• Korean journal of communication and information
• /
• v.37
• /
• pp.73-99
• /
• 2007

The study's purpose is to present model for constructing of media education's curriculum. The concept and goal of media education have changed by various media education's paradigm historically. Also this changed the content and the goal of the media education. Curriculum model of media education is various by the nation. AS so the study analyzed the media education's curriculum model to be applying in USA, United British, German, Australia, Canada. Through this, the model for constructing of media education' curriculum is presented. The curriculum model helps to be executed systematically media education in Korea. According to the result, The model is composed of the goal and content. The goal of media education is composed of media knowledge, media appreciation, media analyze, media production. The content of media education is composed of Media, Text, User.

• The Journal of the Korea Contents Association
• /
• v.10 no.1
• /
• pp.468-476
• /
• 2010

Since the Media law recently passed, the media's influence has further enhanced than before. However, in reality, systematic media education can't catch up a trend of the fast growing media culture development. The new paradigm is much needed in getting rid of utilizing previous ICT training tool but rather using a creative and critical new role model. This study, media education in schools outside the school, as well as to the proper education of the active and systematic media education system as a way to create a top integrated media that is responsible for training new teachers to offer courses to train professionals. To change fragmentary and unsystematic media education system having been implemented to more professional, systematic and concrete, it is proposed that 3 systematic courses media literacy course, media story telling course and media production course should be implemented.

• Korean journal of communication and information
• /
• v.28
• /
• pp.77-110
• /
• 2005

This study's purpose is a search for the conceptual variety of media education. For this purpose, media education's surrounding is used to search by two of view. First view is about the condition of media education that includes an advent of new media, consumer's attitude change to user and variety of educational change. And then the variable paradigm of media education are viewed how it is connected with the theories of media with time. Change of surrounding and theoretical variety tell us why concept of media education should be revised. So, in this study, many scholar's definitions of the media education are regarded. From the rally stage of education for the television, the media education's definition has formed as new field. After that, media education expanded to the media literacy as communication competence with an advent of new media. This means that media education would be variably extend to verbal media education, critical interpretation of the contents and communication with community.

• Korean journal of communication and information
• /
• v.37
• /
• pp.139-167
• /
• 2007

This study aimed to investigate the current status of media education in Korea by analyzing the media education cases which are being implemented in education field. Analyses were conducted on educational media, education contents, education methods, education fields, education levels, age of educated people, education cycle, school curriculum patterns and education-performing organizations. The educational media were in the rank order of vision media, new media such as internet, newspaper and movies. The education contents were mainly composed of knowledge and information about media followed by media production and media literacy. The media education was conducted in the cooperative relationships among school, society and family. For the education methods, message analysis, media monitor education, media production and media in education were dominantly used. Elementary school students were found to be the main target of media education, while there was no media education for pre-school children. Current media educations in school were being performed using club activity, creative activity, talent-raising education after school and regular class.

• The Journal of the Korea Contents Association
• /
• v.17 no.6
• /
• pp.124-131
• /
• 2017

In the era of digital media era, the importance of media education has been emphasized by both scholars and audience right related organizations. However, little research has been conducted about the factors may have influence on the intention to participate media education program. Therefore, this study attempted to examine the effect of motivation on both satisfaction and intention of it. For this purpose, this study surveyed the participants from education program offered by two local media center. The results showed that the activity-oriented motivation had effect on both the satisfaction and intention to continuous participation. The results of the current study can be applied to development of the plan for encouraging the continuous learning of media.

• Korea Multimedia Society
• /
• v.5 no.1
• /
• pp.76-86
• /
• 2001

컴퓨터로 멀티미디어 자료의 처리가 가능해짐으로써 컴퓨터는 언어, 수리, 과학 학습 등을 할 수 있는 매우 귀중한 교육매체가 되고 있다. 교육의 방법 중에서 교육의 공학적인 접근에서는 인터넷 정보검색과 멀티미디어 CD타이틀의 사용이 필수라 해도 과언이 아닐 것이다. 따라서 교육 현장에서는 아주 많은 교육용 CD 타이틀 중에서 학습자에서 적합한 양질의 교육용 CD타이틀을 선택하는 것은 중요한 사항이 되고 있다.(중략)

• Journal of Convergence for Information Technology
• /
• v.9 no.6
• /
• pp.140-145
• /
• 2019

The purpose of this study is to suggest the implications for the domestic media education policy which is still in a state of pace by document research of the case in France which has a long history of media education. France has consistently maintained the tradition of the philosophical value of media education, such as 'the cultivation of consciousness and qualities as a democratic citizen' through legal, policy and educational improvement. At the same time, in the digital era, conceptual expansion was carried out that embraced the concept of 'information' rather than resting on classical media education. This was complemented by education legislation, enforcing information education programs in school, and the manage of CLEMI, the media and information education training organization. It will be necessary to construct software system for media education of Korea through the manage of governmental organization and the cooperation system with related institutes under the constant philosophic direction.

• Korean journal of communication and information
• /
• v.48
• /
• pp.306-325
• /
• 2009

This Study aims to thesis the purpose and educational methodology of media education for senior citizens. As background research, current situation and agendas regarding the media education for senior citizens were investigated. In further, quantative focal interview method was deployed to analyze recognition of teaches and education participants in media education for senior citizens. Focal interviews basis on the purpose, problems of education environment, preferred education method and suggestions of media education. The focal interview lead to in-depth opinion relying on experience of teachers and education participants. This study is expected to present the basis data for future theoretical systemization of neglected classes and for seeking educational utilization methods.

• Proceedings of the Korea Information Processing Society Conference
• /
• 2012.11a
• /
• pp.1717-1719
• /
• 2012

유해 정보의 무분별한 유포, 폭력물의 과다 노출, 인터넷 과다사용 등의 문제가 점점 사회적 갈등의 한 축으로 자리하고 있고 또한 그 피해와 문제의 심각성이 점점 더 낮은 연령층으로 확대되고 있다. 미디어가 처음 등장했을 때만 해도 우리는 미디어의 교육적 활용에 무한한 기대를 걸었다. 그러나 지금의 미디어는 교육적인 측면에서 가장 유해할 수 있는 환경으로 주목받고 있는 것이다. 미디어 교육은 미디어의 긍정적 기능을 보다 적극적으로 발휘하기 위한 수용 제작 활용교육과 부정적 기능을 최소화하기 위한 보호적 예방교육의 두 가지 형태로 진행할 수 있다고 한다. 여기서 주목해야 할 점이 긍정적 기능과 부정적 기능을 병행한 교육이라는 점이다. 따라서 본 논문은 미디어의 부정적 기능과 긍정적 기능에 관심을 가지고 초등학교에서 적용 가능한 미디어 교육프로그램을 제안해 보고자 한다.

• Trans-
• /
• v.12
• /
• pp.141-171
• /
• 2022

This study was conducted to understand media and cultivate personality by using media as data for personality education. To achieve this purpose, the Personality Education Promotion Act and the Korea Educational Development Institute's personality virtues were selected as educational elements, and a personality education program using media was developed in combination with the middle school curriculum. For this study, first, in order to extract personality virtues, 13 personality virtues were finally selected as educational elements by comparing and synthesizing the personality virtues of the Personality Education Promotion Act and the Korea Education Development Institute. The final personality virtues selected are self-esteem, courage, sincerity, self-regulation, wisdom, consideration, communication, courtesy, social responsibility, cooperation, citizenship, justice, and respect for human rights. Second, in order to select media and set the direction of development of personality education programs, the process of collecting media data was confirmed, and the direction and goal of the program were set by analyzing the middle school curriculum. Third, in order to propose a method of applying a personality education program using media, the personality grafting unit was selected by referring to the commentary on all subjects of the 2015 revised curriculum.