• 한국정보교육학회:학술대회논문집
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• 2005.08a
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• pp.193-201
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• 2005

제 3의 혁명이라 불리고 IT 분야의 새로운 패러다임으로써 부각되는 유비쿼터스 패러다임의 도래에 따른 컴퓨터 교육의 방향을 모색함과 동시에 유비쿼터스 패러다임을 반영한 컴퓨터 창의성 개발 과정을 설계하여 적용해 보고자 한다. 유비쿼터스 패러다임을 반영한 컴퓨터 창의성 개발은 창의적인 마인드와 사고를 지닌 미래 유비쿼터스 시대를 담당할 창의적인 인재를 육성하는데 그 목적이 있다. 따라서 유비쿼터스 시대의 IT 동향과 발전 방향을 이해하고, 실제 유비쿼터스가 구현되는 생활 모습을 통하여 우리 생활과 유비쿼터스와의 관계를 더욱 창의적인 시각에서 바라볼 수 있도록 하는데 역점을 두었다. 또한 미래의 유비쿼터스를 예견해 보는 과정을 통하여 제기되는 여러 가지 문제를 찾고 그 해결 방안을 모색해 봄으로써 학습자 자신이 미래 유비쿼터스 시대를 만들어 나가는 주역임을 스스로 깨닫도록 하는데 역점을 두어 교육 과정을 설계해 보았다.

• Journal of Digital Convergence
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• v.11 no.10
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• pp.95-102
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• 2013

The paradigm of SW industry has been rapidly changing into mobile and cloud technology environment. Research model based on PEST-SWOT analysis was employed to derive internal and external factors connected with PEST factors through analyzing the current status and problems of SW HRD system in Korea. Survey was conducted by 20 experts who are involved in SW companies, university, and R&D research institute using AHP(Analytic Hierarchy Process) model. The empirical result showed that SW fusion HRD, creativity-oriented university education in the field of software, global education and exchange, and revitalization of SW venture ecosystem are derived as policy visions of SW HRD for smart industry ecosystem. Another findings are that SW fusion HRD, revitalization of SW venture ecosystem, Job Creation through revitalization of SW start-up, Creation of coexistence between SW large enterprises and SMEs, creativity-oriented university education in the field of software, and global education and exchange are presented in order in terms of the importance of policy priority.

• Ingenium
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• v.17 no.1
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• pp.17-17
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• 2010

• The Journal of Korean Association of Computer Education
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• v.18 no.3
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• pp.79-91
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• 2015

Future society demands a personal who is equipped with personality as well as creativity. In this study is developed an creativity personality-integrated programing education model combining CPS(Creative Problem Solving) method for creativity and narrative approach for personality. The developed model was applied to the 5th, 6th grade students in elementary school. As a result, there were effects of improvement in cultivating both personality as well as creativity. The result may offer implications in developing a creativity personality-integrated education model and curriculums in computer science education.

• 한국정보교육학회:학술대회논문집
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• 2008.01a
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• pp.61-66
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• 2008

급속도로 발전하고 있는 정보화 사회는 당면한 문제를 창의적인 방법으로 해결하는 능력을 갖춘 인재를 필요로 하고 있다. 허나 응용 소프트웨어 활용에 치우친 정보교육은 획일화된 컴퓨터 활용 능력을 갖추게 하고 있으며, 사고의 단순화를 초래하고 있다. 이에 본 연구는 초등학생 수준에서 일상생활의 문제를 컴퓨터 과학 원리와 접목시켜 학생들의 창의적 문제해결력을 신장시키기에 적합한 교재를 개발하고, 교재를 활용한 프로그램 운영을 통해 창의적인 인재를 양성하는데 기여하고자 한다.

• Asia-pacific Journal of Multimedia Services Convergent with Art, Humanities, and Sociology
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• v.7 no.1
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• pp.743-752
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• 2017

This paper analysis the creative convergent person and the analysis of educational purpose system based competence in the 2015 revised curriculum. For this end, first, It discuss the educational purposes of the elementary and secondary school. The educational purposes are specified in the law, the general guideline and subject matters of the national curriculum. Second, It find out the relationship between creative convergence person and educational purposes. The core competencies that emerged from 2015 revised curriculum are an important role for the realization of creative convergence person. Finally, each purpose for the promotion of creative convergence person review how adequately defined. The review divided the three; the stipulation of legislation, general guideline of the national curriculum, subject matters of the national curriculum. As a result, the purpose of the direct role for the realization of creative convergence person is core competence and special competency of a subject matters. These competencies are reflected in achievement standards of the contents system in subject matters of 2015 revised curriculum. The core competence is a kind of educational purposes in terms of learners.

• Ingenium
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• v.18 no.6
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• pp.41-46
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• 2011

• Ingenium
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• v.15 no.2
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• pp.34-36
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• 2008

• Ingenium
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• v.18 no.2
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• pp.35-37
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• 2011

• Ingenium
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• v.28 no.4
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• pp.22-34
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• 2021