Authorship：Lead author   Language：Japanese   Publishing type：Research paper (bulletin of university, research institution)   Publisher：Integrated Center for Clinical and Educational Practices, Faculty of Education, University of Yamanashi  

This paper analyzes trends in instructional practices in the “Data Utilization” domain of the high school common subject “Informatics” based on presentations at the National Conferences of Zenkojoken. It identifies a marked increase in related presentations and classifies them into four categories: basic learning of data, problem solving using data analysis, introduction of data science and statistical methods, and improvement of data visualization and presentation skills. The paper also discusses their educational significance and points out issues related to teacher expertise, teaching material development, and ICT infrastructure, while proposing the enhancement of teacher training and collaboration with other subjects.

File： 20241108【稲垣俊介】高等学校共通教科「情報」における「データの活用」分野の授業実践の傾向分析（センター紀要）.pdf

DOI： 10.34429/0002000602

Authorship：Lead author   Language：Japanese   Publishing type：Research paper (bulletin of university, research institution)   Publisher：Faculty of Education, University of Yamanashi  

This study aimed to foster high school first-year students’ ability to think proactively about the roles they should play in future society by incorporating the concept of Society 5.0 into Informatics I classes. Across three lessons, students were asked to imagine themselves at age 30 and to make their future selves concrete through presentations, thereby re-evaluating the importance of information technology in contemporary society. The results suggested that students developed a deeper understanding of the impact of information technology on society and occupations, and that their awareness of career choice and their own future images improved. The study highlights the significance of educational practice that supports students’ future-oriented learning in information education and cultivates “creators of a sustainable society” required in the age of Society 5.0.

File： 24330418_35_161-171.pdf

Authorship：Lead author   Language：Japanese   Publishing type：(MISC) Introduction and explanation (scientific journal)   Publisher：Information Processing Society of Japan（IPSJ）  

This paper reports on the objectives, activities, and future prospects of the "Yamanashi Information Education Promotion Office," led by the University of Yamanashi. This project, which promotes information education with a regional foundation and a global perspective, aims to establish an advanced ICT educational environment in response to the GIGA School Initiative and the introduction of "Informatics I" in the university entrance examinations. The "Yamanashi Method," developed by the Promotion Office, offers a curriculum that fosters problem-solving skills for local issues through a cohesive ICT education framework spanning elementary, junior high, and high schools.
Additionally, the initiative advances efforts to strengthen teachers' instructional skills and institutionalize ICT education through activities such as teacher certification courses, teacher training programs, ICT support student activities, and forums. These efforts are being implemented in collaboration with the local community, with the ultimate goal of expanding to educational settings nationwide. The activities of the Yamanashi Informatics Education Promotion Office contribute to realizing a forward-looking educational model born from cooperation between the local community and educational institutions. This paper presents the practical implementations and challenges of these efforts.

File： IPSJ-MGN660105.pdf

DOI： 10.20729/00241667

Authorship：Lead author   Language：Japanese   Publishing type：(MISC) Introduction and explanation (scientific journal)   Publisher：Information Processing Society of Japan（IPSJ）  

On March 24, 2023, Hiroshima City University held a briefing session titled "Release and Explanation of Mock Exam Questions for Informatics (Informatics I)" and published the mock questions. In the individual academic ability test for the general selection (second round) of the Faculty of Information Sciences, scheduled for the 2024 academic year (Reiwa 6), "Informatics (Informatics I)" will be included. The university's website states that they aim to allow high school students who love "Informatics" to fully demonstrate the results of their learning in the entrance examination.
We hope this article will be useful for students planning to take the "Informatics" exam and for teachers providing guidance. This time, we will provide explanations for Questions 2 and 4 of Mock Exam A. Question 2 corresponds to the "Data Utilization" domain, and Question 4 pertains to the "Information Communication Networks" domain.

File： IPSJ-O-MGN660109.pdf

DOI： 10.20729/00241675

Authorship：Lead author   Language：Japanese   Publishing type：(MISC) Introduction and explanation (scientific journal)   Publisher：(Public Interest Foundation) Information Reseach Center for Learning  

In this study, we examined the impact of the number of characters in reflections on students' learning outcomes in the "Programming" and "Data Utilization" areas of the "Information I" section of the National Center Test for University Admissions. Students were required to submit reflections online for each class, and the amount of writing was compared with their test scores. As a result, we confirmed that students who submitted more characters in their reflections tended to earn higher scores. These results suggest that by utilizing reflections, we can expect to deepen students' understanding of the learning content and improve their problem-solving skills.

Authorship：Lead author   Language：Japanese   Publishing type：Research paper (scientific journal)   Publisher：Information Processing Society of Japan  

This study proposed a curriculum and lesson content aligned with the “Programming” domain of Informatics I in the Common Test for University Admissions and examined their effectiveness. The evaluation analyzed students’ performance on the prototype test and the word counts of the reflections they submitted after each lesson. The results showed a moderate positive correlation between reflection length and test scores, with students who engaged more actively in reflection tending to achieve higher scores. Comparisons by teaching style further indicated that the “Instructor-led” style produced longer reflections, whereas peer teaching and video-based learning were effective in the “Self-study” style. Students’ perceptions of enjoyment and difficulty also influenced learning outcomes, suggesting that teaching style, instructional materials, and the use of reflection play important roles in students’ achievement.

File： IPSJ-SSS2024010.pdf

Other Link： http://id.nii.ac.jp/1001/00237741/

Authorship：Lead author   Language：Japanese   Publishing type：(MISC) Introduction and explanation (scientific journal)   Publisher：Information Processing Society of Japan  

File： IPSJ-MGN650803.pdf

Authorship：Lead author   Language：Japanese   Publishing type：(MISC) Introduction and explanation (scientific journal)   Publisher：Information Processing Society of Japan  

File： IPSJ-MGN650306.pdf

Authorship：Lead author   Language：Japanese   Publishing type：(MISC) Introduction and explanation (scientific journal)   Publisher：Information Processing Society of Japan  

File： IPSJ-O-MGN650204.pdf

Authorship：Lead author   Language：Japanese   Publishing type：Research paper (scientific journal)  

File： kenkyukai_20231105.pdf

Language：Japanese   Publishing type：(MISC) Introduction and explanation (scientific journal)  

Authorship：Lead author   Language：Japanese   Publishing type：(MISC) Introduction and explanation (scientific journal)   Publisher：情報処理学会  

Authorship：Lead author   Language：Japanese   Publishing type：(MISC) Introduction and explanation (scientific journal)   Publisher：Information Processing Society of Japan  

File： IPSJ-MGN641106.pdf

Authorship：Lead author   Language：Japanese   Publishing type：(MISC) Introduction and explanation (commerce magazine)   Publisher：実教出版  

File： jouhou57_5.pdf

Authorship：Lead author   Language：Japanese   Publishing type：(MISC) Introduction and explanation (commerce magazine)   Publisher：Educational Information Research Center  

This study aimed to bolster students’ academic performance and to investigate their awareness of smartphone use in detail through lessons centered on data utilization. The findings revealed a clear correlation between the length of students’ reflections and their scores on the practice problems. Notably, those who achieved the highest scores wrote more extensive reflections and proactively addressed issues surrounding smartphone use. This tendency suggests that composing in-depth reflections fosters a deeper understanding of the lesson content, contributing to higher scores on the practice problems while underscoring the importance of smartphone-use awareness. Nevertheless, further exploration is needed into such areas as detailed score ranges and actual smartphone usage patterns. Based on these results, it is recommended to reevaluate lesson curricula and content, with the ultimate goal of enhancing both students’ academic performance and their awareness of smartphone use.

Authorship：Lead author   Language：Japanese   Publishing type：Research paper (research society, symposium materials, etc.)   Publisher：Information Processing Society of Japan  

It has been decided that “Informatics I” will be included in the 2025 Common University Entrance Test, and the prototype questions released by the National Center include a substantial number of items in the area of “Data Application.” In response, this study proposed a curriculum and lesson content aligned with that domain and examined their effectiveness. The evaluation used students’ performance on the “Data Application” section of the prototype test and the number of words in the reflections they submitted after each class. The results showed that the 30 students who answered all questions correctly in that section wrote significantly longer reflections than the other students, suggesting that students who engaged actively in reflection may have acquired stronger academic ability to answer questions in the “Data Application” domain.

File： IPSJ-SSS2023009.pdf

Other Link： https://ipsj.ixsq.nii.ac.jp/records/227415

Language：Japanese   Publishing type：Research paper (scientific journal)   Publisher：Information Processing Society of Japan  

This paper summarizes empirical insights on entrance examination questions in school informatics based on the activities of the IPSJ Committee on Information Entrance Examinations. It examines past questions from “Informatics-related Basics,” prototype questions released by the National Center for University Entrance Examinations, and other relevant examples, discussing their relationship to learning objectives, the content of school informatics, assessment perspectives, and comparable situations in other subjects and countries. It argues that entrance examinations in informatics should emphasize thinking, judgment, and expression rather than questions that can be answered easily by simple recall.

Other Link： https://ipsj.ixsq.nii.ac.jp/records/227447

Authorship：Lead author   Language：Japanese   Publishing type：(MISC) Introduction and explanation (scientific journal)  

File： IPSJ-O-MGN640505.pdf

Authorship：Lead author   Language：Japanese   Publishing type：(MISC) Introduction and explanation (scientific journal)  

Authorship：Lead author   Language：Japanese   Publishing type：(MISC) Introduction and explanation (commerce magazine)   Publisher：ベネッセコーポレーション学校カンパニーView next編集部  

File： VIEWnext_Kou_2022_10_P40-43_jugyo_01.pdf

Authorship：Lead author   Language：Japanese   Publishing type：(MISC) Introduction and explanation (scientific journal)   Publisher：情報処理学会  

Authorship：Lead author   Language：Japanese   Publishing type：Doctoral Thesis   Publisher：Tohoku University  

This doctoral dissertation examined the psychological and behavioral characteristics related to internet addiction tendencies among high school students. In particular, it focused on interpersonal dependency needs, anthropophobic tendencies, and school life skills, and investigated how these characteristics were associated with internet addiction tendencies. The study also considered gender differences in internet addiction tendencies among high school students and discussed them in relation to communication- and school life-related psychological and behavioral traits.

File： 220325-Inagaki-775-1.pdf

Authorship：Lead author   Language：Japanese   Publishing type：Research paper (scientific journal)   Publisher：Information Reseach Center for Learning  

We investigated the differences between people with and without addictions to games, videos, and SNS using smartphones. People with game and video addictions spent significantly longer playing games and videos than non-addicts, but no significant difference was found in the amount of time people with and without SNS addiction spent. Unlike people with game and video addictions, people with SNS addictions were shown to be more concerned than non-addicts about whether their messages had been read or unread. This study suggests that people with game and video addictions and people with SNS addictions show different addiction tendencies.

Authorship：Lead author   Language：English   Publishing type：Research paper (scientific journal)   Publisher：International Institute of Applied Informatics  

This study developed and examined an educational practice designed to raise Japanese high school students’ awareness of their Internet use and Internet addiction tendencies, with the aim of preventing and alleviating Internet addiction. Based on the recognition that high school students tend to show stronger Internet addiction than other age groups, the study incorporated reflective learning activities within information ethics education and reported its methods, results, and implications. The paper positions this practice as an educational approach that can contribute to both the prevention and improvement of Internet addiction among high school students.

DOI： 10.52731/ijltle.v3.i1.546

Authorship：Lead author   Language：Japanese   Publishing type：Research paper (bulletin of university, research institution)   Publisher：Kokugakuin University Educational Studies Laboratory  

This paper reviewed research trends on “internet addiction” in Japan, focusing on school type (age group) and gender differences. An analysis of 187 related papers identified through CiNii and NDL-OPAC showed that 70 studies targeted university students, whereas only 25 targeted high school students, indicating that research on high school students has been relatively limited. In addition, 33 papers examined gender differences, suggesting that males and females may develop addiction tendencies through different patterns of internet use. The paper argues that future research on internet addiction should pay closer attention to both school type and gender differences.

CiNii Books

Authorship：Lead author   Language：Japanese   Publishing type：(MISC) Introduction and explanation (commerce magazine)  

Authorship：Lead author   Language：English   Publishing type：Research paper (international conference proceedings)   Publisher：Institute of Electrical and Electronics Engineers Inc.  

DOI： 10.1109/IIAI-AAI.2019.00053

Scopus

Authorship：Lead author   Language：Japanese   Publishing type：Research paper (research society, symposium materials, etc.)   Publisher：Japan Society for Educational Technology  

This study examined the relationship between anthrophobic tendencies and internet addiction tendencies among high school students using canonical correlation analysis. Significant associations were identified between multiple subscales of anthrophobic tendency and multiple subscales of internet addiction tendency, suggesting the importance of understanding internet addiction among high school students from a multivariate perspective that incorporates interpersonal psychological characteristics. Related canonical correlation results are also presented in the corresponding chapter of the doctoral dissertation.

CiNii Books

Authorship：Lead author   Language：Japanese   Publishing type：Research paper (research society, symposium materials, etc.)   Publisher：Japan Society for Educational Techology  

We investigated the influence of social phobia on Internet addiction tendencies in high school students. In this study, we conducted a multiple regression analysis using scores on the Social Phobia Scale (Horii and Ogawa 1996) as the explanatory variable and scores on the Internet Addiction Tendency Measurement Scale (Tsuruta et al. 2014) as the dependent variable. The results showed that high scores on the subscales of the Social Phobia Scale were associated with high scores on the subscales of the Internet Addiction Tendency Measurement Scale. Specifically, it was shown that "worrying about myself and others" was associated with "email anxiety," "excessive use" was associated with "not being able to control myself," and "face-to-face communication" was associated with "not being able to fit in with the group." Based on these findings, we considered how to provide guidance to prevent Internet addiction tendencies in high school students.

CiNii Books

Authorship：Lead author   Language：Japanese   Publishing type：(MISC) Introduction and explanation (commerce magazine)  

Authorship：Lead author   Language：Japanese   Publishing type：Research paper (scientific journal)   Publisher：Japan Society for Educational Technology  

This study examined the influence of interpersonal dependency needs on gender differences in Internet (hereafter referred to as "Net") use among high school students. Items related to Net use included the amount of time spent online and the content of that use, such as the number of LINE chats and groups, the number of Twitter tweets and accounts, the amount of time spent playing games, and the level of tendency toward Internet addiction, and examined the relationship between these and interpersonal dependency needs. Results showed a relationship between Internet use and interpersonal dependency needs for girls, but no particular relationship was found for boys. These findings suggest that qualitative differences between boys and girls in attitudes and ways of dealing with people they communicate with online may be linked to gender differences in Internet use and tendency toward Internet addiction among high school students.

File： 41_S41049.pdf

DOI： 10.15077/jjet.S41049

CiNii Books

Authorship：Lead author   Language：Japanese   Publishing type：(MISC) Introduction and explanation (commerce magazine)  

File： inet49-2.pdf

Authorship：Lead author   Language：Japanese   Publishing type：Research paper (scientific journal)   Publisher：Japan Society for Educational Technology  

We investigated the relationship between high school students' internet addiction tendencies and school life skills. We conducted a multiple population simultaneous analysis of a multiple regression model with subscale scores from the Internet Addiction Tendencies Scale (Tsuruta et al. 2014) as explanatory variables and the total score from the School Life Skills Scale (Iida et al. 2009) as the objective variable. We found that boys with high scores in "long-term use" and girls with high scores in "email anxiety" tended to have low school life skills scores. It was suggested that boys' use of the internet for purposes other than e-mail, and girls' communication via e-mail, have a negative impact on school life skills. Based on these findings, we considered how to provide guidance to high school students on their use of the internet and the prevention of addiction tendencies.

File： 40_S40064.pdf

DOI： 10.15077/jjet.S40064

CiNii Books

Authorship：Lead author   Language：Japanese   Publishing type：Research paper (research society, symposium materials, etc.)   Publisher：Japan Society for Educational Techology  

We investigated the relationship between high school students' actual internet usage, such as the amount of time they spend online, and their internet addiction tendencies and school life skills. A multiple regression analysis using factors such as time spent online, SNS, and gaming as explanatory variables and subscale scores from the Internet Addiction Tendencies Measurement Scale (Tsuruta et al. 2014) and School Life Skills Scale (Iida et al. 2009) as objective variables showed that time spent online has an impact on internet addiction tendencies and school life skills. Cluster analysis showed that boys spend more time playing games and girls spend more time on SNS, and this tendency was also examined.

CiNii Books

Language：Japanese   Publishing type：(MISC) Introduction and explanation (commerce magazine)  

Authorship：Lead author   Language：Japanese   Publishing type：(MISC) Introduction and explanation (commerce magazine)   Publisher：学習ソフトウェア情報研究センター  

CiNii Books

Language：Japanese   Publishing type：(MISC) Introduction and explanation (commerce magazine)  

Authorship：Lead author   Language：Japanese   Publishing type：Research paper (research society, symposium materials, etc.)   Publisher：Japan Society for Educational Techology  

This study examined the relationship between high school students' internet addiction tendencies and school life skills. A multiple regression analysis was conducted using subscale scores from the Internet Addiction Tendencies Scale (Tsuruta et al. 2014) as explanatory variables and five subscale scores from the School Life Skills Scale (Iida et al. 2009) as dependent variables. The results showed that high scores for "long-term use" in boys and high scores for "email anxiety" in girls were associated with low scores on each subscale of school life skills, suggesting that the anxiety associated with long-term internet use in boys and email communication in girls have a negative impact on school life skills. Based on these findings, the study considered how to provide guidance to high school students regarding their use of the internet and the prevention of addiction tendencies.

CiNii Books

Language：Japanese   Publishing type：(MISC) Introduction and explanation (commerce magazine)  

Language：Japanese   Publishing type：(MISC) Introduction and explanation (commerce magazine)  

Language：Japanese   Publishing type：(MISC) Introduction and explanation (commerce magazine)   Publisher：日本視聴覚教育協会  

CiNii Books

Authorship：Lead author   Language：Japanese   Publishing type：Research paper (research society, symposium materials, etc.)   Publisher：Japan Society for Educational Technology  

Using the Internet Addiction Tendency Measurement Scale and the School Life Skills Scale, we investigated and analyzed the relationship between high school students' Internet use tendencies and school life skills. Factor analysis using the Internet Addiction Tendency Measurement Scale resulted in a three-factor structure. Cluster analysis was performed using each factor score to classify students into three groups. As a result, one of the three groups was considered to have a tendency toward Internet addiction. It was confirmed that the students in this group had significantly lower average scores on four of the five school life skills subscales compared to the other two groups.

CiNii Books

Authorship：Lead author   Language：Japanese   Publishing type：Research paper (research society, symposium materials, etc.)   Publisher：Japan Society for Educational Techology  

We investigated the relationship between social skills and a sense of school adaptation in high school students. The purpose of this study was to verify through a survey that students with better social skills are less likely to have problems adapting to school, while students who lack social skills are more likely to have problems adapting to school. A cluster analysis was performed using the social skills scale to classify students into high, middle, and low groups. This classification was then related to a sense of school adaptation. Students with high social skills had a strong sense of adapting to school. We surmised that students who have high social skills and who also feel a high sense of school adaptation will be able to demonstrate their high social skills and be active in the private network world outside of school, feeling a sense of adaptation.

CiNii Books

Authorship：Lead author   Language：Japanese   Publishing type：Research paper (research society, symposium materials, etc.)   Publisher：Japan Society for Educational Techology  

We investigated whether study activities with friends and practical ability to use information have an impact on the academic ability required for university entrance exams. The learning environment of high school students is also changing with the information society. This change has also affected the style of classes, and many reports have been made of classes that focus on student discussions, such as active learning, rather than the one-way classroom style where the teacher unilaterally transmits knowledge. In order to adapt to such changes in the learning environment, students must have a high level of practical ability to use information and be able to smoothly carry out study activities with friends. So, we investigated whether the academic ability of high school students that is said to be the current situation, that is, students who have high academic scores corresponding to university entrance exams, are also high in the above abilities. Specifically, we used a scale of practical ability to use information and a scale of study activities with friends to examine the correlation with the results of mock exams conducted by a company.

CiNii Books

Authorship：Lead author   Language：Japanese   Publishing type：Research paper (research society, symposium materials, etc.)   Publisher：Japan Society for Educational Techology  

Information ethics education begins in elementary school and is implemented in junior high and high schools, as well as universities. However, it cannot be said that awareness of information ethics is being effectively raised. Problematic behavior caused by a lack of awareness of information ethics among minors continues to occur and is often reported in the media. In high schools, information ethics education is often implemented as a general subject in information studies. There is a need to implement education that not only provides knowledge through information, but also effectively raises awareness of morality. This article describes the practice and observations of such a class.

CiNii Books

Authorship：Lead author   Language：Japanese   Publishing type：Research paper (research society, symposium materials, etc.)   Publisher：Japan Society for Educational Techology  

The purpose of this study is to confirm whether scores increase when social skills training (SST) is incorporated into general subject "information" classes for high school students, and to examine methods for confirming this.
The assessment used KiSS-18, a questionnaire method. In order to confirm from the results obtained from KiSS-18 that scores had increased as a result of the SST implemented by the author, the KiSS-18 scores of a group that implemented SST at the start and end of class were compared with those of a group that did not. Furthermore, the instructors evaluated the students using KiSS-18, and the difference between their self-evaluations and the instructors' evaluations of others was confirmed, verifying the usefulness of surveys using questionnaire methods.

CiNii Books

Authorship：Lead author   Language：Japanese   Publishing type：Research paper (research society, symposium materials, etc.)   Publisher：Japan Society for Educational Techology  

The purpose of this study was to confirm whether the scores of high school students increased when social skills training (hereinafter referred to as SST) was incorporated into their general subject "Information" classes. The assessment used the KiSS-18, a questionnaire method. A factor analysis of the results obtained from the KiSS-18 confirmed three factors. In order to confirm that these skill scores had increased as a result of the SST implemented by the author, the KiSS-18 scores of a group that implemented SST at the start and end of class and a group that did not were compared.

CiNii Books

Authorship：Lead author   Language：Japanese   Publishing type：Master Thesis  

本研究の目的は2つある。第1は高校生にソーシャルスキルトレーニング（以下SST）をすることにより、その得点が上昇しているかの確認をする。第2にそのアセスメントを実施したときに質問紙法で適切にはかることができているかの検討である。
第1の目的を確認するために使用したアセスメントは質問紙法の1つであるKiSS-18である。KiSS-18により得られた結果について因子分析をした結果、「コミュニケーションスキル」，「問題解決スキル」，「トラブル処理スキル」という3つの因子が確認できた。それらのスキル得点が筆者の実施したSSTにより上昇することができたかを確認した。授業開始時に、SSTを実施するグループと実施しないグループのKiSS-18の得点を比較した。各下位尺度得点についてt検定を行ったところ、すべてのスキルにおいてSSTを実施したグループとしていないグループの得点差は有意ではなかったが、授業終了日のアセスメントでは、すべてのスキルにおいて得点差は有意であった。よって、筆者の実施したSSTに効果があると質問紙法の結果では現れた。
しかし、この結果は生徒自身の質問紙法による調査のみで判断したものである。これでは、生徒の性格等により得点のつけ方が違う可能性がある。よって、本研究の第2の目的である生徒の質問紙法のみで調査が適切にできているかを検討した。
方法はKiSS-18を使って、すべての生徒を教員側からアセスメントをした(他者評価)。さらに学習に対する自己評価をさせた。この2つのアセスメントから、他者評価が高く自己評価の低い者、また他者評価は低いが自己評価の高い者など、特徴的な得点を持つ生徒を抽出した。そして、これらの特徴的な得点を持つ生徒を観察した。観察方法はSSTの様子をビデオで確認し、どういった行動をしているかを調査するものとした。すると、自己評価が低くとも、スキルを発揮した行動がとれる者も、その逆の者もいた。
以上より本研究では、従来の研究で指摘されていた質問紙法の問題点を、ソーシャルスキルのアセスメントをする際に、質問紙法のみでは、特徴的な得点を持つ生徒までははかることができないという知見を、他者評価や自己評価という実証データによってさらに確証付けることができた。
今後は質問紙の項目に自己評価をどの程度しているかを判断できる項目を入れるなどして、工夫することや、さらに質問紙法だけで判断するのではなく、観察法なども併用して評価をすることが必要である。今後はどういった方法でSSTのアセスメントを実施することが、学校現場で最適に行うことが望ましいかを検討することが期待される。

Language：Japanese  

This mobile learning app is designed for high school students to study Informatics I through short videos and review questions. It provides 3- to 5-minute instructional videos by a practicing high school teacher and unit-based exercises that support efficient study in short periods of time. The content is aligned with widely used high school Informatics I textbooks in Japan, is available without advertisements, and was developed under the supervision of Shunsuke Inagaki.

Total pages：236   Language：Japanese   Book type：General book, introductory book for general audience

This book is a study guide for the Common University Entrance Test “Informatics I.” It is designed to help learners develop problem-solving skills through case studies that allow them to follow the process of solving problems. Covering all four units of Informatics I, it places particular emphasis on programming and data utilization, and includes practice questions to support preparation for the examination.

CiNii Books

Language：Japanese   Book type：General book, introductory book for general audience

Starting in January 2025, the subject "Information I" will be added to the Common Test. Practicing past exam questions is extremely important in preparing for the Common Test, but the newly introduced subject "Information I" does not yet have any past exam questions. This book contains three mock exam questions and the prototype questions published by the National Center for University Entrance Examinations on November 9, 2022. By using the mock exam questions and prototype questions instead of past exam questions, you can effectively prepare for the exam.

Total pages：128   Language：Japanese   Book type：General book, introductory book for general audience

This book is a practice workbook for preparation for the Common University Entrance Test “Informatics I.” It includes section-based exercises covering the broad content of Informatics I, pattern-based exercises organized by question style such as dialogue-format items, and two sets of practical test problems in a format close to the actual examination. A separate answer booklet provides detailed explanations to support self-study. Shunsuke Inagaki contributed to Part 1, “Problem Solving in the Information Society.”

Total pages：192   Language：Japanese  

Honsho ni wa, gakushū-sha ga shikō sakugo o kasanenagara manaberu yō ni hairyo sa reta samazamana erā ga keisai sa rete ori, sorera no gen'in to taisho-hō ga kuwashiku kaisetsu sa rete imasu. Erā wa kiso reberu kara hajimari, jojo ni kōdona naiyō e to shinten shimasu. Honsho o tsukatte puroguramingu o manabu koto de, dokusha wa shikō-ryoku o sodateru koto ga ōini kitai dekimasu. Daigaku nyūgaku kyōtsū tesuto de shutsudai sa re ru puroguramingu mondai wa, shikō-ryoku o tamesu mondai ni naru to yosō sa remasu. Ko no tame, shikō-ryoku o takameru tame no gakushū to shite honsho ga yakudatsude shou. `Kaisetsu' yori さらに表示 227 / 5,000 This book contains a variety of errors that have been designed to allow students to learn through trial and error, with detailed explanations of their causes and how to deal with them. The errors start at a basic level and progress gradually to more advanced content. By using this book to learn programming, readers can expect to develop their thinking skills. It is expected that the programming questions asked in the Common University Entrance Examination will test students' thinking skills. For this reason, this book will be useful as a study tool to improve these skills. From the "Explanation"

CiNii Books

ASIN

Total pages：288   Language：Japanese   Book type：General book, introductory book for general audience

This book is a study guide for the Common University Entrance Test “Informatics I.” Based on an analysis of all 13 authorized textbooks and publicly available materials, it organizes the key topics likely to appear on the test and explains them in a conversational style. It also provides supplementary learning resources such as videos, audio materials, and Web applications, including explanations of the programming notation used in the Common Test, so that students can continue studying without losing motivation.

CiNii Books

ASIN

Other Link： https://book.impress.co.jp/books/1122101163

Total pages：288   Language：Japanese   Book type：General book, introductory book for general audience

This workbook is designed to help students prepare for the Common University Entrance Test “Informatics I” through step-by-step learning from basic knowledge to practical examination-level problems. STEP 1 covers fill-in-the-blank terminology and short questions, STEP 2 provides key themes with examples, points, explanations, and related exercises, and STEP 3 offers original Common Test-style problems. It also includes confirmation tests and downloadable supplementary materials for high school students, especially those in Grades 11 and 12.

Total pages：58   Responsible for pages：20-23   Language：Japanese   Book type：General book, introductory book for general audience

ASIN

Language：Japanese  

Language：Japanese   Book type：General book, introductory book for general audience

ASIN

Total pages：冊   Language：Japanese  

CiNii Books

Total pages：119, 8p   Language：Japanese  

The "Illustrated Edition" is a compilation of explanations using diagrams. The "Practical Edition" is a compilation of practical exercises with specific steps and worksheets. These two textbooks have been compiled in a book-in-book format. The textbooks used are clearly separated depending on the type of lesson, so students can immediately understand "what time it is to do now."

CiNii Books

ASIN

Total pages：241p   Language：Japanese  

◎The well-received "Teacher Training Seminar" has been revived as a bible for those taking the teacher training course! ・The contents and volume structure are perfect for studying and preparing reports for those taking the teacher training course ・The first collaboration project between faculty from Tsukuba University and Hiroshima University, which are leading educational research, especially teacher training research, in Japan, approaches the forefront of this field ・All volumes are composed of questions (Q) and answers (A) that cultivate thinking and application skills We are confident that this book will be a study text for students who aspire to be teachers, as well as a step-up book for all those involved in education, such as teachers who actually teach children at school, and school leaders who are in a position to guide teachers.

CiNii Books

Total pages：530   Language：Japanese  

CiNii Books

ASIN

Language：Japanese   Book type：General book, introductory book for general audience

We investigated the differences between people with and without addictions to games, videos, and SNS using smartphones. People with game and video addictions spent significantly longer playing games and videos than non-addicts, but no significant difference was found in the amount of time people with and without SNS addiction spent. Unlike people with game and video addictions, people with SNS addictions were shown to be more concerned than non-addicts about whether their messages had been read or unread. This study suggests that people with game and video addictions and people with SNS addictions show different addiction tendencies.

ASIN

Language：Japanese  

Total pages：95p   Language：Japanese  

CiNii Books

Language：Japanese  

Language：Japanese  

Language：Japanese  

Language：Japanese  

Language：Japanese   Book type：General book, introductory book for general audience

高校生のインターネット(以下，ネット)利用やインターネット依存 (以下，ネット依存)傾向と対人関係について調査をした．その結果，ネットでコミュニケーションを取る相手への態度や向き合い方に男女間で質的な違いがみられた．

Language：Japanese   Book type：Report

Language：Japanese  

Total pages：95p   Language：Japanese  

CiNii Books

Total pages：171, 図版22p   Language：Japanese  

CiNii Books

Total pages：冊   Language：Japanese  

CiNii Books

Language：Japanese   Book type：Report

Language：Japanese  

CiNii Books

Language：Japanese  

Language：Japanese   Book type：General book, introductory book for general audience

Language：Japanese  

Language：Japanese   Book type：General book, introductory book for general audience

Language：Japanese  

Language：Japanese   Book type：General book, introductory book for general audience

★児童・生徒のネット依存が社会問題として対策が急がれる中、依存を「コンテンツ依存」「つながり依存」に分類し、それぞれの特徴を考察し、なぜ依存するのかを検討した。さらに、家庭、学校での対応について提案した。 「コンテンツ依存」「つながり依存」それぞれの依存につながる要素は異なるが、どちらも、コンテンツやSNSを携帯し、常に確認できる状態が維持されることで依存傾向となっていくと考える。 ★多くの子どもたちは常にコンテンツやSNSを確認できる環境にいるからこそ、携帯情報端末を利用するべきではない「場所」「時間帯」そして「他者の事情」を考えさせ、その「場所」「時間帯」は人と違うことを認識し、他者には「他者の事情」があることを意識させていきたい。

Language：Japanese  

Language：Japanese   Book type：General book, introductory book for general audience

CiNii Books

Total pages：冊   Language：Japanese  

CiNii Books

Event date： 2025.8

Language：Japanese   Presentation type：Poster presentation  

Venue：Chiba Institute of Technology, Tsudanuma Campus   Country：Japan  

Based on a questionnaire recruited via social media and the association’s mailing lists, this talk compares high school informatics teachers’ and students’ expectations, concerns, and intentions to use generative AI. For example, teachers were asked whether they would like students to use generative AI in lessons and for homework, and students whether they wanted to be allowed to use it and intended to do so; differences and common ground between the two groups were examined. We also confirmed a tendency for prior usage and positive expectations to raise intention to use. With gratitude to all contributors, the session distills the findings into practical guidelines—including implications for lesson design—to support evidence-informed classroom implementation.

File： 20250819【全高情研】情報科教員と生徒における生成AIの活用意向の差異と合意点を探るver.2.pdf

Event date： 2025.7

Language：Japanese   Presentation type：Oral presentation(general)  

Venue：Musashino University, Ariake Campus.   Country：Japan  

Using a nationwide sample of 104 Japanese high school informatics teachers, we measured expectations, concerns, and personal usage frequency regarding generative AI, and examined determinants of intention to use and classroom adoption via multiple regression and logistic regression. The median expectation score was 3.8, clearly exceeding concerns at 2.9. Multiple regression showed that intention to use was explained by expectations (β=.51) and usage frequency (β=.26), with R²=.46. In logistic regression, only usage frequency directly predicted classroom adoption (OR=2.31, 95% CI 1.19-4.45); discriminative performance was good (AUC=.79). While limitations remain (e.g., concerns scale α=.44), the results suggest that hands-on training opportunities and operational guidelines equipped with copyright and personal-data checklists would promote adoption.

File： 20250704【JAEIS】生成AIの利用に対する高等学校情報科教員の意識と授業導入要因ver.2.pdf

Event date： 2025.7

Language：Japanese   Presentation type：Symposium workshop panel(nominated)  

Venue：Musashino University, Ariake Campus.   Country：Japan  

In the “Information” section of the Common Test for University Admissions administered in January 2025, many items assessed the competencies cultivated through “Proactive, Interactive, and Deep Learning” as emphasized in the Upper Secondary School Course of Study. In particular, numerous questions required not rote memorization but the quality of knowledge accompanied by deep understanding, as well as the application of acquired knowledge and skills to authentic situations—calling on examinees to demonstrate thinking, judgment, and expression. These trends indicate a direction for future informatics education.
This organized session and workshop will analyze patterns in the “Information” items on the Common Test and examine the competencies that should be developed in the informatics curriculum going forward. Together with participants, we will share concrete classroom cases, challenges, and avenues for improvement, and explore lesson designs and learning activities that cultivate these competencies, with the aim of providing practical takeaways for future lesson planning.

File： 20250704【JAEIS】稲垣俊介.pdf

Event date： 2025.1

Language：English   Presentation type：Oral presentation(general)  

Venue：Honolulu, Hawaii   Country：United States  

This study analyzes presentations from the past 17 national conferences of the National High School Information Education Research Association (Zenkojoken) to clarify trends in information education in Japan. Zenkojoken plays a crucial role in developing information education in Japanese high schools and serves as a platform for sharing educational practices and research. Recently, there has been increasing attention on integrating education and technology, particularly in data utilization.

A total of 487 presentations were analyzed and classified into five categories: "Problem Solving in the Information Society," "Communication and Information Design," "Computers and Programming," "Utilization of Information and Communication Networks and Data," and "Other." These categories are based on the new curriculum guidelines for "Informatics I," which reflects key skills required in the modern information society.

Of these, 81 presentations were related to "Utilization of Information and Communication Networks and Data," with the proportion increasing significantly in recent years. From one presentation in the first conference (2008) to 11 in the twelfth and 10 in the fifteenth, the growing focus on data analysis and data science in education is evident.

Data analysis education in Japan, especially in the "Informatics I" course, plays a key role in developing students' abilities to analyze and utilize data for problem-solving, which is essential in a data-driven society. This trend underscores the increasing focus on data literacy in IT education and provides insights into its development in Japan, offering a foundation for comparison with international trends.

File： 【IICE2025】Trends in Data Utilization in Japanese High School IT Education(Shunsuke Inagaki).pdf

Event date： 2025.1

Language：English   Presentation type：Oral presentation(general)  

Venue：Honolulu, Hawaii   Country：United States  

PICTOGRAMMING is an environment for integrated learning of communication, information design, and programming by designing a human-shaped pictogram and moving it with block-type programs. This tool works on a web browser with any network-connected PC, tablet, or smartphone, so it frees you from the problem of having to install an app or only working on certain models. This tool was developed at the Pictogram Research Institute of Aoyama Gakuin University. The authors experimentally taught elementary school students (10-12 years old) and junior high school students (13-15 years old) how to use PICTOGRAMMING in a simple way and how much content they could learn in about one hour. Through trial and error, the students autonomously mastered "sequential processing" and "iterative processing", which are basic elements of programming, and understood what kind of design can convey what meaning to others.
In this workshop, the authors will first give an overview of the experiment. Next, the participants will experience PICTOGRAMMING. Then, the authors will discuss with the participants the application of this tool and learning situations.

Event date： 2024.8

Language：Japanese   Presentation type：Oral presentation(general)  

Venue：Aichi Prefectural University   Country：Japan  

This study aims to investigate how teaching practices in programming education affect students' learning outcomes. We compared the learning outcomes of classes that adopted different teaching methods and evaluated the effect of each approach on improving academic achievement. In addition, we analyzed how specific teaching methods affect students. This presentation provides the field of programming education with useful insights for selecting effective teaching practices.

File： 2024_B2-4_inagaki.pdf

Language：Japanese   Presentation type：Oral presentation(general)  

Language：Japanese   Presentation type：Public discourse, seminar, tutorial, course, lecture and others  

Country：Japan  

File： 240106_seminar_joho_2024minatomirai.pdf

Language：Japanese   Presentation type：Symposium workshop panel(nominated)  

Language：Japanese   Presentation type：Public discourse, seminar, tutorial, course, lecture and others  

Country：Japan  

Language：Japanese   Presentation type：Public discourse, seminar, tutorial, course, lecture and others  

Country：Japan  

File： 20230904付8-9面（記事）.pdf

Language：Japanese   Presentation type：Oral presentation(general)  

Language：Japanese   Presentation type：Oral presentation(general)  

Language：Japanese   Presentation type：Symposium workshop panel(nominated)  

Language：Japanese   Presentation type：Oral presentation(general)  

Language：Japanese   Presentation type：Symposium workshop panel(nominated)  

Language：Japanese  

Language：Japanese  

Language：Japanese   Presentation type：Public discourse, seminar, tutorial, course, lecture and others  

File： 20190113[稲垣 俊介]「情報Ⅰ」を見据えた生徒に興味関心を持たせるデータ分析とメッセージアプリの情報モラルの実践　プレゼン用.pdf

Language：Japanese   Presentation type：Poster presentation  

Language：Japanese   Presentation type：Oral presentation(general)  

Language：Japanese   Presentation type：Oral presentation(general)  

Language：Japanese   Presentation type：Oral presentation(general)  

Language：Japanese   Presentation type：Oral presentation(general)  

Language：Japanese   Presentation type：Oral presentation(general)  

File： 20161119[稲垣俊介]レスポンス・アナライザを活用することで生徒が自分のネット依存傾向を検討する実践の報告.pdf

Language：Japanese   Presentation type：Oral presentation(general)  

Language：Japanese   Presentation type：Oral presentation(general)  

Language：Japanese   Presentation type：Oral presentation(general)  

Language：Japanese   Presentation type：Oral presentation(general)  

Language：Japanese  

Language：Japanese   Presentation type：Oral presentation(general)  

Language：Japanese   Presentation type：Oral presentation(general)  

Language：Japanese   Presentation type：Oral presentation(general)  

Language：Japanese   Presentation type：Oral presentation(general)  

Language：Japanese   Presentation type：Oral presentation(general)  

Audience： Teachers

Type：Lecture

Audience： Teachers

Type：Lecture

Audience： Teachers

文部科学省委託「高等学校DX加速化推進事業」における南関東・北陸ブロック取組実践発表会・研究協議会（NTT中央研修センター）にて、指導・助言者として招聘された。
実践発表2校への専門的フィードバック、文理横断型探究、情報Ⅱの指導計画、デジタルスペース整備、外部人材活用等の協議テーマにおいて、採択校の課題整理と改善方策に関する助言を行った。

Audience： Researchesrs

Type：Lecture

高等学校情報科の現状と本学における教員養成との接続について、高等学校での必履修科目「情報Ⅰ」の学びと大学入学共通テスト「情報Ⅰ」を切り口に報告しました。全国学力・学習状況調査で出題された小学校・中学校の国語の問題を例に、国語科と情報科との関連を示しつつ、言語能力と情報活用能力がすべての学習の基盤として位置付けられていること、「情報Ⅰ」が他教科とともにその育成を担っていることを確認しました。また、大学入学共通テスト「情報Ⅰ」の出題範囲と代表的な問題を紹介するとともに、生徒間で情報活用能力の格差が生じている現状を共有しました。本学に入学する学生のこれまでの学習環境の多様化を踏まえ、各教科や教育相談等の授業において情報活用能力の育成をどのように位置付けるかを、学部全体の課題として提起しました。アンケートでは、高校情報や共通テストの具体像を初めて把握できたことや、言語教育との接続をさらに深めたいとの声が寄せられました。

Audience： Teachers,　Researchesrs,　Company

日本証券業協会が設置した「資産形成教育に関する研究会」の委員として、学校教育における資産形成教育の現状把握と課題整理、教育課程・教科書・教材に関する検討、外部講師派遣等の活用方策、証券会社各社の教育実践との連携可能性などについて助言・意見交換を行っている。研究会での議論を通じて、金融経済教育推進機構（J-FLEC）等への働きかけを含む資産形成教育の一層の充実・発展に資する提言作成に貢献している。

Audience： High school students

Type：Lecture

Audience： Teachers,　Researchesrs

Type：Investigation, survey

Commissioned by the Center for General Education, Sojo University, I conducted item evaluation related to the Common Test for University Admissions “Informatics” in connection with a Grant-in-Aid-based project on improving item-writing and assessment competence of high school informatics teachers. I provided expert input on validity in assessment and item design in high school informatics education.

Audience： College students,　Teachers

Type：Lecture

Audience： Teachers

Type：Research consultation

文科省指定「リーディングDXスクール」事業の公開授業（中央小学校）を視察し、授業改善とICT活用に関する指導助言を行った。授業公開、協議、佐藤和紀准教授の講演を含む研修全体に参加し、大学側として実践内容の評価および連携可能性の検討を実施した。

Audience： High school students

Type：Seminar, workshop

文京学院大学・ソフトバンク共催のアプリ開発型アイデアソン（本郷キャンパス）において、審査委員を務めた。高校生・大学生混合チームによるFigmaを活用したプロトタイプの最終発表について、課題理解、独創性、プレゼンテーション、完成度の各観点から審査を行った。

Audience： Teachers,　Guardians,　Researchesrs,　General

Type：Lecture

Starting from Australia’s legislative move to ban social-media use for those under 16, this invited talk compared global age-based regulations—including the EU’s GDPR and various U.S., U.K., and Asian frameworks—to evaluate their impact on adolescent well-being and learning opportunities. Drawing on the latest empirical data, the session revisited the benefits and risks of SNS use, highlighted the technical limits of age-verification systems, and argued that blanket bans may suppress both harm and growth. For Japan, where every student has a GIGA-School device, I proposed a three-layer solution—targeted (spot) regulation, phased feature release matched to developmental stages, and continuous digital-literacy education. The model balances corporate accountability with learner agency, offering a roadmap for safer and more meaningful engagement with social media.

File： 20250608【CIEC】16歳未満のSNSの利用規制の是非と影響.pdf

Audience： High school students

Type：Lecture

Delivered a talk on career and academic pathway choices to students from Tokyo Metropolitan Chofu Minami High School during their visit to the University of Yamanashi.

Audience： Graduate students,　Teachers,　Researchesrs,　Governmental agency

Type：Seminar, workshop

On March 29, 2025, I attended the 24th Research Meeting of the Japan Society for Informatics Education, held at Tokyo Gakugei University. Discussions covered the latest trends in informatics education, including the introduction of “Informatics I” in the national university entrance examinations and the use of generative AI. I spoke at the session entitled “What Is Expected of the Society?”, where I proposed the role the society should play from a university research perspective, particularly in addressing the shortage of informatics teachers in rural areas and supporting students who do not take “Informatics I.”

File： 日本情報科教育学会第24回研究会案内-第2報.pdf

Audience： Teachers

Type：Lecture

On March 17, 2025 (Reiwa 7), I delivered a lecture titled “Overview of and Future Approaches to the Common Test for ‘Informatics’” at the “Informatics I” Teacher Training Workshop hosted online by the Yamanashi Prefectural Board of Education. This workshop was organized for high school teachers responsible for “Informatics I” or substitute subjects, with the aim of enhancing information education beyond 2025 (Reiwa 7). In my lecture, I discussed the characteristics of the first-ever Common Test for “Informatics I,” including its question format and scoring trends, and proposed directions for improving lessons. I especially emphasized the significance of practical, hands-on classes and inquiry-based learning through collaboration with other subject areas. Following my talk, representatives from Sprix Inc. introduced their teaching materials, providing participants with an opportunity to share practical instructional methods.

File： 20250317【山梨県】共通テスト「情報」の概評と今後の対応.pdf

Audience： Teachers,　Guardians,　Researchesrs,　General,　Governmental agency

Type：Lecture

File： 20250306【フォーラム】情報活用能力の育成に関する実践（高等学校）.pdf

Audience： Teachers

Type：Lecture

On February 22, 2025, in Osaka City, Associate Professor Shunsuke Inagaki of the University of Yamanashi’s Faculty of Education delivered a lecture titled “Reflections on the Administration of the Common Test for ‘Information I’ (Tentative)” at the 10th IT Utilization Seminar for Private and Public High Schools, hosted by Kyoiku Katei Shinbunsha. Professor Inagaki explained the background behind incorporating high school information education into university entrance exams and discussed the question format of the 2025 Common Test for “Information I,” offering insights into both the learning required of students and effective teaching approaches. In particular, he called for a shift toward more practical learning activities, including programming and data analysis, and proposed directions for lesson improvement based on the test’s results. His talk drew considerable interest from attendees and sparked discussion on a wide range of themes, including practical examples of high school information studies, the use of ICT devices, and the future course of university entrance exam reforms.

File： 20250222【教育家庭新聞】第10回私立公立高等学校IT活用セミナー＜大阪開催＞.pdf

Audience： Teachers,　Guardians,　Researchesrs,　General,　Company,　Governmental agency

Type：Lecture

On February 12, 2025, at an online seminar titled “The Newly Launched ‘Information’ Segment of the Common Test: How Did It Actually Go?,” hosted by the NPO Minna no Code, Associate Professor Shunsuke Inagaki of the Graduate Faculty of Education at the University of Yamanashi underscored the importance of lesson design that links social contexts with information technology, rather than focusing solely on terminology memorization. Drawing on the content of the first-ever Common Test for “Information I,” he particularly highlighted, through his analysis of Question 1, the value of encouraging students to tackle real-world issues across the four domains of the subject. He also stressed the need to create learning environments where students can gain deeper insights through hands-on demonstrations and data analysis. These perspectives provide significant guidance for high school teaching and curriculum development, especially as information education continues to grow in importance.

File： 20250212【みんなのコード】稲垣担当箇所.pdf

Audience： Teachers

Type：TV or radio program

The Information Studies Education Liaison Committee of the Japanese Association for Education of Information Studies (JAEIS) produces a podcast series titled “A Roundtable on Realistic Information Education,” where high school teachers and university researchers discuss practical methods and challenges in information education.

In this series, Associate Professor Shunsuke Inagaki (University of Yamanashi) serves as the leader for the Data Science segment, overseeing topic selection and moderating the program. Notably, in the reflection series on the newly introduced “Information I” component of the national Common Test for University Admissions, Professor Inagaki led discussions on Question 4 (focused on data science) with an emphasis on collaboration between high schools and universities. Through these discussions, he proposed concrete instructional strategies and learning content, thereby contributing to the advancement and dissemination of information education.

Audience： Teachers,　Researchesrs

Type：Lecture

About CIEC Saturday Cafe

Compared to traditional research groups, CIEC Saturday Cafe is a small-scale, informal study group that was launched by the Elementary, Junior High, and High School Division and is easy to join.

The content will cover anything related to CIEC, from "information education" and "information science" related to elementary, junior high, and high schools to "classroom design" and "learning for the future." Since it will be held online via Zoom, you can easily participate from anywhere in the country.

Why not join us once a month on a Saturday night to casually think about various topics related to information education?

*Those who apply will receive an automatic reply email with the Zoom URL, ID, and password, so please use it to log in on the day.

File： 20250125【CEIC】セミナー.pdf

Audience： Teachers

Type：Lecture

Terakoya Asahi's popular webinar "Thinking about the Future of Education with Hanamaru Sensei" will be held. This time, we will be looking back on the Common Test "Information I" and looking ahead to the future. In the first part, university entrance exam analyst Kenichi Ishihara will analyze the Common Test and explain applications and the future. In the second part, three people, Hiroyasu Ide, an information teacher at Aichi Prefectural Asahigaoka High School, Yoshihiro Sato, an information teacher at Tokyo Metropolitan Tachikawa High School, and Shunsuke Inagaki, an associate professor at Yamanashi University, will talk about the content of the Common Test "Information I" and future classes. In the third part, Shigekazu Watanabe, a subject inspector at the Ministry of Education, Culture, Sports, Science and Technology, will talk about junior high school "technology studies," which are also included in the consultation content of the next curriculum guidelines, and how learning can lead to high school "information." The coordinator is Asako Miyasaka, an editorial committee member of the Asahi Shimbun.

File： 20250125【朝日新聞】共通テスト「情報」今後の指導は 花まる先生無料セミナー.pdf

Audience： Teachers

Type：Lecture

On December 11 (Reiwa 6), the fifth Model Lesson Study was held at Iwaki Sogo High School, focusing on Domain 4, “Information and Communication Networks and Data Utilization.” In this session, Mr. Tatsuaki Furukawa guided students through the process of using data effectively, employing lesson slides titled “Data Analysis (Part 1)” and “Data Analysis (Part 2).”

A key highlight of the event was the expert guidance and advice provided by Associate Professor Shunsuke Inagaki from the University of Yamanashi, who traveled from a distant location to attend. Drawing on his extensive practical and research experience in information education, Professor Inagaki offered highly actionable and concrete insights. He addressed various aspects of the lesson, including the importance of studying this unit, the lesson objectives, the teacher’s questioning strategies, the lesson flow, and how students were engaged and responded. These contributions greatly benefited not only Mr. Furukawa but also the participating educators.

In addition, nine other teachers from across the prefecture joined the post-lesson discussion, which—with Professor Inagaki’s expert commentary—yielded a wealth of takeaways on teaching methods, assessment approaches, and the broader potential of information education. The Fukushima Prefectural Education Center’s Information Education Team (Common Subject Information Studies) extends its heartfelt gratitude to Professor Inagaki and all other participants who took the time to attend during a busy weekday, enriching the study with their insights and expertise.

File： 【福島県】古川先生授業視察.pdf

Audience： Teachers

Type：Lecture

This paper reports on my presentation, "Introduction to AI Music," delivered at the Tokyo High School Music Education Research Association. Generative AI is a transformative tool that opens up new avenues for creativity in education, particularly in music education, where it enhances both creativity and efficiency in unprecedented ways. In this presentation, I demonstrated practical examples of music creation using generative AI and discussed its technical background and practical applications in educational settings.
I explored how generative AI can be applied to music education and examined the evolving role of educators in an era of advancing AI technologies. By positioning AI as a partner in education, I highlighted its potential to enable collaborative learning experiences between students and teachers through music creation. Moreover, I emphasized that integrating generative AI into education can help students develop problem-solving skills, teamwork abilities, and other competencies essential for thriving in the future.
This initiative not only demonstrates the potential of generative AI in music education but also proposes a broader application of AI across various educational fields. Through this presentation, I aim to offer insights and propose a new educational model for integrating AI into teaching practices in the age of AI.

Audience： Teachers

Type：Lecture

Audience： Teachers,　General,　Governmental agency

Type：Seminar, workshop

The digitization of society is expected to enhance operational efficiency, boost productivity, improve quality of life (QOL), and help solve various social issues. At the same time, new problems and challenges have arisen, including the leakage of personal information, fabricated data, and incidents involving social networking services (SNS). Against this backdrop, this course aims to help students acquire the knowledge required for an increasingly advanced information society. By actually working with various functions made possible by cloud services and AI, students will gain insights into the potential of these technologies.

Additionally, the course addresses qualifications and job types within the information and communications industry, along with topics such as information security, health issues, and ethical considerations. Through this, students will develop the communication and management skills necessary for professionals in the information and communications industry, enabling them to apply these skills in vocational guidance.

Audience： Teachers

Type：Lecture

On August 30 (Fri), Reiwa 6 (2024), the Fukushima Prefectural Education Center hosted the “Programming Instruction for Problem-Finding and Problem-Solving (Data Science Edition)” workshop. Associate Professor Shunsuke Inagaki (University of Yamanashi) and Mr. Hiroyasu Ide (Aichi Prefectural Asahigaoka High School) led the sessions, drawing on content they presented at the National High School Information Education Conference held on August 3 and 4.

During the morning sessions (10:00–12:00), the speakers introduced key insights on how differences in teaching materials and instructional methods affect learning outcomes in programming education, and shared examples of fostering “proactive, interactive, and deep learning.”

In the afternoon (13:00–16:45), workshop participants explored real smartphone data and the SSDSE (Standardized Dataset for Educational Use) to experience hands-on data analysis. This approach highlighted the process of identifying problems and working toward their solutions, allowing participants to simulate the role of students while learning from the two instructors’ classroom practices.

File： 20240830【福島県】問題の発見・解決に向かうプログラミング指導の在り方講座.pdf

Audience： Teachers

Type：Seminar, workshop

The 1st Yamanashi Information Education Promotion Office Study Session, co-hosted by the Center for Educational Practice at the Yamanashi University Faculty of Education and Intel Corporation, was held on August 21, 2024, at Yamanashi University’s Kofu West Campus. Targeted at teachers from elementary, junior high, high, and special needs schools, as well as local boards of education, university students, and graduate students, the event focused on inquiry-based learning and the effective use of ICT. The morning session featured lectures and discussions on learner-centered lesson design, while the afternoon session presented project-based learning in practice, culminating in participant-led presentations.

A total of 30 people attended, and according to survey results, all participants expressed satisfaction, highlighting the value of exchanging ideas across different school levels and sharing concrete lesson plans. At the same time, there was notable interest in expanding knowledge of cutting-edge ICT tools, including generative AI. Going forward, the Yamanashi Information Education Promotion Office plans to develop training programs tailored to specific school levels and subjects, aiming to continue offering study sessions on a regular basis.

File： 第1回やまなし情報教育推進室学習会開催報告.pdf

Audience： Teachers

Type：Lecture

Audience： Teachers

Type：Lecture

File： 20240807【山梨県】ICT活用実践研修会Ⅱ 校務等における生成AIの活用　配布用.pdf

Audience： Teachers

Type：Lecture

File： teacher_2024.pdf

Audience： Teachers

Type：Lecture

The Yamanashi Prefectural High School Education Division held a research symposium for teachers at Yamanashi Prefectural High Schools, with the aim of deepening their understanding of the curriculum guidelines and current educational issues, and improving their qualifications.I was asked to speak as a lecturer at the symposium.

File： 20240801【山梨県】.pdf

Audience： Teachers

Type：Lecture

With "Informatics" being included in the 2025 Common University Entrance Examination, there is a need to create lessons that develop the qualities and abilities of students who can handle it. Through this study group, we aim to improve the teaching skills of information teachers in the common subject area at prefectural high schools so that they can give back to students.

File： 20240627【福島県】大学の視点からの「情報Ⅱ」.pdf

Audience： Teachers

Type：Lecture

【青森県教育委員会】
内容：令和6年度新学力を高める高校支援事業「情報入試を見据えた高等学校における授業実践について」 講師

Audience： Teachers,　Scientific,　Governmental agency

Type：Seminar, workshop

From the Sundai Group website
Our Managing Director Minoru Hida (Head of Education DX Headquarters, Sundai Preparatory School) will be holding a talk session at EDIX Tokyo 2024.
Shinichi Uegaki, bestselling author of a book on preparation for the Common University Entrance Test "Information I" and popular information education YouTuber, as well as Shunsuke Inagaki, Associate Professor at the Faculty of Education, Yamanashi University, who supervised the Impress Books book "Preparation for the Common University Entrance Test Information I (by Uegaki Sensei)," and Ryo Takisaka, editor of the book, will discuss the importance of "Information I," preparation for the "Information I" test in the Common University Entrance Test to be held for the first time next year, and the Society 5.0 society that will connect to the future.
Talk session dates and times
May 8th (Wed) 14:45-15:25 Information education YouTuber Uegaki Shinichi
May 9th (Thu) 14:20-15:00 Impress Corporation "Information I" study guide editor Takisaka Ryo
May 10th (Fri) 15:25-16:05 "Information I" study guide supervisor (Associate Professor, Faculty of Education, Yamanashi University) Inagaki Shunsuke

Audience： Teachers,　Researchesrs

Type：Seminar, workshop

2025 年度入試から大学入学共通テストに高校教科「情報」が導入されることが決まり、多くの大学がその採用を表明している。また大学によっては個別入試に「情報」を採用することを検討している。1 年後に大学入学共通テストに教科「情報」が導入されるこの時期に、「情報」に関する大学入試のトレンドをまとめ、それを大学・高校・社会に伝えるとともに、その意義について議論する。

Audience： Teachers

Type：Lecture

Shunsuke Inagaki of Tokyo Metropolitan Jindai High School has been teaching "Information" to third-year students for six years, a subject that was not included in the entrance exams, and says he has experimented with interesting lessons. He sees the fact that it has become an entrance exam subject as "an easy-to-understand indicator," and said, "I want to continue teaching interesting lessons to help students acquire academic skills. I also want elementary and junior high school teachers to continue helping students acquire the ability to use information."

File： 20240212【無料ウェビナー】「情報Ⅰ」入試まであと１年でできること 小中学校の「情報教育」の役割は.pdf

Audience： Teachers

Type：Seminar, workshop

入試対策に焦点を当て、実践的な授業や取り組みを紹介します。また、入試に向けてどのようなことをしているか、何ができるか、入試対策の課題やアイデアを参加いただいた先生方と対話形式で考えていきます。

File： 240106_seminar_joho_2024minatomirai.pdf

Audience： Teachers

Type：Seminar, workshop

Type：Lecture

令和７年度大学入学共通テスト「情報科」実施まであと１年と３か月となり、特に新規領域である「情報デザイン」「プログラミング」「データサイエンス」などの授業教材の開発や授業改善、指導力向上が求められています。このことから、本県高等学校情報科の振興と相互の研鑽をさらに充実させるため、第２回研究発表大会の開催いたします。

Audience： Teachers,　Guardians,　General

Type：Seminar, workshop

文部科学省委託事業令和5年度「情報モラル教育推進事業」に関しまして、
全国の学校関係者様にご参加いただける第2回情報モラル教育指導者セミナーをオンラインにて開催いたします。

File： 20231215-mxt_jogai02-000032039_003.pdf

Audience： Teachers

Type：Lecture

「夏の教育セミナー」は今年で10年目。2014年の第１回から、のべ約５万名の高校の先生方にご参加いただいています。記念すべき第10回の今回は、いよいよ間近に迫った「2025年共通テスト」や、年次進行で各高校での実践が進んでいる「新学習指導要領」に対応するための最新情報をお届けします。
 大学入試センターのご担当者による講演や、高校の先生による授業実践の紹介、特に気になる「情報」や「探究」に関する特別講演など、盛りだくさんの内容でお届けします。
 また、今年は４年ぶりに会場での実施が決定！ 東京・大阪の２会場で、直接ご参加いただき、交流を深めていただけます。加えて、オンラインでの配信も行います。ぜひ奮ってご参加ください。

File： 20230904付8-9面（記事）.pdf

Audience： Teachers

Type：Seminar, workshop

今年度の高校1年生から始まり、2025年の大学入学共通テストでも導入されることになった新科目「情報Ⅰ」。東京大学をはじめ国立大学も採用を発表しつつあり、この11月には大学入試センターから試作問題も公表される予定です。これまでに公表されているサンプル問題も含め、どのような問題の傾向がみえるのか。入試に向けてどんな準備と対策が必要なのか。大学入試センターの方に解説を、駿台予備学校の方からは各大学の情報入試の活用予想を、また現場の情報科教諭の方々から具体的な問題解説とともに入試対策法を2時間にわたってお聞きします。

Audience： Teachers

Type：Lecture

国立大学協会は2024年度に実施する国立大学入試から、教科「情報」を課すことを原則にすると発表しました。今後、2次試験や私立大学入試での「情報」の出題も増えると考えられます。高等学校や大学などは、こうした動きにどう備えればよいのでしょうか。キーパーソンをお招きして、最新情報と対応策を解説します。

Audience： College students

Type：Lecture

Audience： Teachers,　Governmental agency

Type：Lecture

File： 01_20190701[石川県]新学習指導要領の「情報Ⅰ」を見据えた情報モラル教育の実践 (1).pdf

Type：Seminar, workshop

朝日新聞は2月12日、2025年の大学入学共通テストを見据え、教科「情報」をテーマにした無料ウェビナー「『情報Ⅰ』入試まであと１年でできること 小中学校の『情報教育』の役割は」を開催しました。

Author：Other 

Following the first administration of the Common Test for Informatics I, an event was held in which Associate Professor Shunsuke Inagaki of the University of Yamanashi focused on Question 1, noting that it requires perspectives linking social issues and information technology across four domains. He stressed that rather than merely memorizing terms, students should learn within a real-world context, emphasizing hands-on classroom experiences. Such an approach, he pointed out, not only aligns with the future direction of information education but also serves as an effective means of test preparation.

Until last year, Associate Professor Shunsuke Inagaki of the University of Yamanashi’s Faculty of Education taught information studies at a Tokyo Metropolitan high school. He evaluated Question 4 (which analyzed the number of travelers by prefecture) as “highly exploratory, featuring lengthy text and a wide variety of graphs,” suggesting that students with practical experience might have found it easier. Looking ahead to the next Common Test, he proposed the possibility of “problems that encourage deeper thought” and “those with a more cross-curricular scope.” Concerning “Informatics II,” which is increasingly being included in individual university entrance exams, he emphasized not only the importance of advanced expertise but also the need for facilitation skills that leverage students’ strengths.

The newly introduced “Informatics I” section on this year’s Common Test for University Admissions featured numerous topics closely tied to everyday life, emphasizing not mere memorization of facts but rather the assessment of thinking and problem-solving skills. Associate Professor Shunsuke Inagaki of the University of Yamanashi (Information Education) notes that the inclusion of problems highlighting information design and POS systems appears to convey a message encouraging students to view themselves as potential creators.

Meanwhile, the shortage of teachers holding specialized licenses in information studies remains a significant challenge, and the current learning environment is not yet fully established. Reflecting on his experience teaching information studies at a Tokyo Metropolitan high school, Professor Inagaki describes incorporating activities such as analyzing students’ own smartphone usage data to help them see the lessons as personally relevant. He stresses that focusing on “hands-on lessons utilizing familiar data” ultimately serves as effective preparation for the Common Test.

Although some observers suggest that the first year’s exam may have been comparatively easy, it remains unclear how the difficulty level or scope of questions will evolve in the future. Nevertheless, given that Informatics I aims to foster the ability to apply information technology and actively participate in the information society, the importance of practical, real-world instruction is expected to remain unchanged.

"The restrictions on companies are appreciated to a certain extent"
How do experts view this movement? Associate Professor Inagaki Shunsuke of the Faculty of Education and Graduate School of Education, Yamanashi University, who is knowledgeable about education in the information field, including the Internet, said of the law enacted in Australia, "The fact that it is centered on regulating companies is appreciated to a certain extent."
The Australian government requested social media companies to delete the video of the church attack that occurred in April, and X blocked domestic access but refused to delete it worldwide. The case went to court, and X argued that "a request for global deletion goes against the principles of a free and open Internet and threatens freedom of expression."
Associate Professor Inagaki points out, "This law is appreciated to a certain extent in that it imposes responsibility on businesses. It is noteworthy that it focuses on regulating companies rather than penalizing children and parents."
Serious problems also occur frequently in Japan, such as the spread of false information on social media during disasters. Professor Inagaki believes that such harmful posts also fall under the responsibility of the companies that operate social media, pointing out that "the ease of creating multiple social media accounts is a breeding ground for spreading rumors and illegal use."
"Those who abuse social media for illegal part-time work or child pornography use easy-to-create secret accounts or throwaway accounts. They wouldn't do such things with accounts that can be verified. It should be enough to require identification to obtain an account. Companies probably understand the need for measures, but they may not be taking action due to concerns about a decline in users."
The government's emergency measures against illegal part-time work cases decided on December 17 also include a request to "request businesses to tighten identity verification when opening accounts on highly confidential apps," and it seems that measures against accounts will continue to be considered.
However, Professor Inagaki expressed concern about a blanket ban on the use of social media by age group, saying, "If a similar bill were to be introduced in Japan, I would be opposed." "This is because there is a recognition that SNS has become an extremely important tool for children," he said, pointing out that it is important not only to regulate companies, but also to provide literacy education regarding SNS.
"SNS literacy education in schools is insufficient. For school teachers to take a defensive stance and say, 'Children know more about the latest technology,' is not fulfilling their responsibilities as educators. Teachers should keep their ears to the ground and act as facilitators to encourage discussion among children."
He suggested that elementary and junior high schools should also use time for moral education and comprehensive studies to teach SNS literacy in class. He explained that there are many opportunities for this in other subjects as well.
Inagaki also emphasized the role of the family, saying, "Parents also need to think about this together with their children." As SNS and internet use are closely related to children's lives, he said, "Parents should understand what sites their children are accessing and what information they are obtaining, and discuss healthy usage together."
He suggested that SNS literacy education should also be systematically promoted in schools, and that schools and families should work together to create an environment that fosters information ethics in children.

Using "information" and "research" classes to help students understand that it is something that concerns them personally

On the other hand, what should schools pay attention to and how should they respond?

The important thing is information literacy to use SNS and the Internet effectively. Associate Professor Inagaki Shunsuke of the Faculty of Education and Graduate School of Education, Yamanashi University, who has long served as an information teacher at metropolitan high schools, emphasizes that "it is important to make children feel that it is something that concerns them personally," and warns that schools need to raise their level of vigilance.

Regarding how schools should communicate this, he points out that "it is better not to think that it is okay to inform students in morning homeroom. By the time the first class is over, most students have forgotten." The same goes for a teacher giving a lecture to students in the gymnasium, and although students may have some feelings such as "it's scary," they think "I'm fine" and "it doesn't concern me." It is ultimately someone else's problem.

However, there are known cases in which seemingly honest students have participated in crimes and been arrested. "SNS can lead to good encounters, but there is also the fear of meeting people you don't need to meet," says Associate Professor Inagaki. For junior and senior high school students, SNS is a familiar medium. It has a strong sense of trust and influence, and many students use SNS to express their worries and true feelings that they cannot tell their parents, teachers, or friends. As communication deepens through SNS, students begin to trust people they have never met in person.
Criminal groups that target the younger generation may initially approach students by being sympathetic and accepting their concerns, or by using clever communication to get close, but then suddenly change their attitude and threaten them with personal information. Students themselves need to be able to tell the difference.
Associate Professor Inagaki recommends making use of classes such as "information" and "integrated inquiry time." In order for students to think about it as something that concerns them, it is important for them to research it themselves, discuss it in groups, and think for themselves, rather than having classes where the teacher just gives a one-sided explanation.
Teachers are responsible for raising the issue, providing some data, and raising new issues. When the students are finally able to make a presentation, they will be able to see it as a very familiar problem. "Rather than simply focusing on unlicensed part-time jobs and information ethics, we should have students learn about a broader framework, such as how social media works and the information society, and a variety of other elements in a comprehensive way," advocates Associate Professor Inagaki.

Meanwhile, he says it's also effective to ask parents, "Do you know how your child's smartphone is being used?" What are children looking at on their phones, and who are they trying to contact? Only parents can intervene in this. He points out that schools and parents each have different roles to play.

Author：Other 

A reported feature on the Yamanashi University “Yamanashi Information Education Promotion Office,” highlighting a system-wide approach to information education and articulation across elementary, junior high, high school, and university. Centered on the original “Yamanashi Method,” the piece introduces initiatives spanning in-service teacher training, teacher education, and research promotion, including publicly available training videos and a certified license course for the “Informatics” subject.

"What kind of academic ability will be needed in the future?"
With these words, Associate Professor Inagaki Shunsuke of Yamanashi University Graduate School brought up a question on the Japanese language section of the National Academic Ability and Learning Status Survey conducted in April this year. Citing the topic of the question being the "filter bubble," where online communication and internet search results are individually optimized, he pointed out that "the questions ask conversational questions that measure the thinking ability of children and students in their own daily lives." He stated that the common test on "information" to be conducted next year is an extension of this idea, and after showing concrete examples from prototype questions, he introduced classes on data utilization and programming.
Inagaki also pointed out that because information studies have become a university entrance exam subject, the evaluation of classes will become important. "There is no wisdom from our predecessors in the common test on 'information.' Today's teachers should be pioneers and continue the trial and error process," he concluded. [Tokyo venue]

Author：Other 

"Information I" will finally be included in the 2025 Common University Entrance Examination. However, there are complaints about the subject of "Information" taught in high schools, such as "There are not enough hours" and "There are no full-time teachers, so they have to teach other subjects." Furthermore, there are many problems, such as a lack of coordination between information education in elementary, junior high, and high schools. Now that knowledge of "information" is required regardless of whether one is in the humanities or sciences, how can high schools overcome these problems and teach it? We spoke with Nao Nagano, who has been in charge of "information" in high schools for many years and wrote "Improve your thinking skills: The Common University Entrance Examination "Information I" [Naruhodo Lab]" (Shoeisha), and Shunsuke Inagaki, an associate professor at Yamanashi University.

Tokyo Metropolitan Jindai High School has been exploring how to teach "Information I" that incorporates measures for the Common University Entrance Examination, and has implemented classes that utilize Benesse's digital and information application learning program "P Study." As well as enriching practical training such as programming as usual to help students acquire practical skills, we spoke with Mr. Shunsuke Inagaki, who teaches "Information I," about how to teach students to develop the ability to handle entrance exams.

朝日新聞で16年間続いた連載「花まる先生 公開授業」に登場した先生方を講師に、これからの授業について考える「花まる先生と考える『未来の教育』プロジェクト」（朝日新聞社メディア事業本部主催）の第4回無料オンラインセミナーを、12日午前10時から開催します。

朝日新聞で１６年間続いた連載「花まる先生 公開授業」に登場した先生方を講師に、これからの授業について考える「花まる先生と考える『未来の教育』プロジェクト」（朝日新聞社メディア事業本部主催）の第４回無料オンラインセミナーを、１２日午前１０時から開催します。

Author：Other 

The "Common University Entrance Test" will be held across the country on January 13th and 14th, and from the next test, students who have studied under the new curriculum will take the test, and the subjects will change accordingly. Among the subjects, the compulsory subject "Information I", which teaches data analysis, networks, programming, etc., will be included in the test, and will be mandatory for many national universities. Some universities are also including "Information" in their individual entrance exams. With only one year left until the test for "Information I", we interviewed schools, prep schools, and universities to find out what is happening.

『VIEW next』高校版10月号の「主体的・対話的で深い学び 授業実践」で紹介した
稲垣俊介先生の情報の授業の様子をダイジェスト動画でお伝えします。

２０２５年度の大学入学共通テストに新設される教科「情報」。早い高校では、この４月の高１生から「情報１」の授業がスタートする。高校現場や大学入試ではどう扱えばいいのか――。３月上旬に開かれた情報処理学会全国大会のセッション「情報入試～共通テストと個別試験」で、議論された。