• 한국정보교육학회:학술대회논문집
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• 2010.08a
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• pp.15-18
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• 2010

As robots are proved to be effective in enhancing students' creativity and problem-solving abilities and satisfying various needs in special education for the gifted, many students participate in private education and after-school robot classes. However, it is difficult for students in the lower social economy class to use robots for their learning because of the high expense of robots. On this point, as a part of u-Learnng project, this research attempts to provide students in the lower social economy class with the opportunities to use robots for one year. At the end of the year, we will compare the experimental group and the control group in order to examine learning effects of using robots. Until now we have found many cases that show positive effects of the use of robots in students' learning.

• The Journal of Korean Association of Computer Education
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• v.8 no.1
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• pp.25-32
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• 2005

An analysis of the case study was reported to pioneer the perceptions of teachers, students, and parents for the educational use of tablet computers. The findings showed that the amount of learning, various learning activities, interest, and motivation of learners increased and that the teachers perceived the potentiality of the tablet computer and the necessity of a training for designing mobile-based instructions.

• The Journal of the Convergence on Culture Technology
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• v.9 no.4
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• pp.659-666
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• 2023

Among the tools based on generative artificial intelligence, the possibility of using ChatGPT is being explored. However, studies that have confirmed what factors should be considered when using it educationally based on learners' actual perceptions are insufficient. Through qualitative research method, this study was to derive consideration factors when using ChatGPT in the education. The results showed that there were five key factors as follows: critical thinking on generated information, recognizing it as a tool to support learning and avoiding dependent use, conducting prior training on ethical usage, generating clear and appropriate questions, and reviewing and synthesizing answers. It is necessary to develop an instructional design model that comprehensively composes the above elements.

• School Mathematics
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• v.17 no.2
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• pp.179-202
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• 2015

In this research, I explored how to apply the history of mathematics in teacher education and investigated the applicability of Chosun Sanhak (mathematics of Chosun Dynasty) as the program that enriched the mathematical knowledge for teaching of prospective elementary school teachers. This program included not only mathematical knowledge but also socio-cultural knowledge and connection knowledge. Prospective teachers participated in various mathematical activities such as explaining, reasoning and problem solving in this program. The effects of this program are as follows. Prospective teachers learned the subject matter knowledge(SMK) which was helpful in teaching basic concepts and skills of elementary mathematics. Next, this program produced the pedagogical content knowledge(PCK) to prospective teachers by giving ideas how to teach.

• Communications of Mathematical Education
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• v.34 no.4
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• pp.545-561
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• 2020

The purpose of this study is to investigate the applications and possibilities of major programs that provide services using artificial intelligence in mathematics education. For this study, related papers, reports, and materials were collected and analyzed, focusing on materials mostly published within the last five years. The researcher searched the keywords of "artificial intelligence", "artificial intelligence", "AI" and "mathematics education" independently or in combination. As a result of the study, artificial intelligence for mathematics education was mostly supporting learners' personalized mathematics learning, defining it as an auxiliary role to support human mathematics teachers, and upgrading the technology of not only cognitive aspects but also affective aspects. As suggestions, the researcher argued that followings are necessary: Research for the establishment of an elaborate artificial intelligence mathematical system, discovery of artificial intelligence technology for appropriate use to support mathematics education, development of high quality of mathematics contents for artificial intelligence, and the establishment and operation of a cloud-based comprehensive system for mathematics education. The researcher proposed that continuous research to effectively help students study mathematics using artificial intelligence including students' emotional or empathetic abilities, and collaborative learning, which is only possible in offline environments. Also, the researcher suggested that more sophisticated materials should be developed for designing mathematics teaching and learning by using artificial intelligence.

• Journal of The Korean Association of Information Education
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• v.10 no.1
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• pp.155-161
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• 2006

Robots evolve from tools to information media since they generates information by interacting with human. As studies on robot-aided education are still in a starting phase, attempts need to be made to use robots for educational purposes and to investigate the effects of the use. It was showed that robot-aided learning was friendlier than other media assisted learning, and especially effective for motivating children. We developed the prototype robot Jenny that can help teachers as a educational media in class(i.e. as a T.A. robot, it can present robot contents on its chest to screen and explain about it when teacher asks). is a schoolmate for 5th or 6th grade children or an elder schoolmate for the rest. We performed the field trial at an elementary school. We carried out 9 classes for three subjects(english, korean, music) with -students in $4th{\sim}5th$ grade. They thought Jenny who was 13 years old as an elder schoolmate in 6th grade. Also, a significant difference was found in the interest and concentration of experimental groups from controlled groups.

• Journal of Christian Education in Korea
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• v.76
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• pp.213-235
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• 2023

Purpose of study: The focus of this study is to explore the potential of using the metaverse platform as a mission field for the MZ generation and to derive utilization strategies. Research content and method: The content and methodology of the research are as follows: examining the metaverse platforms most widely utilized by the MZ generation from a social and cultural perspective, reviewing the characteristics of the MZ generation, and exploring elements in the metaverse that can be utilized as a mission field (Chapters I and II). The study explores the possibilities of approaching the metaverse as a mission site, presenting spatial utilization strategies centered around the active engagement potential of the MZ generation (Chapters III, IV, and V). Conclusions and Suggestions: The conclusion and recommendations are as follows: The metaverse space is considered familiar and highly appealing to the MZ generation, revealing the potential for its effective use and expansion. Therefore, it is urgent not only to utilize the metaverse space as a Christian mission field but also to take responsibility for its use and expansion as a Christian cultural space.

• 한국정보교육학회:학술대회논문집
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• 2004.08a
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• pp.564-573
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• 2004

정보화 사회에서 새로운 교육 서비스의 형태로 활성화되고 있으며, 무한한 변화의 가능성을 내포하고 있는 분야를 선택한다면 홈페이지를 들 수 있다. 이미 홈페이지의 활용은 개인 기업 혹은 모든 조직을 막론하고 다양한 분야에서 사용하고 있으며, 그 증가 추세 또한 급격하다. 교육현장에서는 학부모의 학교 참여와 학생의 교수-학습의 도구, 그리고 학교의 홍보 기능을 담당하는 주요 도구로서 학교 홈페이지의 역할이 점점 부각되고 있으며, 학교 홈페이지는 단순한 홈페이지의 기능뿐만 아니라 학생과 교사의 학습 활동의 주요무대가 되며, 학부모와 교사, 지역사회와 학교의 연결고리로서 그 역할이 확대되어 가고 있다. 홈페이지의 생명은 지속적인 활용과 새로운 내용의 개발 보급이다. 지속적인 홈페이지 내용의 개발과 새로운 활용 형태를 보급하기 위해서는 이미 구축되어져 있는 홈페이지를 평가해 보고 내용 중 어느 부분을 지속적으로 발전을 시킬 것인지를 알아보고 또한 어떤 내용들이 교육적으로 효과가 있는지 대해 조사 분석하여 학교 홈페이지의 활용도와 발전성을 높여야 한다.

• Journal of The Korean Association For Science Education
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• v.44 no.1
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• pp.119-130
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• 2024

This study explores the possibility of using a generative artificial intelligence, ChatGPT, for student assessment in science subjects. In order to achieve our goal, we developed assessment items, collected students' responses, and input them into ChatGPT to implement the assessment procedures. Subsequently, we shared the assessment results from ChatGPT with science teachers and compared them to the teachers' assessment process to investigate the use of ChatGPT in student assessment. Regarding the results, in terms of setting the scoring rubric, we found the rubric generated by ChatGPT to be generally appropriate. However, the consistency between the scoring results obtained from ChatGPT and those determined by the teachers was relatively low. This inconsistency was more pronounced in items with additional assessment components and a more intricate rubric. In regard to feedback on student responses, there were some instances where the feedback generated was scientifically incorrect or beyond the scope of the curriculum, but there were also some positives, such as the provision of exemplary answers to questions and additional examples that helped students learn further. From these results, the teachers perceived limitations in using ChatGPT to conduct assessment in terms of reliability, which is considered crucial in student assessment, but suggested that it could be used to support assessment. Finally, synthesizing these findings, implications for utilizing ChatGPT in student assessment were suggested.

• The Journal of Korean Association of Computer Education
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• v.18 no.1
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• pp.81-97
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• 2015

Although Flipped Classroom(FC) which has recently attracted attention of educational field, showed its various educational effects such as learning academic achievement, attitude, collaborative learning and self-regulated learning. other studies also showed a number of significant problems and challenges in practically implementing. Thus, this study aims to investigate in-service and pre-service teachers awareness of FC in order to explore its educational feasibility for successfully adopting it to classrooms through the alternative solutions to its limitations. To achieve this goal, we firstly conducted literature review on teaching and learning models and guidelines to draw educational prerequisites and then analyzed needs of 156 pre-service teachers and 42 in-service teachers. According to survey results, 80% of teachers are willing to apply FC to their classes and hope to be offered with pre-learning activity materials and guidelines. They consider junior high school students and college students as appropriate learners, social science, science, Korean, and English as suitable subjects, and video content as optimal materials for pre-learning activities.