• Journal of The Korean Association of Information Education
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• v.21 no.6
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• pp.733-742
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• 2017

In recent years, There is a growing demand for more instructional hours because of the shortage of classes required for the software education included in the 2015 Revised Practical Arts Curriculum of elementary schools. Therefore, the Korea Association of Information Education developed the Informatics Curriculums Standard Model from 2014 to 2016 to revise the next 2020 curriculum. However, the KAIE curriculum lacks linkages with secondary school informatics curriculum and is not composed of core concept-based achievement criteria so that teachers have a lot of difficulties in reconstructing and operating the KAIE curriculum. In this study, four core concepts of information ethics were selected by conducting Delphi survey focusing on the teachers of elementary schools. In other words, we selected the core concepts of the information ethics domain: internet etiquette, personal information protection, information life, and copyright protection. Also, we suggested 16 specific criteria for the core concepts.

• Journal of the Korea Institute of Information Security & Cryptology
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• v.31 no.5
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• pp.1083-1095
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• 2021

With the recent increase in users' dependence on the Internet and the spread of various IT devices, the influence of information security on the users' has expanded compared to the past. Therefore, it is expected to have an increased influence on information security in personal life. In addition, as the intrusion factors that threaten security continue to become more advanced and diversified (eg., fake news, cyberbullying, identity theft), the need for nurturing information security experts is increasing. Furthermore, not only corporate information security workers, but also all individuals, cannot be free from the threat of information security. Therefore, it is necessary to prepare various information security education to improve information security awareness and induce proactive information security behaviors. In this study, characteristics of domestic and foreign information security education courses are analyzed and provide a standardized framework for information security education applicable to the domestic environment.

• Proceedings of the KAIS Fall Conference
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• 2004.11a
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• pp.53-55
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• 2004

지식, 기술, 정보가 경쟁력의 원천이 되는 산업 발전의 변화추세에 따라 세계 각국은 일-교육$\cdot$훈련-자격의 긴밀한 연계체제인 국가직업능력표준을 동해 국가 인적자원 개발 시스템을 개선해 나아가고 있다. 우리나라에서도 노$\cdot$사$\cdot$정 합의에 의해 2002년부터 전 산업분야에 적용될 국가직업능력표준이 개발되고 있다. 이렇게 개발된 국가직업능력표준을 이용하여 우리나라 기능대학/전문대학의 컴퓨터 응용기계설계과에서 활용할 수 있는 교육과정과 교재개발방안을 제시한다.

• Review of KIISC
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• v.13 no.5
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• pp.1-15
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• 2003

IT(Information Technology) 제품의 보안 기능을 평가하기 위한 서로 다른 체계를 이용함으로써 평가를 위한 이중의 비용 소요와 추가의 시간 소모 등의 문제점을 해결하기 위하여, 미국, 영국 등의 선진국들은 국제간에 상호 인정이 가능한 공통평가기준(CC : Common Criteria)에 대한 연구를 활발히 수행하고 있고, CCRA(Common Criteria Recognition Agreement)에 가입한 나라에서 평가된 제품은 다른 나라에서 재평가 과정을 거치지 않고 상호 인정하는 CCRA 라는 평가를 위한 국제 조약을 체결하여 시행 중에 있다. 그러나 CC는 다양한 보안 제품에 대하여 시행되고 있고, 표준안의 분량이 매우 많을 뿐만 아니라 복잡하며, 개발자와 평가자, 그리고 이용자 모두가 평가를 위한 기술적, 관리적, 절차적 과정의 이해가 무엇보다도 중요하다. 따라서 CC 주요 주체에 대한 평가 교육의 필요성이 매우 중요하게 대두되고 있다. 또한 우리 나라도 국제공통평가기준 인정 협정인 CCRA로의 가입을 준비중에 있고, 다양한 제품으로 평가제도의 확대를 준비하고 있다. 본 논문에서는 각 나라의 CC 교육 과정을 분석하고, 현재 CC 체제하에서 평가된 정보보호 제품들의 특성을 분석하며, 이를 바탕으로 우리의 평가 교육 현실을 살펴본 후, 국내 CC 교육 프레임워크와 실천 방안을 제시한다.

• 한국정보교육학회:학술대회논문집
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• 2021.08a
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• pp.411-418
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• 2021

In this study, in order to analyze the AI convergence education courses of 38 graduate schools of education, the analysis frame was constructed in terms of basic subject classification, content field of subject, and detailed subject composition by field. And as a result of analysis through this frame, it was found that the number of subjects currently operated by these graduate schools of education is very different from 14 subjects to 48 subjects. Therefore, it was judged that it was urgent to develop a standard curriculum for the AI convergence education major operated by each graduate school of education for the same purpose. The AI Convergence Education Major, which was established for the same purpose and operated in different forms, will eventually produce teachers with different competencies, so there is a risk of bringing confusion to the direction of AI Convergence Education in the school field.

• 한국정보교육학회:학술대회논문집
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• 2004.08a
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• pp.696-704
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• 2004

제7차 교육과정의 시행과 더불어 정부와 민간에서 모든 교과의 교수 학습에서 ICT를 활용할 수 있는 디지털 컨텐트를 다양하게 만들어 서비스하고 있으나 일관된 계획이나 표준안이 없이 필요에 따라 자료를 분류하여 만들어지다 보니 단위 수업 시간에 직접 투입하기에는 알맞은 자료를 검색하여 재가공을 하여 활용하거나 여과 없이 사용하게 되는 문제점이 제기되고 있다. 따라서, 본 연구에서는 단위 수업 중 자료투입시기를 분석하여 초등학교 교육환경에 필요한 메타데이터 요소를 탐색하고 메타데이터 요소를 추출하여 국제적인 메타데이터 표준인 DC Core Education 의 메타데이터 표준안을 기반으로 하는 멀티미디어 교육자료 검색 및 활용을 위한 베타데이터 요소를 추가 하였다. 초등교육 현장에서 생성되는 다양한 멀티미디어 교육 자료와 원상에 존재한 양질의 교육 정보 자원들을 일반적인 수업 흐름인 도입, 전개, 정리의 메타데이터 요소를 추가하여 통합검색과 체계적인 인터페이스를 제할 수 있는 기반을 마련함으로써 초등학교 교사가 쉽고 편리하게 단위 수업에 유용한 것을 찾아내고 수업에 투입할 수 있을 것이며 향후 교수학습 자료를 수업에 직접 필요한 형태로 분류하여 제공하여 효율적인 교수 학습 자료를 공유하게 함으로써 ICT활용 수업에 실제적인 도움을 줄 수 있을 것으로 기대된다.

• Journal of The Korean Association of Information Education
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• v.20 no.6
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• pp.575-584
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• 2016

We compared domestic computer science curriculum with foreign curriculums in order to develop content for algorithm and programming education in elementary and secondary schools. The results show that the levels and ranges of information included in the practical arts and information subjects of the 2015 Revised Curriculum are insufficient when compared with those of England, India, and America. In this paper, we surveyed experts about the importance of content and the age-appropriate time to begin teaching algorithm and programming in schools. The surveys were conducted using questionnaires used in KAIE's software standard model. Except for algorithm evaluation, the experts largely believe all content areas of algorithm education are important. However, they had differing opinions about the best time to begin teaching this subject matter.

• Journal of Korean Society of Disaster and Security
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• v.6 no.3
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• pp.29-34
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• 2013

This study is to provide the implementation plan for standard code to efficiently manage curriculum information in disaster and safety education programs across domestic and foreign institutions, and to encourage active information sharing. Projects regarding disaster safety education have been progressed and developed since the opening of NDMI on March 2006. Efficient management and systematic operation for the existing disaster safety education contents are also required. It is essential for both domestic and foreign disaster management organizations to share and utilize their educational contents each other prior to the effect of the Framework Act on the Management of Disaster and Safety starting from February 7th, 2014. As disaster gets more complex and diverse in its types and sizes, the share of information on advanced disaster and safety education system between each countries is becoming more necessary than they ever did before. Therefore, the standard code of disaster safety education curriculum is resulted based on the flexibility that accommodates the change of education environment and extended applications in both domestic and foreign education institutions. The effective application of standard code will be a possible way to improve the disaster safety education system and help to set its correct definition.

• Journal of the Korean BIBLIA Society for library and Information Science
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• v.27 no.3
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• pp.129-149
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• 2016

The purpose of this study is to examine in depth the personal experience of Instructor during National Competence Standards (NCS) Curriculum at Department of Library and Information Science. We conducted in depth interview (FGI) with participants who had recently experienced and data analysis was undertaken. We hope this study that an application of NCS would be activated fully in Library, educational institutes and qualifying examination institutes and that diverse feedbacks from related parties would makes leading to a better updated version of NCS development. As a result, First, The instructor had generally familiar with the background and purpose of the NCS. and they issued the inadequacies of job elements, non-reflection of the opinion on field education, the problems of classification of NCS. second, In the experience of NCS curriculum operating, There were the paperwork burden, Problems of methods of evaluation, evaluation period discrimination, the need to well communication with students. Third, In the problems on the NCS Curriculum operating, we found that there were The need on the proper Class size/hour, additional education, re-evaluation, Support system for NCS Curriculum operation, tools for practice, discrimination between relative evaluation and NCS evaluation, Enhancement for Competence/Standards. Fourth, On The ways of improving for NCS curriculum, We found that There were Class size, Support tools for practice, The improvement Competence/elements/standards based on LIS characteristic. The result of this study may contribute for improving the overall environment Based upon FGI analysis, several new directions for NCS education in the filed LIS curriculum are suggested.

• Proceedings of the Korea Society of Information Technology Applications Conference
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• 2007.11a
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• pp.133-133
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• 2007