• Journal of The Korean Association of Information Education
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• v.8 no.2
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• pp.213-224
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• 2004

Textbooks are the basic materials for school education and the best instruments that the teachers can use. The textbooks for information and communication technology education that are authorized by the superintendent of schools are currently used in the elementary schools and the various kinds of the ICT textbooks are adopted in accordance with the cities and provinces. In this study, we make a comparative study of the 11 ICT textbooks for year 4 students from the view points of the present conditions, the organizations, and the contents. Also, using Romey's method we investigate them whether their contents are suitable for the inquiring activities. We expect that our study will be the basis of the development of the next authorized ICT textbooks and contribute to the ICT education.

• Journal of Digital Convergence
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• v.11 no.2
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• pp.9-18
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• 2013

In 2014, third and fourth graders in primary schools will start using digital textbooks for social science, science, and English. Fifth and sixth graders will follow the next year. Given this situation, this study investigated the awareness of digital textbooks by primary school teachers who did not have direct experience with digital textbooks. Also studied was the teachers' acceptance of digital textbooks, based on the Technology Acceptance Model. The results showed that most respondents were not ready to use digital textbooks, and they were apprehensive about their use. However, if the teachers were required to use digital textbooks, usefulness and playfulness were key factors in their acceptance.

• Proceedings of the Korea Contents Association Conference
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• 2017.05a
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• pp.7-8
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• 2017

증강현실(AR)의 기술력은 우리들의 생활속에 깊숙이 침투하여 혁신적인 변화를 가져오고 있다. 증강현실(AR)의 기술동향을 살펴보고, E-교과서 분야에 증강현실(AR)이 적용됐을 때 교육적 효과가 극대화 될 것으로 기대를 모으게 된다. 이에 증강현실(AR) 기술동향과 E-교과서 사례를 분석하여 증강현실(AR) 디자인 기술을 적용한 E-교과서 콘텐츠 기획에 관해 연구하고자 한다.

• Journal of Korean Home Economics Education Association
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• v.27 no.4
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• pp.121-140
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• 2015

The purposes of this study were to analyze the duplicated contents of 'Consumer life' area of Technology & Home Economics and other subject textbooks for the middle and high school students. It focused on textbooks compiled following the 2009 revised curriculum. To achieve the purposes of this study, "Technology & Home Economics I II", "Social studies I II", and "Ethics I II"textbooks for middle school and "Technology & Home Economics", "Social studies", and "Life & Ethics" textbooks for high school were analyzed based on the criteria for analyses of 'Consumer life' area. The results were as follows. First, the analysis of duplicated contents in Technology & Home Economics and other subjects (Ethics, Social studies) for middle school revealed that Technology & Home Economics textbook had the most proportion of 'Consumer Life' area, followed by Social studies and Ethics. The duplicated content elements in Technology & Home Economics, Ethics, and Social studies textbooks for middle school were 'consumer decision making', 'consumer information', 'economic impact of consumption', 'food life and sustainability', and 'consumption and sustainability'. Secondly, as a result of the content analysis of textbooks for high school Technology & Home Economics, Social studies, and Life & Ethics according to the criteria of analysis, it was found that Technology & Home Economics textbook had the most proportion of 'Consumer Life' area, followed by Life & Ethics and Social studies. The "content elements" 'food life management and consumption environment', 'desire of consumption', 'economic impact of consumption', 'changing factors and characteristics of consumer culture', and 'consumption and sustainability' were commonly found in all three textbooks. In this way, the 'Consumer life' area of Technology & Home Economics is thought to play a central role in teaching the 'Consumer Life' area because of its strength that contains detailed contents about consumer life for adolescent consumers who will apply it to everyday life. Based on the result of this research, it is needed to consider articulation of 'Consumer life' area of secondary schools for the future curriculum development of Technology & Home Economics to reduce the duplicated contents and to help the adolescents develop the ability to solve consumption problems they may encounter in real life and grow up to be rational adult consumers.

• Annual Conference of KIPS
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• 2013.05a
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• pp.1093-1096
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• 2013

교육과학기술부는 2006년에 학교교육에 새로운 패러다임의 변화를 받아들이는 방법으로 디지털교과서의 사용을 시도하였다. 2007년 이후 일부 초등학교에서 디지털교과서가 시범적으로 운영 되었으며 2015년 초중고등학교 모든 교과서를 디지털 교과서로 변환을 발표하였다. 따라서 본 논문에서는 이에 대처하기 위해 디지털 교과서의 서비스 구성, 구조, 시스템, 플랫폼등에 대해 분석하고 향후 발전 방향을 연구 한다.

• Proceedings of the KAIS Fall Conference
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• 2009.12a
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• pp.370-373
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• 2009

2007년 개정 교육과정이 시행되면서 새로운 정보 교과서가 개발됨에 따라 개발된 정보 교과서를 평가할 수 있도록 평가 준거를 유목화하여 제시할 필요성이 생겼다. 따라서 본 논문에서는 기존의 일반적인 교과서 평가 준거들과 탐구성을 위한 교과서 평가 준거를 기반으로 정보 교과서에 적합한 평가가 이루어질 수 있도록 평가 준거들을 유목화하여 제시한다. 따라서 유목화는 정보 교과서의 평가를 위한 분명하고 체계적인 평가 준거를 제시함으로써 정보 교과서를 위한 타당성 있는 평가를 가능하게 할 것이다.

• 대한공업교육학회지
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• v.44 no.2
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• pp.123-141
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• 2019

The purpose of this study is to provide basic data that can be used for the development of technology textbooks of Nigeria-Korea Model School by analyzing external and internal aspects of Illustration in Nigerian primary school technology textbooks, and 10 textbooks used in Nigeria were analyzed. Based on the results of the study, the conclusions are as follows. First, the form of the visual data should be diversified into a picture, a cartoon, a diagram, and a diagram from the photograph center, and provide various information closely related to the contents of the technology. Second, it is necessary to increase the size of illustration so as to induce learners to be motivated, and to enhance the effect of editing. Third, currently, partial enlargement data is rarely used, but visual material should be partially enlarged in order to express a detail part of product. Fourth, diversity of editing should be done by using circular or background omission rather than using only rectangle uniformly in visual material. Fifth, in terms of gender equality, it is necessary to deviate from male-centric visual materials and edit them with consideration for women. Sixth, in order to provide learner-centered textbooks, the role of visual materials should be extended to 'inducement of motivation', 'activity guidance', and 'activity result' in addition to 'providing data'. Finally, in terms of the function of visuals, the quality of textbooks should be upgraded by utilizing auxiliary and decorative functions in addition to essential functions.

• The Journal of Korean Association of Computer Education
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• v.13 no.2
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• pp.35-43
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• 2010

The "Information and Communication Technology Education Guidelines" was revised in December, 2005. However, students are still not taught the contents in the "Information and Communication Technology Education Guidelines Rev." and are not taught the contents in the "Understanding of the Information Processing" area among them in particular. Therefore, we analyzed the contents in the "Understanding of the Information Processing" area of the elementary ICT textbooks published on and after June 2006. In the result, the contents of many textbooks are not based on the "Information and Communication Technology Education Revised Guidelines" and programming languages using elementary school are too many. The revision of the elementary ICT textbooks must be settled without delay and the certification systems of elementary ICT textbooks must be improved.

• Journal of Korean Home Economics Education Association
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• v.17 no.1 s.35
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• pp.55-68
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• 2005

The purpose of this study was to compare the content of 'Management of Resource and Environment' area in middle school Home Economics textbook with other middle school subject textbooks. The middle school textbooks of Korean. Mathematics. Social Science. Science. Ethics. Technology. Arts. Music, and Physical Education were analyzed how the contents of these textbooks were similar to or different from those of 'Management of Resource and Environment' area in Home Economics textbooks. The contents of 8 subject textbooks except Music were related with those of 'Management of Resource and Environment' area in Home Economics textbooks. The content of Social Science was the most similar to 'Management of Resource and Environment' area in Home Economics textbooks although perspectives and focus were somewhat different. The unit of Home Economics textbook most related with contents of other subject textbooks was' Our Consumption Lives'. while 'Management of Time and Work for Adolescence' is the unit of Home Economics textbook least related with contents of other subject textbooks. However. similar contents were dealt with different focus and depth in textbooks according to objectives and characteristics of subject.

• Journal of Korean Home Economics Education Association
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• v.30 no.4
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• pp.15-35
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• 2018

This study aims to provide an understanding and information of the new curriculum by comparing 12 kinds of Technology and Home Economics textbooks(Clothing Life section) that reflect the 2015 revised. Results revealed that most of the textbooks' unit arrangements consisted of the introduction, development, and summary. In addition, we examined the advantages of current textbooks and suggested future improvement directions. The analysis of volume revealed that the largest textbook was 38 pages and the smallest was 24 pages. In addition, the learning objectives by unit a little bit differed for each textbook. The illustrations in the textbooks were primarily figures followed by photographs, tables, and graphs. The number of textbooks with the largest amount of illustrations was 69 and those with the least were 38, indicating a significant difference. As for career, 8 textbooks of 12 textbooks reflected related contents. The number of units, volumes of the clothing life section, and ratio of illustrations used in each textbook were different, but the contents were similar. Most of the contents of the 2009 textbooks are mostly included and the meaning of clothing, clothing purchasing, dress code, and creative clothing life are added on 2015 revised textbooks. Furthermore the educational objectives have extended to wide range and provides concrete guidelines to foster human resources that will lead the future society.