No abstract

This study involved a 5-month investigation of Japanese input skills by keyboard of elementary school children learning with 1:1 devices for the first time. Participants were from two classes of elementary schools. The Class X was 4 th grade, and the Class Y was 6 th grade. The input speed improved in 3 rd , 4 th , and 5 th months compared to 2 nd month after the start of utilization. The input speed while copying by looking at the text increased as the months went by. However, the results suggest that the speed of input while thinking by reading the text does not necessarily improve in the same way. We divided the survey results into two groups based on input speed by keyboard. In the upper group, 6 th graders were higher than 4 th graders, although there was no significant difference. In the lower group, 6 th graders were significantly lower than 4 th graders in 3 rd , 4 th , and 5 th months. Therefore, it is necessary to pay particular attention to supporting the acquisition of Japanese input skills by keyboard, especially for children in the lower group.

The present study investigated the efficacy of the UWC ISAK Japan summer school on nurturing social-emotional competencies among junior high school students, considering the influence of participants' personal characteristics. A pre-questionnaire on subpopulations and personality traits, and pre-and post-questionnaires on social-emotional competencies were conducted. Valid responses from 47 participants were analyzed. The results indicated that the UWC ISAK Japan summer school had significant effects regarding nurturing social-emotional competencies. In addition, positive correlations were found between changes in socialemotional competencies and students with low levels of agreeableness and openness, and between changes in social-emotional competencies and students who are Japanese nationals and foreign residents in Japan. This indicates that participants' personality traits work as a moderator which influences the effects of the program.

This study designed and evaluated a project-based learning (PjBL) technique that promotes the social construction of knowledge by overcoming dissonance using G Suite for Education. The core aspects of the design include controlling the discussion process by setting a task with the same directionality in terms of its solution while including two conflicting positions and using a synchronous system to provide real-time feedback from a teacher to control the discussion process. A four-part model of PjBL was presented to overcome dissonance. To evaluate the effects of this model, PjBL lessons were conducted with high-school students in which the topic led them to consider ideas to support people living in shelters for 3 months following an earthquake. Consequently, the effects of the core aspects of the design were partially confirmed.