1. During the past half century, audio-visual education and educational broadcasting in Japanese schools have repeatedly undergone radical changes ～ cinema, radio, television, live programs to recorded ones, and so on. The utilization rate of educational television (ETV) increased from 1959 (10%) to 1970 (90%). According to these changes, theories and strategies of ETV utilization in school education have been rapidly shifted, and remodeled. 2. New technology has been introduced to Japanese schools from 1975～85; especially, the computer. We had no previous experience with such kind of rapid, qualitatively different changes from the calculator, word-processor, spread sheet, information retrieval, multimedia, network utilization and so on. They have quite different kinds of functions, but they have been piled up continuously. 3. What can we learn from the history of media education, and how can we create new digital media utilization and media-literacy education? These are our new tasks.高木教典教授・井上宏教授・水越敏行教授定年退職記
