• Journal of The Korean Association of Information Education
• /
• v.26 no.6
• /
• pp.567-577
• /
• 2022

Interest in AI and SW education is growing as digital literacy is emphasized in the revised elementary school curriculum for 2022. There are numerous restrictions on how pupils can enhance their digital literacy because there are only 34 class hours available for information education in elementary schools. Therefore, other subjects and information education must be blended in order to ensure class hours for AI and SW instruction. In this study, we investigated the impact of S-PUMA reading instruction on the literary imagination and computational thinking of elementary school pupils. To conduct this study, two classes of sixth graders in an elementary school were chosen and split into an experimental group and a control group. Over the course of five sessions, only the experimental group received reading instruction using the S-PUMA teaching approach. It was discovered that reading instruction with the S-PUMA teaching methodology enhanced literary imagination and computational thinking. Further study is required to identify whether the improvement in creative imagination, a component of literary imagination, is a result of the S-PUMA teaching approach or a natural result of the subject matter of the lesson.

• The Journal of Korean Association of Computer Education
• /
• v.8 no.3
• /
• pp.77-89
• /
• 2005

Design of a new information technology curriculum is very difficult work. It has relatively short history of operation. It advances very fast. Furthermore, people have very different understandings between information application and information knowledge. Therefore making decision for information technology contents is very difficult work. So we try to get effectiveness of the curriculum design through the comparison with other countries' cases. In this paper we tried to search and analyze about the historical trends, current states, and characteristics of Chinese information technology curriculum. China has strong focus on information technology education while she makes great success in economic development. We also suggested some good points of Chinese information technology curriculum which can be adapted to the design of a new Korean computer curriculum. The China's information technology curriculum is summarized by four categories. They are (1) educations on the basic knowledges and functions of the stable level of information technology, (2) educations on the information technology applications for the problem solving, (3) educations for the individualized learning through the research and project implementations in depth, and (4) systematic arrangements and integrated operations of the information technology curriculum.

• Journal of The Korean Association of Information Education
• /
• v.9 no.4
• /
• pp.583-593
• /
• 2005

Ministry of Education ＆amp; Human Resources Development has drawn up and carried out various plans to improve the education of the information communication technology application of teachers, who are the most central forces leading the education of the information communication technology. But this current efforts of teachers have put emphasis on the skill-trained abilities. In this study, I compare the internal with the external evaluation tools about the current abilities of the information communication technology application of teachers and have developed the self-evaluation tools for this based on a good point of these tools. Through these evaluation tools, teachers will be able to integrate and evaluate the abilities of the real teaching-learning instruction and the abilities of the information communication technology application on the whole.

• Information Systems Review
• /
• v.16 no.2
• /
• pp.61-76
• /
• 2014

Recently, students have raised negative awareness of the test because of school records and irrational difficulty level of the College Scholastic Ability Test. They go so far as to commit suicide because of failure in entering school. It becomes a social problem and it is rising more and more interested in entering school. The educational game was created based on considering this social environment. Namely, students can enter university as playing online or mobile game through Enter Literacy Assessment game service. The Enter Literacy Assessment game service provides various tests which are math, english, science or essay that real university wants through online or mobile game. For this, general concept about Enter Literacy Assessment game service and characteristic establishment and limitation of existing research should be understood. The research refers to relationship between Self-Determination Theory which is the representative theory related with psychological desire of human intrinsic and Enter Literacy Assessment game service. Therefore, development of Enter Literacy assessment Serious Game is a new opportunity factor to take two dominants which are secure of university competitive power and excellent personnel and challenge for development of serious game.

• The Journal of Korean Association of Computer Education
• /
• v.10 no.2
• /
• pp.17-26
• /
• 2007

Since 2001, we have taught computer in elementary school to become the advanced country of IT in the 21C. However, it is criticized that the contents of information literacy curriculum are weak because they are not the computer science but mainly the computer skills. In 2005, "ICT Education Guide Revision" is published. Thereafter, the curriculum has systematic frame because of the addition of the contents of computer science. However, the curriculum for improving the ability of problem solving which is one of the abilities of human in the information society is somewhat defective. Therefore, in this paper I analysed the curriculums of problem solving field in elementary school level of some countries and proposed the revised curriculum of problem solving field of elementary computer science course.

• The Journal of Korean Association of Computer Education
• /
• v.10 no.5
• /
• pp.21-31
• /
• 2007

Elementary and Middle school have run the ICT grounding and utilization education following 'the management guide for the ICTE of elementary and middle school (2000.8.2). However, there is the Management Guide only without specific practical methods. By this reason, schools have the difficulties to enforce the ICTE curriculum. In this study, I developed the computer discretion activity textbook(two step) based on 'the management guide for the ICTE of elementary and middle school(2005.12) for the improvement of creativity and information utilizing ability.

• The Journal of Korean Association of Computer Education
• /
• v.21 no.2
• /
• pp.1-10
• /
• 2018

As the emphasis on software education in the 2015 revised curriculum, Informatics has become one of the essential subjects for the middle school students, and contents and achievement standards have been developed focusing on the information culture literacy, computational thinking, and collaborative problem solving ability. The 2015 revised Informatics curriculum for the first grade of middle school has been applied for the first time in 2018. Various educational policies have been promoted such as training of teachers, development of teaching and learning materials and programs to support implementation of the actual school fields. In this study, we analyzed the improvement issues and tasks of the 2015 revised curriculum according to the change of the Informatics education policy of in the global, and suggested the development direction of the future Informatics curriculum in Korea. The direction of the development of the Informatics curriculum is focused on ensuring the linkage between school level and identity of informatics education.

• Journal of the Korea Society of Computer and Information
• /
• v.26 no.1
• /
• pp.37-44
• /
• 2021

This study is to design and to develop the educational contents to enhance artificial intelligence literacy. First, we designed artificial intelligence education contents and constructed education programs. The contents are composed of a total of 15 lectures in 8 AI domains. The contents contain the elements of knowledge-skill-attitude, and 5 learning steps. The developed contents were organized in the form of online materials and included simulations and worksheets to directly manipulate and explore the concepts and algorithms of AI. In addition, we provided evaluation questions for each content. To examine the suitability of content, we conducted a validity test for experts. As a result of the content validity test, the overall average was .71 or higher, and the CVI value of the class suitability was .82, indicating a high validity. We are expected to use the contents developed in this study as an effective program to improve AI literacy in university liberal arts education.

• Proceedings of The KACE
• /
• 2018.08a
• /
• pp.129-132
• /
• 2018

미래사회가 요구하는 창의융합형 인재 육성을 위한 기초소양 함양을 위해 소프트웨어 교육이 의무화되는 등 컴퓨팅 사고력과 지능정보사회에 필요한 핵심역량인 협력적 문제해결력의 향상을 위한 소프트웨어 교육에서의 교수 학습 방법이 강조되고 있다. 이에 따라 본 연구에서는 감성적 사고와 창의적 사고력의 균형을 추구하는 디자인 사고와 실생활 맥락적 문제를 해결하는 메이커 활동을 결합한 디자인 사고 기반 메이커교육을 소프트웨어 교육에 적용하여 초등학생의 협력적 문제해결력에 미치는 영향을 검증하고자 한다. 이를 통하여 디자인 사고기반 메이커 교육의 학습효과를 밝히고, 초등학교 수업에서 다른 교과목과 융합한 소프트웨어 교육의 적용방법에 대한 시사점을 제공하고자 한다.

• Journal of Internet Computing and Services
• /
• v.17 no.4
• /
• pp.127-133
• /
• 2016

In the present knowledge and information society, every citizen can enjoy benefits of various advanced technologies such as information and communication technology(ICT) and smart technology. Nowadays everybody has to have some level of information literacy and application ability in order to enjoy benefits from various advanced technologies. In additions, knowledge and practice will about information and communication ethics are also required for all. Currently we need some kind of standards to evaluate and model everybody's information literacy and application capability. In this sense, information culture index has been developed to check information literacy and application capability of every citizen for various aspects of daily life. Information culture index consists of three standards, that is, application, awareness, and norm, respectively. Application standard indicates how information contents and skills are generalized for all. In other words, it is concerned with how every citizen can understand information literacy and use information skills in his or her daily life. Awareness standard is concerned with how well everyone can respect and trust others in the current information culture community. Norm standard is concerned with how everyone can use information communication services according to his or her desirable sense of information and communication ethics. The purpose of this paper is to analyze correlation between academic background and three standards of information culture index, that is, application, awareness, and norm. For this purpose, we use 2-year national survey works for information culture. After thorough statistical analysis, we can conclude that, awareness and norm standards do not show a meaningful correlation with academic background while application standard shows a meaningful correlation with academic background, It means that, the higher academic background one has, the higher application standard one can achieve. We expect that our correlation analysis results can be helpful to spread of information education and information culture in the future.