• Journal of The Korean Association of Information Education
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• v.10 no.3
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• pp.425-434
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• 2006

This study designed and implemented differentiated web courseware for ICT education based on the analysis of the contents of the guidelines for information and communications technology education in elementary schools. The web courseware was designed to provide students with self-directed, differentiated learning in ICT education. The contents of the courseware consist of 'understanding of the computer,' 'mouse and keyboard,' and 'surfing on the Internet.' Each of the contents includes diagnostic and formative evaluations so that students can select their own learning activities of the beginning, intermediate, and advanced levels. The web courseware is expected to be used as self-directed learning materials for ICT education through learner-centered differentiated learning activities.

• Journal of The Korean Association of Information Education
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• v.9 no.1
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• pp.57-66
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• 2005

The grade-schooler could develope computer literacy education with the Peer tutoring system which is method of one higher level learner can teach and help another learner. This system can hold the result in common each other, also a progress to get the successful result. Moreover, they do the project in cooperation. After the application of the peer tutoring, the basic of computer ability increase in quality. We have side-effects which are increased the interest of computer function after real teach and learning process. And we get good atmosphere which is confidence each other and helping mood in studying another school work. If this study should process changed form, it will be developed more regular system than this study.

• 한국정보교육학회:학술대회논문집
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• 2004.01a
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• pp.74-82
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• 2004

컴퓨터 소양 교육은 학교가 안게 된 하나의 새로운 과제가 되었다. 이러한 컴퓨터 소양 교육은 그 교과 내용 자체의 특수성으로 인하여 학습자간의 준비도의 편차가 심하다. 준비도 격차가 큰 학습 내용에 대한 교사와 학습자의 부담감을 줄이기 위해 동료 교수법을 적용해 보았다. 동료 교수법이란 선행 학습자가 후행 학습자를 도와주고, 후행 학습자 역시 선수 학습자를 조력하는 역할을 하는 방법이다. 동료 교수 학습의 기본적인 과정은 '짝 정하기', '역할 정하기', '과제 제시 및 수행', '역할 바꾸기', '피드백'의 순이다. 동료 교수에 적합한 단원을 선정하여 학교재량활동 시간에 지도함으로써 컴퓨터 소양 능력 이외에도 사회성과 책임감, 의사 소통능력, 목표 의식 등에 전반적인 향상이 있을 것으로 기대한다.

• 한국정보교육학회:학술대회논문집
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• 2004.08a
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• pp.548-555
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• 2004

ICT 교육의 소양교육과정 부분에서 초등학교 컴퓨터 용어교육이 절실히 요구된다. 초등학교 컴퓨터 용어교육은 ICT 소양교육의 바탕이기 때문이다. 특히, 기존의 컴퓨터 용어 사전은 성인들을 대상으로 한 것이어서 초등학생의 특성에 맞게 분류하고 정의한다. 초등학교 컴퓨터 용언의 분류는 제 7차 교육과정에서 정의하는 ICT 단계와 영역에 맞게 한다. 초등학교 컴퓨터 용어의 정의는 초등학생의 특성을 고려하여 구체성의 원리, 경험성의 원리, 현실성의 원리, 동기유발의 원리에 맞게 한다. 이에 따른 분류와 정의를 통해 몇 가지 용어를 예시적으로 정의한다. 이상과 같은 분류와 정의에 의해 초등학교 컴퓨터 용어는 초등학생들이 쉽게 이해하여 ICT 소양교육의 질은 저절로 높아질 것이다.

• Proceedings of the Korean Information Science Society Conference
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• 2003.04a
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• pp.845-847
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• 2003

21세기는 정보기술과 함께 폭증하는 정보의 홍수 속에서 가치 있는 정보를 선택, 판단하고 활용할 수 있는 정보활용능력이 필수적인 사회로 전환되고 있다. 정보 사회 적응을 위한 기본소양 교육이 효과적으로 실천되기 위해서는 정보 소양 학습을 지원하는 다양한 활동이 있어야한다. 교과 교육의 정보화를 실현하는 한 방법으로 교육 과정의 통합적 접근이라고 할 수 있으며, 교육과정의 통합적 접근은 복잡한 사회의 변화에 대한 종합적인 안목을 길러주고, 지식 정보의 폭발적 증가에 보다 적절하게 대응하게 해 준다는 점에서 그 교육적 정당성을 발견할 수 있다. 결국 교육과정의 통합은 급속한 사회의 변화를 교육체제에 조정시키는 수단으로서의 역할을 담당할 수 있다는 점에서 그 교육적 의미가 크다. 따라서 본 연구에서는 체계화된 ICT 교육과정을 편성하였으며 그 편성 방향은 ICT를 기본으로 하여 여러 교과를 통합지도 할 수 있는 교육과정을 조직하고 이를 웹 기반 교수 학습 형태로 제시하였다.

• The Journal of Korean Association of Computer Education
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• v.23 no.3
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• pp.1-8
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• 2020

Korean 8-grade-students who participated in the ICILS 2018 were educated in the 2009 revised curriculum, where the 'Informatics' subject was an optional course in the regular curriculum. In order to closely analyze the ICILS 2018 results, it was necessary to take into account the situation in Korea that related educational experiences may differ among students. This study surveyed the students' educational experiences related to Informatics subject in the context of individual and schools. The average scores of computer and information literacy (CIL) and computational thinking (CT) of the ICILS 2018 were analyzed and compared by students' educational experiences. As a result, the average CT score of students who experienced the coding and programming education was higher than those who did not. Also, the more time students took the Informatics subject, the higher the average CT scores were. Based on these results, this study discussed implications in terms of expanding computational thinking education for elementary and secondary education.

• Journal of Internet Computing and Services
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• v.14 no.6
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• pp.59-70
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• 2013

With advances in information and communication technologies, many innovative technologies have been developed. Those technologies are changing every aspect of our daily life. Especially smart technologies are changing our life dramatically. Smart devices such as tablet PCs and smart phones are used in education so that new concept called "smart learning" is created and used. Currently smart learning becomes popular in accordance with wide distribution of smart devices and smart contents in schools. In order to compare and check the current status and progress of individuals in smart environment, we need smart literacy standards. However, there has been only few works for smart literacy standards for teachers and students. Also, those standards need to be improved. The purpose of this paper is to develop smart literacy standards for teachers and students in smart learning environment. The proposed literacy standards are developed based on the existing ICT literacy standards. In this work, smart literacy standards consist of four main areas, smart education, smart knowledge, smart application, and smart ethics, respectively. For development of smart literacy, wide experts from teachers, professors, and researchers are selected and surveyed. Their responses are analyzed using through statistical analysis so that final smart literacy standards are obtained.

• Journal of the Korean Society for Library and Information Science
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• v.57 no.2
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• pp.151-178
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• 2023

The purpose of this study is to investigate the effect of school library reading classes on the convergence literacy of adolescents based on the convergence reading education model. To achieve this, elements of convergence education for future-oriented competence were derived from the level of reading education based on previous studies and literature, and the effectiveness of education was measured by conducting a convergence literacy test targeting 50 general high school students. In this study, reading classes and tests were conducted over 12 sessions from April 2022 to November 2022, and the study participants were divided into two groups, and convergence reading education and self-reading education were applied respectively. The analysis results of this study are as follows. First, It was verified that there was a significant difference in the promotion of convergent literacy of adolescents according to the method of reading education. Second, it was verified that convergence reading education had a significant effect on convergence literacy of adolescents such as convergence, creativity, self-direction and communication ability. Third, as a result of verifying whether learning motivation plays a mediating role in convergence reading education influencing convergent literacy, learning motivation played a partial mediating role and had an indirect effect on creativity, self-direction, and communication ability between convergence reading education and convergence literacy, but showed no significant mediating effect on convergence ability.

• Journal of The Korean Association of Information Education
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• v.10 no.2
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• pp.183-190
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• 2006

This study is mainly focused on objective evaluating the influence of the e-NIE activities on the elementary students' ICT competence which is considered as a critical feature in contemporary society. An e-NIE site which is covering 5 domains of ICT competence was constructed to support the students' e-NIE activities. An ICT competence evaluating questionaire was made to confirm the result of the e-NIE activities and the evaluation and the analysis were performed before and after the e-NIE activities. The result shows that the e-NIE activities can enhance elementary students' ICT competence.

• Journal of the Korean earth science society
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• v.43 no.3
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• pp.446-463
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• 2022

This study suggests the need for polar literacy education as an effective conceptual system to explain climate change in terms of science education in line with the common effort of humankind to respond to global environmental changes. To this end, we investigated the status of polar literacy in high school students through quantitative tests and qualitative interviews and discussed the resulting implications. A total of 329 high school sophomore students from two high schools participated in a test consisting of 25 true and false questions developed by referring to the Polar Literacy Principles, while 13 students agreed to be interviewed. The results showed that a somewhat insufficient understanding and conceptual gaps appeared regarding several areas of the Polar Literacy Principles. Knowledge of the geographic features of the polar regions was weak, and little was known about the components and key characteristics of the cryosphere. The lack of understanding of these concepts results in the inability of students to link the operational mechanisms of polar and global climate change sufficiently. While accepting unsatisfactory concepts in the school curriculum without criticism from outside media, students perceived the mechanism of climate change as somewhat monotonous or distorted. Moreover, linguistic information, analogies, and visual observation were used as cognitive strategies to compensate for the ambiguous understanding of polar and climate change. Based on the abovementioned results, we argue that polar literacy education should be introduced as a new knowledge system that can be used to aid a systematic and comprehensive understanding of climate change within the school science curriculum. Additionally, we suggest the following implications: review the consistency of knowledge related to polar literacy in other subjects, provide critical standards for out-of-school media information related to climate change, examine students' misconceptions, and identify improved thinking strategies.