• Journal of Digital Convergence
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• v.14 no.1
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• pp.13-23
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• 2016

The purpose of this study is to examine the perceptions and attitudes of pre-service early childhood education teachers about the introduction and utilization of smart education. We selected 262 pre-service early childhood education teachers. The Focus Group Interview and questionnaire were used to measure the perceptions and attitudes about the introduction and utilization of smart education. As a result, most of pre-service early childhood education teachers use smart phones and they use extra two more hours except phone calls. The most frequent usage is text. It is affected to device utilization experience in class, impact on childhood development. FGI results of pre-service early childhood education teachers for the introduction and utilization of smart education were analyzed by 2 subjects, 4 categories, 18 items.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.21 no.5
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• pp.353-361
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• 2020

This study examined the effects of pre-service early childhood teacher's adult-attachment, mental-health and resilience on smartphone addiction tendency. The participants were 283 pre-service early childhood teachers in Seoul and Kyungkido. Collected self-report data were analyzed by correlation analysis and hierarchical regression analysis. The results were as follows. First, there were 228 people (81 percent) in the regular user group and 55 people(19 percent) in the risk user group. Second, there were significant differences in adult-attachment, mental-health and resilience according to smartphone addiction tendency. Third, anxiety(adult-attachment) and mental-health had a positive correlation, and control and affirmation(resilience) had a negative correlation with pre-service early childhood teachers' smartphone addiction tendency. Fourth, all variables influenced pre-service early childhood teachers' smartphone addiction tendency. This study provides practical suggestions for smartphone usage and preventive measures for pre-service early childhood teachers' smartphone addiction.

• Journal of the Korea Society of Computer and Information
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• v.28 no.10
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• pp.291-300
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• 2023

In this paper, we propose a plan for prospective early childhood teachers to plan, design, and produce and the results of operating a teaching model. To this end, we will identify video content for each age and video content of various topics and video playback time required by early childhood education sites, actively collect opinions from workers currently in early childhood education institutions, and suggest ways to develop on-site video content in the university curriculum. This requires prospective early childhood teachers to improve their self-understanding capabilities, community capabilities, and creative convergence capabilities, including digital capabilities. Through this, we intend to contribute to fostering smart early childhood teachers and creating a kindergarten activity and environment applying the latest video technology.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.20 no.1
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• pp.144-151
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• 2019

The purpose of this study was to investigated of the pre service teacher's information availability and concern and perception of coding education for young children. The subjects were 230 pre service teacher attending a A college micro politan city Questionnaires. The collected data were analyzed by ANOVA and Pearson's correlation coefficient analysis with SPSS Program. The results were as follows: First, the pre service teacher's information availability was smart phone usage levels that the most of all and the next was computer usage levels. Concern of coding education for young children that consequence concern was the highest and the next that collaboration concern, personal concern, information concern, refocusing concern, management concern. The other side unconcerned was most of least. Perception of coding education for young children that necessity perception, content perception, environmental perception was the over of mean. But operational perception was the low. Second, The information awareness, smart phone usage levels as each domain of information ability, usefulness of use was positively associated with Personal concern. But the information ability were negatively correlated with management concern. The information awareness was associated with necessity of coding education. The useful and ease of use of education were positively associated with content coding education.

• Journal of the Korea Society of Computer and Information
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• v.25 no.1
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• pp.221-231
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• 2020

Due to the fourth industrial revolution, people are excessively exposed to smart devices regardless of age, and the dependence is increasing rapidly. In the same context, various problems on information ethics have emerged to infant teachers and children. Therefore, there is a need to present guidelines for infants on the correct use of smart devices. This study proposes means to promote information ethics education in infant education based on a survey on future teachers attending Department of Early Childhood Education. Also, it suggests development of various teaching materials. The main significance of the research is to provide a balanced information ethics education and to develop interactive teaching materials. It also calls for infant teachers, as wells as infants, to understand the need for information ethics education and to provide desirable media education for infants.

• The Journal of Korea Institute of Information, Electronics, and Communication Technology
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• v.11 no.4
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• pp.355-361
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• 2018

Recently, there are efforts to improve my learning ability by using various learning tools based on ICT technology. The application such as games is used in conjunction with lecture class to induce interest in the class and to enhance the learning effect by using smartphone app as learning tool. In addition, we are trying to improve creative thinking ability, problem solving ability and logical thinking ability through early coding education. In this paper, we describe the learning and quiz app using the app inventor and conducted the related questionnaire. We developed a learning philosophy for preliminary early childhood teachers using the developed apps and taught them how to utilize them in early childhood education by explaining the apps and using the app inventor. Through questionnaires, we confirmed the learning effect and the willingness to use in early childhood education. Through this study, I hope to improve the ability of early childhood teacher learning and to utilize the coding in early childhood education with the app developed as the app inventor.