• The Journal of Korean Association of Computer Education
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• v.16 no.5
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• pp.17-29
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• 2013

Cyberbullying has a negative influence on teens. However, the academic approach and try is still an its early stages in spite of the issue of the seriousness and importance. Accordingly, this study conducted a survey of 1,112 elementary, middle and high school students. According to the survey, Internet bullying violence experience was from 20.3% to 39.0%, victim experience from 11.0% to 23.4%, mobile phone bullying violence experience was from 15.9% to 44.1%, victim experience from 5.5% to 21.8%. The factors affecting Internet bullying violence experience were gender, academic stress, internet accessibility, anonymity, use time of internet. The factors affecting mobile phone bullying violence experience were school table, academic stress, mobility, anonymity, use time of mobile phone. Finally, this study grasped the relation between Internet and mobile phone bullying. It was found that Internet bullying violence victim experience had something to do with mobile phone bullying violence victim experience. Especially, Internet bullying violence experience had a lot to do with mobile phone bullying violence experience, Internet bullying victim experience had a lot to do with mobile phone bullying victim experience.

• 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.

• Journal of Christian Education in Korea
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• v.70
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• pp.11-35
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• 2022

The purpose of this article is to suggest nine types of educational ministry based on the practical theology in Christian Education. For the purpose this article emphasizes an individual dimension including church, society dimensions. An individual dimension is based on the spirit of post digital era within sociocultural area in different with personal-existential area of the philosophical and theological perspective and life cycle theology area of the developmental psychological perspective. Post digital era means the humanization of digital, digital friendly, and emotional digital cultural characteristics. Post digital generation means child, youth, young adults those who are accustomed with post digital cultural of the post digital era. The educational ministry for the post digital generations categorized into nine types according to correlation with individual, church, and society as a field of ministry and critical scientific method, critical confessional method, and critical correlational method as an interdisciplinary which are composed of Christian tradition and contemporary science. Representative key competencies of nine types in the educational ministry are media literacy, relational identity, communication, high touch, discipleship, making and using media, integrative vocation, collaboration abilities, and home, school, and social resilience in relation with multicultural generations.

• Asia-pacific Journal of Multimedia Services Convergent with Art, Humanities, and Sociology
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• v.7 no.9
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• pp.833-840
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• 2017

This study was attempted to explore in depth the education of cultural diversity in the curriculum and textbooks of middle school according to [1] As a result, the educational goals in the curriculum emphasized[2] the realization of the meaning and value of cultural diversity education reflecting the global citizen education in various time, space background and socio-cultural context. The purpose of the curriculum guidelines is specified, and the following is given: "To properly recognize the diversity of the world culture; To acquire knowledge on cultural diversity; To grasp important functions in the city life, and to have attitudes and qualities required as members of the world, and to develop a pluralistic literacy ability''. In the textbooks, the subjects of the cultural diversity education are mainly based on the curriculum standards, the education area of the 7th grade is the 'human community life', the education area of the 8th grade is the origin and development of the Chinese civilization, Suggesting the scope of the theme 'harmonious coexistence with the world'. In order to analyze cultural diversity education in response to the demands of the times, we analyzed three factors such as diversity, identity, and interrelationship.

• Journal of Christian Education in Korea
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• v.66
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• pp.243-272
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• 2021

Corona 19 brought about a major shift in the Korean church's pastoral style. Contact and non-contact ministry styles using the Internet and media devices are being held together. The elderly, who have been classified as digital vulnerable, need to see whether they are properly adapting to these changes and they have any difficulties in their religious lives. This study is to organize the current status of Corona 19 related to Korean churches, look at the current state of church programs for Christian elderly people, look at how important the religious life is to their lives, and to suggest educational pastoral methods for their religious lives based on the theory of Maria Harris' educational ministry. First, in terms of Koinonia, it was suggested that the heritage, beliefs, values and ways of life held by the Christian elderly be shared with people inside and outside the church in order to entertain and embrace everyone without alienation. Second, from the perspective of Leiturgia, educational ministry was proposed to expand prayer life from a personal area to a public area to become a life of practicing prayer and justice by providing public prayer content with media that can be used by the elderly to perform spirituality. Third, it was suggested that in terms of Didache, it should be required that the elderly should be educated to be familiar with the changing technologies, that teaching environment should be extended from church to online, and that the educational content of tradition and new forms should be dealt with extensively. Fourth, from the perspective of Kerigma, Christian elderly people who have suffered in various life environments, both personally and socially, should listen to the words again and gain the power to overcome the corona crisis through the God's words, so that they can be melted into the curriculum of koinonia, leiturgia, didache, and diakonia. Fifth, it was suggested that senior citizens should switch their consciousness to become subjects of service, not objects of service, and that digital literacy education should be provided individually at eye level to narrow the digital gap for Diakonia curriculum.

• Journal of Science of Art and Design
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• v.7
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• pp.64-104
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• 2005

Visual media transmits image and information reproduced in large quantities, such as a photography, film, television, video, advertisement, or computer image. Correspondence to the students' reception and recognition of culture in the future. arrangements for the field of studies of visual culture. 'Visual Culture' implies cultural phenomena of visual images via visual media, which includes not only the categories of traditional arts like a painting, sculpture, print, or design, but the performance arts including a fashion show or parade of carnival, and the mass and electronic media like a photography, film, television, video, advertisement, cartoon, animation, or computer image. In the world of visual media, Image' functions as an essential medium of communication. Therefore, people call the culture of today fra of Image Culture', which has been converted from an alphabet convergence era to an image convergence one. Image, via visual media, has become a dominant means for communication in large part of human life, so we can designate an Image' as a typical aspect of visual culture today. Image, as an essential medium of communication, plays an important role in contemporary society. The one way is the conversion of analogue image like an actual picture, photograph, or film into digital one through the digitalization of digital camera or scanner as 'an analogue/digital commutator'. The other is a way of process with a computer drawing, or modeling of objects. It is appropriate to the production of pictorial and surreal images. Digital images, produced by the other, can be divided into the form of Pixel' and form of Vector'. Vector is a line linking the point of departure to the point of end, which organizes informations. Computer stores each line's standard location and correlative locations to one another Digital image shows for more 'Perfectness' than any other visual media. Digital image has been evolving in the diverse aspects, such as a production of geometrical or organic image compositing, interactive art, multimedia art, or web art, which has been applied a computer as an extended trot of painting. Someone often interprets digitalized copy with endless reproduction of original even as an extension of a print. Visual af is no longer a simple activity of representation by a painter or sculptor, but now is intimately associated with a matter of application of media. There is some problem in images via visual media. First, the image via media doesn't reflect a reality as it is, but reflects an artificial manipulated world, that is, a virtual reality. Second, the introduction of digital effect and the development of image processing technology have enhanced a spectacle of destructive and violent scenes. Third, a child intends to recognize the interactive images of computer game and virtual reality as a reality, or truth. Education needs not only to point out an ill effect of mass media and prevent the younger generation from being damaged by it, but also to offer a knowledge and know-how to cope actively with social, cultural circumstances. Visual media education is one of these essential methods for the contemporary and future human being in the overflowing of image informations. The fosterage of 'Visual Literacy' can be considered as a very purpose of visual media education. This is a way to lead an individual to the discerning, active consumer and producer of visual media in life as far as possible. The elements of 'Visual Literacy' can be divided into a faculty of recognition related to the visual media, a faculty of critical reception, a faculty of appropriate application, a faculty of active work and a faculty of creative modeling, which are promoted at the same time by the education of 'visual literacy'. In conclusion, the education of 'Visual Literacy' guides students to comprehend and discriminate the visual image media carefully, or receive them critically, apply them properly, or produce them creatively and voluntarily. Moreover, it leads to an artistic activity by means of new media. This education can be approached and enhanced by the connection and integration with real life. Visual arts and education of them play an important role in the digital era depended on visual communications via image information. Visual me야a of day functions as an essential element both in daily life and in arts. Students can soundly understand visual phenomena of today by means of visual media, and apply it as an expression tool of life culture as well. A new recognition and valuation visual image and media education is required to cultivate the capability of active, upright dealing with the changes of history of civilization. 1) Visual media education helps to cultivate a sensibility for images, which reacts to and deals with the circumstances. 2) It helps students to comprehend the contemporary arts and culture via new media. 3) It supplies a chance of students' experiencing a visual modeling by means of new media. 4) There are educational opportunities of images with temporality and spaciality, and therefore a discerning person becomes to increase. 5) The modeling activity via new media leads students to be continuously interested in the school and production of plastic arts. 6) It raises the ability of visual communications dealing with image information society. 7) An education of digital image is significant in respect of cultivation of man of talent for the future society of image information as well. To correspond to the changing and developing social, cultural circumstances, and the form and recognition of students' reception of them, visual arts education must arrange the field of studying on a new visual culture. Besides, a program needs to be developed, which is in more systematic and active level in relation to visual media education. Educational contents should be extended to the media for visual images, that is, photography, film, television, video, computer graphic, animation, music video, computer game and multimedia. Every media must be separately approached, because they maintain the modes and peculiarities of their own according to the conveyance form of message. The concrete and systematic method of teaching and the quality of education must be researched and developed, centering around the development of a course of study. Teacher's foundational capability of teaching should be cultivated for the visual media education. In this case, it must be paid attention to the fact that a technological level of media is considered as a secondary. Because school education doesn't intend to train expert and skillful producers, but intends to lay stress on the essential aesthetic one with visual media under the social and cultural context, in respect of a consumer including a man of culture.

• Journal of Christian Education in Korea
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• v.67
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• pp.301-337
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• 2021

The researcher looked at the differences in views and various controversies surrounding Korean youth sexuality education in the wake of the Nth Room incident, which had a great impact on modern Korean society. Sex education for adolescents in Korea can be divided into public sex education through school sex education and the Youth Sexuality Center, and conservative/traditional Protestant sex education. Public sex education is partly influenced by feminist sexual ethics and comprehensive sex education abroad. Based on gender sensitivity and the right to sexual self-determination, four major projects are prevention of sexual harassment, prostitution, sexual violence, and domestic violence. However, the school sex education standard was criticized for stereotypes of gender roles and gender-discriminatory content, reinforced distorted myths about sexual violence, and exclusion of sexual diversity and various family types. Conservative/traditional Protestantism is based on the normal family ideology such as bisexual marriage, premarital chastity, and sexual ethics recognized only within marital relationships. It is a form of confrontation with public sex education while strongly opposing it. The researcher first analyzed the characteristics of public sex education, conservative/traditional Protestant sexual ethics and sex education, feminist sex ethics and sex education, and overseas youth sex education, respectively, while composing the curriculum for Korean youth sexuality education. And as a more fundamental solution to youth sexuality education, I pointed out that there are limits to asceticism, premarital chastity, gender sensitivity and sexual self-determination education, and found an alternative to the concept of body and sex in feminist theology. The researcher pointed out that it is necessary to reconceptualize the body and sex under the recognition that the most fundamental cause of distorted sexual culture is dualistic sex and understanding the body, centering on the research of various feminist theologians. And this was conceptualized into three concepts: holistic sexuality, mutual solidarity understood in relationships with others, and sexuality as a spirituality that extends to the global community. And with each curriculum, 1) Holistic Sexuality: Breathing, Narrative, Making the Shape of One's Body and Mind 2) mutual solidarity : Feeling the Breath of Others, Media Literacy through Conscientization, Sending a Good Wind 3) Sexuality as a spirituality that extends to global concern: It was proposed to pay attention to nature and to co-cultivate it, to listen to the earth's moans and create a new way of life, and to write a prayer with the earth and fellow living beings.

• Journal of Christian Education in Korea
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• v.64
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• pp.51-79
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• 2020

This study was conducted to pursue Christian education with the socially underprivileged in the era of the Corona-19 pandemic. Corona-19 is a disaster which is caused, destroyed and exploited by human being. At the time of the indiscriminately spreading global pendemic, we must work together to overcome our selfish self-centeredness and make an attempt for everyone in need. It is a study on how humans can help each other survive in the era of Corona-19 and its post-corona. The problem is that there is too much discrimination between the state, race, and economic capacity, and in the end, the extreme discrimination of capitalism is appeared in society and across the country. There is no significant difference in the confirmation rate when Corona-19 infiltrates, but there is a big difference between those with and less in mortality. As a result, today's reality is that people who have a hard time living because they have less usually are far more vulnerable to blocking and defeating virus attacks. Unfortunately, this is the current situation. From the standpoint of a large discourse, attention is paid to climate change and ecological environment, and as a micro discourse, a number of societies who live with tremendous discrimination according to the gap between the rich and the poor (it is gender, race, disabled, nationality) that exist in almost all countries on the planet. We need attention to the weak. To this end, discourses on vaccine inequality, discourses on the needs of the disabled, discourses on different racial damages, discourses on polarization and dystopia, and discourses on educational inequality were treated as the reality faced by the socially underprivileged in the Corona 19 pandemic. To explore Christian education with the socially underprivileged, to explore ways of sharing, giving, and solidarity for win-win, discourse on inter-dependence and mutual responsibility of mankind, direct counter-measures for the socially underprivileged, and critical literacy education. He proposed a discourse on Korea, a discourse on Homo sapiens, which must return to being a part of creation, and finally a theology of friendship with the weak. Christian education based on Bible words must go forward in the era of the Corona 19 pandemic, hungry, naked, nowhere to go, sick, but dying because of being unable to get a remedy. He emphasized the need to establish a caring theology of friendship and pursue a life in which thought and practice harmonize. Thus, the paper proposed the spirit of Christian education not only doing something for the socially weak, but with the socially weak in the daily life.