• Journal of Practical Engineering Education
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• v.15 no.3
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• pp.597-603
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• 2023

This study evaluates the AI digital competencies of teachers and presents a step-by-step framework for teacher's AI digital competencies that can be utilized in training. To do this, AI digital competencies were analyzed from the perspective of utilization and disposition, linked with the Technological Pedagogical Content Knowledge (TPACK) perspective. Then, as a precedent for step-by-step teacher AI digital competencies, the 3-step competency of the British Education and Training Foundation and the UNESCO ICT Teacher Competency Framework were presented. In this study, teacher's AI digital competencies were divided into three stages: entry, adaptation, and leadership, considering precedent research and domestic conditions. The initial entry stage passed the validity test in the second round of the Delphi survey, and the other two stages passed in the first round. The final entry stage is described as a stage where teachers understand AI digital but have difficulty implementing it, the adaptation stage is a level applied to standard curricula, and the leadership stage is a level where AI digital is applied in advanced courses and teachers serve as models for others. Through the overall AI digital competencies presented in this study, detailed competency development is possible, and it can be used as a reference material for developing evaluation items.

• Journal of the Korea Society of Computer and Information
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• v.26 no.8
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• pp.13-21
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• 2021

In this paper, we developed an artificial intelligence literacy education program to strengthen the AI convergence education capacity and cultivate literacy of in-service elementary and secondary teachers, and verify the effect on the degree of interest in artificial intelligence convergence education by applying it. As a test tool, the level of interest questionnaire scale developed by George, Hall & Stiegelbauer(2006) was used based on the center of interest acceptance model of Hall et al.(1979). As a result of analyzing the degree of interest in artificial intelligence convergence education before and after the application of the artificial intelligence literacy education program, the types of non-users were found both before and after the application of the program, but the overall degree of interest increased compared to before application. As a result of analyzing the satisfaction result of the artificial intelligence literacy education program, a response that was satisfied in most areas was derived, but there was a tendency to be somewhat less satisfied with the case of convergence and application of artificial intelligence and industry.

• Journal of The Korean Association of Information Education
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• v.25 no.2
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• pp.423-436
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• 2021

In the future, artificial intelligence (AI) technology is expected to become a general-purpose technology (GPT), and it is predicted that AI competency will become an essential competency. Several nations around the world are fostering experts in the field of AI to achieve technological proficiency while working to develop the necessary infrastructure and educational environment. In this study, we investigated the status of software education at the liberal arts level at 31 universities in Seoul, along with precedents from domestic and foreign AI education research. Based on this, we concluded that an AI literacy education model is needed to link software education at the liberal arts level with professional AI education. And we classified 20 AI-related lectures released in the KOCW according to the AI literacy competencies required; based on the results of this classification, we propose a model for AI literacy education in the liberal arts for undergraduate students. The proposed AI literacy education model may be considered as AI·SW convergence to experience AI along with literacy in the humanities, deviating from the existing theoretical and computer-science-based approach. We expect that our proposed AI literacy education model can contribute to the proliferation of AI.

• The Bulletin of The Korean Astronomical Society
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• v.41 no.2
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• pp.46.1-46.1
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• 2016

2015 개정 교육과정은 초,중,고등학교 학생들의 기초소양교육을 강화하고 핵심개념과 원리를 중심으로 학습내용을 적정화하고 학생 중심의 교실 수업으로의 개선을 목적으로 하고 있다. 2015 개정 교육과정을 바탕으로 한 교과서가 집필되고 있는 중에 있으며 개발되는 교과서는 2018년부터 교육 현장에서 적용된다. 2015 개정 교육과정에 나타난 지구과학 과목 내 천문학 영역의 성취기준을 기존 교육과정과 비교해보고 새 교육과정의 핵심 역량을 살펴 교육 현장에서의 효과적인 천문학 교육에 대해 토의하고자 한다.

• KOREAN POULTRY JOURNAL
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• v.54 no.11
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• pp.128-133
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• 2022

농업마이스터는 국가 법률로 지정된 농업 분야 최고의 장인으로 재배품목에 대한 전문기술과 지식. 경영 능력. 소양 등을 갖춘 자로서 이를 후배 농업인에게 전수하고 교육·컨설팅할 수 있는 자질을 갖춘 농업인을 뜻한다. 2011년 처음 도입된 농업마이스터 제도는 2013년 마이스터 1기를 시작으로 현재까지 224명이 배출되었는데 양계마이스터는 총 7명이 활동하고 있다. 농업마이스터 지정시험은 2년마다 있는데 1차 필기시험, 2차 역량평가, 3차 현장 심사로 진행되며, 합격률은 10% 미만이다. 농업마이스터로 지정되면 농식품부와 각 지역에서 추진하는 귀농, 귀촌 및 후계농 지도자, 농업경영상담사 등 각종 교육사업에 현장실습 교수로 활동하게 된다.

• Proceedings of the Korean Society of Computer Information Conference
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• 2022.01a
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• pp.223-225
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• 2022

미래 변화에 대응하는 역량으로 디지털 리터러시가 제시되고 있다. 국내에서는 2022 교육과정 개정의 중점 사항으로 미래 변화에 대응하는 역량으로 디지털 기초 소양을 강화한다. 한편 코로나19로 원격수업이 확대되면서 LMS(Learning Management System)의 사용이 증가하였다. LMS는 디지털 기기, 소프트웨어를 활용하므로 디지털 리터러시를 함양할 수 있는 기회가 될 것이다. 본 연구에서는 학교 현장에서 활용되는 Microsoft의 Teams, Google의 Classroom, KERIS의 위두랑과 e학습터를 비교하고 디지털 리터러시 내용 요소와 LMS 기능을 관련지어 활용방안을 제시하였다. 본 연구를 통해 LMS를 활용하면서 디지털 리터러시를 기를 수 있을 것으로 기대된다.

• Journal of The Korean Association of Information Education
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• v.24 no.6
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• pp.633-641
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• 2020

The development of intelligent information technology based on intelligence and data and network technology implemented by artificial intelligence has instigated innovation in society as a whole and has shown wide social and economic impact. Therefore, not only overseas but also in Korea, AI education is in a hurry to cultivate talents who will lead the upcoming society. Data is an important part of artificial intelligence, and data literacy, which can collect, process, and analyze data, to make data-based decisions, can be seen as an important competency to be developed along with AI literacy. Therefore, in this study, an AI data science education program that can increase data literacy of elementary school students was developed and applied to the experimental group, and its effectiveness was verified through a pre- and post response sample t-test. As a result, all of the four detailed competencies of data literacy, data understanding, collection, analysis, and expression, showed statistically significant improvement, indicating that the AI data science education program was effective in improving students' data literacy.

• Journal of the Korean Society for Library and Information Science
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• v.56 no.4
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• pp.335-356
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• 2022

Universities contribute to the development of the country and society by cultivating professional manpower with knowledge and qualifications as democratic citizens through education and research activities. To this end, the government is improving the basic capabilities of universities and supporting autonomous innovation through university financial support projects. Since the financial support project differentially supports the government's finances limited to universities with a comparative advantage through fair evaluation, the role and function of the university library, a basic educational facility and core institution that supports education and research, is important. However, university libraries have not been able to actively participate in the government's financial support projects due to financial and manpower shortages, poor environments such as facilities, facilities, and spaces, and low participation rates for students. Therefore, this study investigated and analyzed the program operation cases of 18 university libraries in which libraries participated among 45 universities selected for the ACE project (2010-2016), derived problems and implications, and questioned the roles and achievements of university libraries. Based on the results, strategies and measures to be considered by university libraries in preparation for the government's university financial support projects were proposed.

• Journal of The Korean Association of Information Education
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• v.12 no.2
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• pp.173-182
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• 2008

Teachers should actively maintain and improve their ICT competency in today's ever changing information society. A standardized system should now be developed to assist educators when choosing courses to improve their ICT competency. Previous ICT competency studies have only measured one's current ICT abilities rather than analyzing the skills necessary for educators to be successful in the educational system. This study developed an assessment tool to measure the ICT competency levels of CEOs who have the potential to be the decision makers in ICT education. In order to accomplish this, the jobs, duties, and tasks of educational CEOs were analyzed against the ICT Skills Standards for Teachers to determine which ICT skills are required by educational CEOs. Sixty-three questions were extracted from this analysis, guiding educational CEOs in the determination of their own ICT skills level.

• Journal of The Korean Association of Information Education
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• v.22 no.6
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• pp.651-660
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• 2018

To determine the educational effects of collaborative story creation activities using the Entry programming language, we instructed first year students at the national university of education on these activities for three weeks and analyzed the changes in their software (SW) education capacity and story creating ability. The completed analysis showed no significant changes in the students' SW education capacity as related to information literacy, computational thinking, and learner competency; however, the students' ability to create stories increased significantly. Although students struggled to learn story creation using Entry, they gradually found that the activities were useful and their interest in creating stories grew. Therefore, we suggest expanding the number of subject curriculum activities using Entry in order to improve SW education capacity as well as the subject capacity for student teachers.