. The Children's Attitudes for Media- from the aspect of comparison of foreign countries. (Ikuta, Takashi)
6. Multi-media Education in usually life. (Okada, Tomoyuki) 7. Collaborative Learning by TV Programs with Internet. (Kurokami, Haruo)
8. The Future of Distance Edueation. (Kubota, Keniehi) 9. Foreign Language Education with Multimedia, (Takeuchi, Osamu)

We have cooperative research system with the pilot elementary schools (attaced e.s. to Naruto uni.of education, Kyoto city Goshominami e.s., attached e.s. to Jouetu uni. of education, Oosaka citv Nishiawaji e.s. and so on.) and junior-high schools (atached j.h.s. to Naruto uni. of education, and so on.) studied on curriculum development of integrated Study. We selected and arranged "Self-directed and cooperative problem-solving skill" by the theoretical/practical reports about learning skills and business skills, observation of the instructions and interviews to teachers at the pilot schools. And, we tried to develop the strategies to bring up children's "Self-directed and cooperative problem-solving skill".
The main results are as follows.
(1) We could develop, evaluate and improve the units embeded the activities that children must/want use "Self-directed and cooperative problem-solving skill" by reporting and analying the instructions and children's learning activities and worksheets. We found out the several strategies to bring up these skills. 1) To bring up self-directed and cooperative problem-arranging skill by using "label sheets" and "KJ method". 2) To bring up self-directed and cooperative theme-setting skill by using "webbing method". 3) To bring up mutual and self-evaluating skill by "advice card". 4) To bring up presentation skill by making home-page. 5) To bring up self-reporting skill about the individualized learning and reflecting skill on self-learning process by "portfolio method".
(2) We could find out that it was necessary arrangment of the learning circumstances for children to learn self-directedly and cooperatively learning. Specially, it was necesary "devices opened to children" and "devices to promote mutual exchanging of informations and advices" for children to learn integrated study.
(3) It is necessary to make clear the relationship of integrated study and subject study about skills, and the systematization of "Self-directed and cooperative problem-solving skill" through the elementary school level to the junior-high school level.

This research aimed at clarifying the process of multimedia production by junior high school students who made CD-ROMs and Internet homepages for a different generation such as kindergarten children. It also aimed at developing and evaluating a project-based curriculum supporting multimedia production by students in ICT education. The findings are as follows :
1.Real audiences such as kindergarten teachers were effective in making student producers realize how to make an effective multimedia title.
2.Reproduction cycle of multimedia production was effective in making student producers realize the real attributes of target uses such as kindergarten children.
3.Project-based curriculum was effective in arranging a aide variety of activities necessary for multimedia production.

We have cooperative research system with the pilot elementary schools (Tokushima pref. Kirai j.s., Kyoto city Goshominami e.s., attached e.s. to Jouetu uni. of education, Yokohama city Hie e.s. and so on.) and junior-high schools (atached j.h.s. to Naruto uni. of education, atached j.h.s. to Fukuoka uni. of education, and so on.) studied on curriculum development of integrated learning. We researhed on interactions teachers' team-working and curriculum development of integrated learning, preparing emvironments to learn, instractions, learning evaluations, cooperation with comunities and homes by interviews to teachers and analizing reports about their instractions.
The main results are as follows.
(1) We could find out many types about curriculum development of integrated learning by same grade teachers' team-working. 1) Taking team-teaching at all processes, 2) Taking team-teaching partially, 3) Preparing selectable courses for pupils and taking the several parts, 4) Taking same theme bit differrent approches between classes, 5) Taking differrent theme and differrent approches between classes. We can find out difference between schools about the decidion-making of purposes and contents, activities of curriculum development of integrated learning, valances of eqaulity and originality between classes, concrete practical problems.
(2) We could find out common problems about curriculum development of integrated learning It is a valance of eqaulity and originality, continuality of school curriculum in a school and between the differrent grades and each classes. 1) Curriculum structure from many integrated learning types, 2) Systematization of learning contents and abilities, 3) Making same approach model to make learning unit, 4) Reports of each learners' learning outcomes and formative self-evaluation by learners, and so on.
(3) It is necessary to make clear the relationship that how the teachers coming from another schools and young teacher understand the each paticlar school curriculum, and different types of team-working.

(1) Comparative of teaching-learning strategies and lesson plan in the field of the optional subject at the junior high school level.
(2) Observational analysis for the open system in elementary school, from the points of view space utilization, and multi media buck up system.
(3) Experimental study of the cognitive CAL program for elementary arithmetic.
(4) Experimental study of the Road Safety Education for the 4th grade, mainly, lesson plan making and media package developing.

本研究では、はがき新聞という内面的心情の可視化ツールを用いて、児童生徒が記述した文章を長期的・継続的に見取り、子どもの道徳性を育てる学習方法を、小中学校での具体例の分析によって開発することを目的とした。はがき新聞は、はがきサイズで100字から200字程度で調べたことや考えたことを要約して書ける表現ツールである。これを授業後に道徳科の学習のまとめとして児童生徒に書いてもらい、道徳ポートフォリオとして蓄積することで、子どもの道徳性を育てるツールとして用いる方法を開発した。これにより、道徳科の目標である「物事を多面的・多角的に考える」ことや「自己の生き方についての考えを深める」ことを示す記述が増えた。

　本研究は、今日の高度情報通信社会の影の側面である四大ネット危機（ネットいじめ、ネット詐欺、ネット依存、ネット誘引）による犯罪や被害から子どもを守るための教育であるネット安全教育を学校において実践するために必要な、中等教育段階を対象とした教授法のあり方を調査しその特徴を明確化することを目的とした。研究対象とする授業科目は、高等学校における情報科である。　そのために、大阪府内の２つの高等学校における情報科の授業の中で、ネット危機をテーマにしたネット安全教育を実施してもらい、その記録を分析することを通して、実践の特徴を明確化した。　具体的には、以下の実施条件を上記科目での授業実践を通して実証的に明らかにした。①単元指導計画　５時間構成の単元指導計画を、教育目標と評価規準、ネット犯罪とネット被害の理解、ネットの安全利用の方法の解説、参加型ワークショップの実習、デジタルコンテンツの視聴と討論、発表作品の作成という６分野から構成した。②ネット危機理解用デジタルコンテンツ　高等学校の生徒の発達段階に応じて、４つのネット危機の特徴を理解させる、イギリスで作成されたビデオ教材を使用して、安全なネット利用の方法を分析できるようにした。③参加型ワークショップ活動　学校で生徒に体験させる参加型ワークショップ（ドラマ等）を、授業内で実施した。④ワークシート集　生徒が授業中に記入する各種のワークシート（映像分析用、ワークショップ準備用、発表作品計画用等）を作成し、授業で用いた。　なお、上記で作成した教授法パッケージは、本研究の研究協力校の教員から評価を受け、そのフィードバック情報を元に、パッケージの改善を行い、より実践的・実用的な教授法の解明に生かすことができた。また、上記の実証研究の理論的基盤を形成するために、イギリスとアメリカの学術書及び政府刊行物等の文献研究を同時に実施した。　今後の課題は、ネットいじめやネット依存以外のネット危機を題材としたネット安全教育における教授法の開発を行うことである。

　本研究では、学級の児童生徒が「学級力アンケート」と呼ぶ調査を主体的に実施し、その結果をレーダーチャート形式で可視化して表現する「レーダーチャート作成ソフト」を活用して、総合的な学習の時間において、「学級力向上プロジェクト」に取り組むことを通して自律的に学級力を向上させるためのプロジェクト教授法を開発した。　本研究において開発したのは、１）「学級力アンケート」調査用紙、２）学級力を視覚的に表示するためのエクセルを用いた「レーダーチャート作成ソフト」、そして３）総合的な学習の時間における単元「学級力向上プロジェクト（全１５時間）」を実施するための教授法の３点である。これらを総合して、本研究では、「学級力セルフ・アセスメントシステム」と呼ぶことにした。　具体的には、まず、「学級力アンケート」については、質問項目の見直しと精選による尺度の再構成と標準化を、全国の小中学校５０校での調査によって統計的に実施した。次に、「レーダーチャート作成ソフト」については、カラー化、エクセルによるマクロ・プログラミングの高度化、複数チャートの重ね合わせ機能の付加、リンクボタンの配置による領域別平均値と棒グラフの重ね合わせ表示機能の追加等を行った。さらに、「プロジェクト教授法」については、堺市立浜寺小学校及び新潟大学教育学部附属新潟小学校、福山市立向丘中学校、茨城大学附属中学校等の協力を得て、具体的な単元モデル・指導法・ワークシート教材・評価規準の開発を行い、「学級力向上プロジェクト実践マニュアル」（DVD付き）として完成させた。このDVDの中には、モデル授業のビデオ記録や各学年別アンケート用紙、レーダーチャート作成ソフト、授業評価シート等を含めた。　今後の研究課題としては、今年度開発した本実践マニュアルを、実際の学校や教育委員会での教員研修で活用し、その応用可能性について検証するとともに、フィードバック情報を得て、改善を行いたい。

１．研究の目的　本研究は、児童生徒を対象としたネット安全教育のための単元を開発し、さらに指導過程で用いる効果的な指導法及び教材の開発を行うことを目的とする。２．研究の方法①　イギリスにおけるネット安全教育の動向に関する資料を積極的に収集し、その分析を通して、わが国のネット安全教育の実践に対する指針を得る。②　２つの単元プラン、「ネットいじめを防止する」、「ネット依存症にならないために」、を作成して、それぞれの指導案を作成する。③　それぞれの指導案で活用する教材を収集、または、新たに開発して、それを実際の授業を通してその効果をアンケート調査により検証する。④　授業において用いる多様な参加型アクティビティーを構想して、それを実際の授業を通してその効果をアンケート調査により検証する。３．研究成果①　イギリスのネット安全教育の理論を参考にして開発したネット安全教育のカリキュラムプランに基づいて、２つの単元プランと関連教材を作成した。題材は、ネットいじめとネット依存をテーマにしたもので、高校生を対象にした。それぞれに、８時間程度の小単元構成として、校内ポスターの制作とプレゼンテーション、夏休み中のケータイ依存減少プロジェクトの実施と反省といった参加型アクティビティーを取り入れた。②　大阪府内の２つの高等学校で、それぞれ１つの単元プランを実践して、その効果をアンケート調査で明らかにした。研究授業は、高等学校教科「情報」の中で行われた。アンケート結果からは、１）参加型アクティビティーについては生徒の学習意欲が高まること、２）視聴覚教材についての評価が高いこと、３）ネット依存（ケータイ依存）については、単元修了後に一度依存傾向が減少するが、その後１ヶ月程度で学習前の状態（メールの総受信数等を指標として用いた）に戻ってしまうこと、等が明らかになった。このような知見を活かして、今後単元プランの改善と新たな教育実践を行いたい。