• Title/Summary/Keyword: 메이커 역량 모델

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Exploring of Elementary Pre-Service Teacher's Skills Using Technologies and Study on Instructional Models (초등 예비교사의 테크놀로지 활용역량 탐색 및 수업모델 연구)

  • Park, HakNeung;Ma, Daisung
    • Journal of The Korean Association of Information Education
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    • v.23 no.1
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    • pp.97-106
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    • 2019
  • Based on previous studies such as TPACK, digital literacy, and maker education, this study searched the Skills for Using Technologies required for elementary school pre - service teachers and classified them into 13 sub - factors in 5 domains. We designed and applied a project-based maker education instructional model to improve Skills for Using Technologies for first grade students at G Education University taking "technology utilization and smart life". Through interviews after the lecture and after the lecture, the ability of university students to utilize the technology was examined and the acceptance attitude was improved. We also modified the project-based maker education model based on interviews, observation logs, and mutual evaluations of college students.

Developing Maker Competency Model and Exploring Maker Education Plan in the Field of Elementary and Secondary Education (메이커 역량 모델 개발 및 초·중등 교육 현장에서의 메이커 교육 방안 탐색)

  • Yoon, Jihyun;Kim, Kyung;Kang, Seong-Joo
    • Journal of The Korean Association For Science Education
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    • v.38 no.5
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    • pp.649-665
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    • 2018
  • In this study, we extracted the core competencies of makers through the analysis of critical incident technique and behavioral event interview to explore the nature and attributes of maker education, and then we developed a maker competency model based on these core competencies. As a result, six competency groups and 23 sub-competencies were extracted. In other words, we were able to confirm the existence of integrated thinking competency group consisting of four competencies made up of 'analytic thinking', 'intuitive thinking', 'visual thinking', and 'empirical thinking' and that of collaborative competency group with four competencies of 'sharing', 'communication', 'conflict management', and 'scrupulosity'. In addition, we could also confirm the existence of making mind competency group, which is composed of four competencies namely 'interest in various areas', 'challenge consciousness', 'failure management', and 'pleasure of the making process'. We could also confirm that human-centered competence group consisting of two competencies of 'humanity' and 'user-oriented' and the problem-finding competence group consisting of two competencies of 'observation' and 'recognition of discomfort in daily life'. Lastly, the making practice competency group is composed of seven competencies: 'understanding making tool', 'understanding electricity', 'understanding programming', 'planning', 'hand knowledge', 'information search', and 'direct execution'. We discussed educational implications of these findings.

Exploring of the Maker Education in Graduate School (대학원 수업방법으로서 메이커 교육의 가능성 탐색)

  • Kim, Jin-Hee
    • Asia-pacific Journal of Multimedia Services Convergent with Art, Humanities, and Sociology
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    • v.9 no.4
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    • pp.1-10
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    • 2019
  • This study investigates maker pedagogy as learning method with graduate students. The exemplary maker pedagogy instructional model in this study is intended to enhance student's research competence. This study examines how the teacher designs and implements maker pedagogy instructional model, and what students have experienced in conduction research project. students provide evidence that they have improved their competence to raise research questions, to make use of research methodology. Their learning experience depends on whether they are heterogeneously grouped or homogeneously grouped in terms of intellectual ability, research experience, etc. Additionally, students suggest that the teacher needs to administrate the learning process regularly, to build up an interdisciplinary network to provide students knowledge and methodologies needed for conducting research, and to create learning environment where each student is possibly enriched with individual accountability and responsibility on each own learning process. In conclusion, this study provides several suggestions for more valuable maker pedagogy instructional models in graduate class.

A Study on the Effects of Design Thinking Process and Maker Education on University Students' Start-Up Activities (디자인사고방법 활용 메이커교육이 대학생 창업역량에 미치는 영향에 관한 탐색 연구)

  • Kim, Tae-Ywan
    • Asia-Pacific Journal of Business Venturing and Entrepreneurship
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    • v.16 no.6
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    • pp.177-196
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    • 2021
  • In the era of the 4th industrial revolution, high technology is causing many changes in modern society and economy. Among them, changes in industries and jobs require new competencies of future human resources. As an educational alternative to these changes, maker education and design thinking methods are spreading around the world, and it is necessary to actively apply such education in university curriculum. Therefore, this study examines the effects of the maker education using the design thinking method on the learners' competencies required as future human resources and, relationship between the development of university students' entrepreneurial competencies and learners' competencies. And the purpose of this study is to contribute to the vitalization of entrepreneurship education for university students by suggesting an educational model. For this purpose, this study investigated the prior research on maker education/environment and design thinking methods to examine concepts and characteristics, and analyzed the influences between maker education/environment and design thinking methods and the development of learners' personal, social and technological capabilities. In addition, this study analyzed the relationship between learners' developed capabilities and university students' entrepreneurial capabilities, and based on the results, suggested directions and conceptual models for education that combine maker education/environment and design thinking methods. In conclusion, maker education/environment and design thinking methods in university education have a positive effect on the cognitive, social, and technological development of learners, and this has a significant relationship with the factors of personal, social, and technological dimensions of university students' entrepreneurial competency. It is analyzed that it has a positive effect on the promotion of entrepreneurship activities of university students. Therefore, it is judged that university's interest and support should be given to the vitalization of maker education using the design thinking method for university student entrepreneurship education and future human resources nurturing.

A Design and Demonstration of Future Technology IT Humanities Convergence Education Model (미래기술 IT인문학 융복합 교육모델 설계 및 실증)

  • Eunsun Choi;Namje Park
    • The Journal of the Convergence on Culture Technology
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    • v.9 no.3
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    • pp.159-166
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    • 2023
  • Humanities are as crucial as the technology itself in the intelligent information society. Human-centered convergence information technology (IT), which reflects emotional and human nature, can be considered a unique technology with an optimistic outlook in the unpredictable future. Based on this research background, this paper proposed an education model that can improve the IT humanities capabilities of various learners, including elementary and secondary students, prospective teachers, incumbent teachers, school managers, and the general public, through analysis of previous studies on convergence education models. Furthermore, the practical aspects of the proposed model were closely examined so that the proposed education model could be stably incorporated and utilized in the educational field. There are seven strategies for implementing the education model proposed in this paper, including research on textbooks, teaching and learning materials, activation of research results, maker space creation, global joint research, online education operation, developing living lab governance, and diversification of self-sustaining platforms for sustainable and practical education. In the future, validity verification through expert Delphi is required as a follow-up study.

A Study on Analysis of Importance-Performance on Teacher Librarians' Competencies (사서교사 직무 역량에 대한 중요도·만족도 분석)

  • Lee, Seung-Min;Lim, Jeong-Hoon;Kang, Bong-Suk;Lee, Byeong-Kee
    • Journal of Korean Library and Information Science Society
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    • v.52 no.3
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    • pp.177-196
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    • 2021
  • The purpose of this study is to analyze priorities of competencies and to find the direction of development of teacher librarian training and retraining program. A total of 238 subjects were used for the final analysis. They were analayzed using IPA, Borich's needs analysis and the Locus for Focus model. As a result, First, teacher librarians perceived that the importance and performance of teacher and manager competency were higher than information specialist and cooperative leader. Second, they needed competencies of data-science, coding, Internet of Things in the field of information specialist as changing educational environment. Third, they needed competencies of information ethics, copyright instruction, and digital and media literacy education in the field of teacher. Fourth, they needed competencies of facility designing for future education, online and offline school library marketing skills, and establishment of makerspaces and learning commons in the field of ibrary manager. Fifth, they needed competencies of library based instruction, library cooperative instruction, and building a collection related to subject in the field of cooperative leader. Sixth, the highest required competency for teacher librarians was suggested for teacher librarians' role area.