• Journal of The Korean Association of Information Education
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• v.25 no.5
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• pp.691-704
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• 2021

The development of AI technology has brought about a big change in our lives. The importance of AI and data education is also growing as AI's influence from life to society to the economy grows. In response, the OECD Education Research Report and various domestic information and curriculum studies deal with data literacy and present it as an essential competency. However, the definition of data literacy and the content and scope of the components vary among researchers. Thus, we analyze the semantic similarity of words through Word2Vec deep learning natural language processing methods along with the definitions of key data literacy studies and analysis of word frequency utilized in components, to present objective and comprehensive definition and components. It was revised and supplemented by expert review, and we defined data literacy as the 'basic ability of knowledge construction and communication to collect, analyze, and use data and process it as information for problem solving'. Furthermore we propose the components of each category of knowledge, skills, values and attitudes. We hope that the definition and components of data literacy derived from this study will serve as a good foundation for the systematization and education research of AI education related to students' future competency.

• Journal of The Korean Association of Information Education
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• v.17 no.3
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• pp.277-290
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• 2013

As the deployment of digital learning environment has been accelerating in rapid changes in information and communications technology, a tool is required to practically measure and evaluate the level of information education (IE) for freshmen in the University in order to propose an appropriate direction of IE in a teachers college. According to such current trends, ICT literacy is a tool to assess a specific level of capabilities such as a variety of real-world problem-solving skills, creativity, critical thinking, analytic reasoning, and communication skills. This study has developed a test tool to measure ICT literacy competence on the basis of the concept of test questions defined from the previous research. It was used to measure ICT literacy competence of 360 university freshmen of education and analyze if there is a difference among them depending on overall ICT literacy levels and genders, content areas, competence factors, and completion of IE course in high school. The result of this study would be expected to determine the current location of IE for freshmen in the University of Education and to be able to take advantage of basic data of the direction for IE course that university students need to essentially acquire in preparation for the coming future.

• Proceedings of the Korean Society of Computer Information Conference
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• 2022.01a
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• pp.219-221
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• 2022

초등학교 인공지능(Artificial Intelligence, AI) 교육은 학교급별 특성과 수준을 고려하여 놀이 및 체험 활동 중심으로 계획되고 있다. 그러나 교육 현장의 수요 및 AI 리터러시 연구에서 AI 개념의 지도 필요성이 제시되고 있다. 초등학생에게 어렵고 생소한 AI 개념을 교육하기 위해 학습자의 발달 특성을 고려한 교수학습 전략이 필요하다. 선행조직자는 개념 지도 시 학습자의 인지적 부하를 줄일 수 있는 효과적인 교수학습 전략 중 하나로 이미 초등학생을 위한 인공지능 교재에 널리 사용되고 있다. 그러나 교재 분석 결과 선행조직자는 학생별 경험과 양육환경의 차이로 인해 선행조직자로서 기능하지 못할 가능성이 있다. 이를 해결하기 위해 본 연구는 초등학교에 널리 활용될 수 있는 선행조직자를 초등 교육과정에서 추출하여 AI 교육 프로그램을 개발하였다. 본 프로그램은 초등학교 5~6학년 AI 교육 내용 기준에서 AI 개념 요소를 추출하여 초등학교 1~4학년 교과 교육과정에서 선행조직자를 선정하였고 4차시의 교육 프로그램을 개발하였다. 본 연구를 통해 개발된 프로그램이 초등학생의 효과적인 AI 개념을 학습과 AI 리터러시 향상에 도움이 될 것으로 기대된다.

• Journal of The Korean Association of Information Education
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• v.20 no.6
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• pp.563-574
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• 2016

This paper is a research on the curriculums of network and digital creation tools among SW education in order to apply them to SW curriculum in education fields. For doing so, a curriculum model was developed by extracting main key words through the analyses of domestic and foreign SW curriculum, and reorganization of concept understanding and learning activity elements was made so as to be fit to characteristics of each curriculum. And curriculums were remodeled by curriculum such like concept understanding was focussed in network, activities in digital creation tools and its validity was suggested through expert verification by composing contents elements based on the results. Also, this model was proposed so that each school could recompose it easily by combining contents elements of other curriculums. Therefore, the suggested model could be utilized as a basic research data in applying domestic SW curriculum standard model.

• The Journal of the Korea Contents Association
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• v.18 no.5
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• pp.525-538
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• 2018

Action learning is a teaching method that is taught through the process of finding real problems and finding solutions. The purpose of this study was to examine the effectiveness of action learning for the college course 'media education for children' which was offered by the Department of Child Psychology and Education at S university in Seoul. According to the process of action learning suggested by Marquardt(2000), college students developed the problem of children's news literacy education and set the purpose, goal and contents of news literacy and developed teaching and learning method for the 6th grade elementary students and applied it to the education field. The college students' evaluation about the action learning lesson were collected by questionnaire and verbal. They found that active and voluntary problem-solving and field application through action learning helped to achieve the goals of the children's media education class. Finally, the importance of close cooperation with the educational field and of appropriate feedback were discussed as a necessary condition of action learning teaching method.

• Journal of Digital Convergence
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• v.18 no.2
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• pp.111-119
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• 2020

The purpose of this study is to suggest how to use digital textbooks to cultivate digital citizenship of elementary and secondary students. We analyzed domestic and international research on digital citizenship and analyzed the definition and elements of digital citizenship. Based on the analysis, we formed a council where field teachers, education experts, and government agencies participated. This study devised the elements and competence models of digital citizenship for elementary and secondary school students, and suggested teaching methods using digital textbooks. As a result, we derived five elements of 'Digital Literacy', 'Digital Communication', 'Digital Ethics', 'Digital Responsibility', and 'Digital Creativity & Collaboration', and devised a 'Triangle competency model' for the school site application.

• Journal of the Korean Society for information Management
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• v.39 no.4
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• pp.1-21
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• 2022

The aim of this study is to identify the research topics and suggest an information literacy curriculum by analyzing research articles on information literacy. For this purpose, we applied the topic modeling technique to 97 scientific articles and identified the core contents of information literacy education, such as media literacy, information literacy instruction, and the use of information resources. Based on the analysis results, we suggested an information literacy curriculum by considering the Big 6 model, information literacy standards of American Association of School Library, and Association of College and Research Libraries's information literacy competencies. This study is significant in that it considered 'use of information resources' and 'information ethics' to suggest information literacy education.

• Journal of The Korean Association of Information Education
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• v.26 no.6
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• pp.491-505
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• 2022

The importance of information education is recognized at home and abroad, and education policies are changing in the direction of expanding informatics education. Therefore, in this study, an elementary school information curriculum content system was developed by forming an expert group consisting of professors at the University of Education and the College of Education working in the Department of Computer Education and elementary and secondary information teachers with experience in curriculum development. Specifically, a content system was developed for the area of elementary school information education with linkage and hierarchy with the secondary information curriculum in the 2022 revised curriculum, core ideas for each area, content elements for each area, and instructional content for each grade level. Through this study, connectivity was secured in information education in elementary and secondary schools, and it is meaningful that the content elements of digital literacy were included in each content area. It is expected that the content system of the elementary school information curriculum proposed in this study will be helpful as a basic data for the development of certified textbooks and independence of information subjects in the future.

• Journal of The Korean Association of Information Education
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• v.24 no.5
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• pp.453-462
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• 2020

With the development of artificial intelligence, a lot of platforms have emerged that enable anyone to easily access and learn about artificial intelligence or create artificial intelligence models. Therefore, in this study, we analyzed various artificial intelligence education platforms and developed and proposed a SW education class plan using a framework-based artificial intelligence education platform for activating artificial intelligence based SW education. The artificial intelligence-based SW education framework aims to cultivate artificial intelligence literacy on the basis of computational thinking. In addition, a learner-centered project class was formed to include elements that could be fused with real life contexts or other subjects. Using this, with the theme of creating an artificial intelligence program to help separate garbage collection, a six-hour project-based class was developed and proposed using practical arts, social studies, and creative experiential activities. This project class was organized using a platform that is not difficult, such as AI Oceans and Entry.

• Journal of The Korean Association of Information Education
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• v.25 no.5
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• pp.713-721
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• 2021

As the Ministry of Education has introduced AI education in earnest in the 2022 revised curriculum, there is growing sympathy for the need for data-related education along with AI education. In order to develop the competence to understand and utilize artificial intelligence properly, the understanding and utilization competence of data must be based on it. In this study, a data-driven problem solving SW education program using microbit was developed by synthesizing the results of demand analysis and previous research analysis. The data-driven problem solving education program was developed with educational elements that can be applied to elementary school students among the contents of data science. Through the program developed in this study, education that combines various topics and subjects can be linked based on real-life data. Furthermore, based on an understanding of data, it will lay the foundation for a more substantial AI education program.