• 한국정보교육학회:학술대회논문집
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• 2004.01a
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• pp.195-206
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• 2004

본 연구는 음성 인식 기술을 적용해서 시범적으로 영어 학습 제품을 제작하고 이것을 현장에 적용한 후 설문과 관찰을 통해 결과를 해석하는 Pilot Test로 계획되었다. 본 연구의 목적은 음성 인식 영어 학습 제품 사용 후, 학생들의 학습태도 변화를 확인하고, 실험에 참가한 회원, 학부모, 교사의 만족도를 조사하고, 영어 교육학 전공자를 통해서 음성인식 영어 학습 제품의 완성도를 조사 분석하는 것을 목적으로 한다. 본 연구를 통해 도출된 data 들은 음성 인식 기술의 제품 적용 가능성을 검증해 주고, 향후 사업화 추진을 위한 근거 자료나 기초 자료로서의 역할을 할 것으로 기대한다.

• Proceedings of the Korean Information Science Society Conference
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• 2000.04b
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• pp.675-677
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• 2000

지적 능력은 정상인데 해당 연령층에서 기대하는 학습 결과를 나타내지 못하여 교육성취도가 정규학년 수준에 크게 미달되거나 학습 속도가 부진한 특수학습장애 아동들은 일반 아동들과 같은 수업을 받는다. 이런 현실은 학부모나 교사들의 특별한 배려가 없다면 당연히 장애 아동들의 학습에 대한 흥미를 떨어뜨릴 수 있다. 우리 나라에서 특수교육을 받는 장애 아동 중 가장 많은 수를 차지하는 특수학습장애 아동들을 위한 특별한 프로그램의 개발이 절실하다. 이에 본 논문은 동기 이론들 기반으로 특수학습장애 아동들의 흥미를 길러 줄 수 있는 프로그램을 개발하였다. 이의 개발로 특수학습장애 아동들의 주의 집중 능력과 성취동기를 길러주고, 흥미를 키워주므로 학습에 대한 의욕을 가질 수 있다.

• 한국IT서비스학회:학술대회논문집
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• 2008.11a
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• pp.387-390
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• 2008

1996년부터 국내 초 중등 교육포털 서비스로 운영 중인 에듀넷www.edunet.net은 2007년 말 기준으로 연회원 570만 명, 일일 사용자수 48만 명인 웹서비스 사이트로서, 총 85만건의 교육 콘텐츠를 무료로 서비스하고 있다. 회원 대다수가 교사, 학생, 학부모로 구성되어 있으며, 각 개인마다 필요로 하는 정보와 정보제공 형태에 대한 요구가 다르다. 이러한 고객의 다양한 기대와 요구를 충족하기 위해서는 일방향적으로 제공하는 형태의 기존 정보제공 방식에서 개인이 자유롭게 필요한 정보를 선택하여 개인화된 포털을 구성하고 이를 자유롭게 공유할 수 있는 형태로의 사용자 중심 오픈 서비스 패러다임 변화가 필요하다. 분산화의 대표적인 서비스인 위젯서비스의 국내외 사례분석을 통해 에듀넷 위젯활용 방안 및 서비스전략을 고찰하고자 한다.

• 한국정보교육학회:학술대회논문집
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• 2009.08a
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• pp.33-40
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• 2009

교구로봇' 교육은 영재교육과 경진대회를 통하여 초등학생과, 학부모, 교사에게 기대와 인식이 매우 보편화 되었다. 또한 창의성과 통섭교육에 대한 관심이 높아짐에 따라 초등학교 방과후 교실의 로봇교육은 더욱 증가할 것으로 보인다. 그러나 방과후 로봇 교실 운영에 대한 초등현장의 교구로봇 교실 운영 실태조사가 이루어지지 않고 있을 뿐만 아니라 지도교사 양성이나 체계적인 프로그램 운영 관리가 부족한 상황이다. 따라서 본 연구에서는 초등학교의 방과후 '교구로봇' 교실 운영실태 및 교사의 인식을 조사하여 문제점을 파악하고, 보다 바람직하고 효율적인 방향으로 방과후학교 로봇교실이 정착될 수 있도록 시사점을 제공하고자 한다.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.17 no.8
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• pp.301-310
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• 2016

This study was to conducted to examine the associations between job stress and musculoskeletal symptoms of child care teachers. Questionnaires were administered to 132 child care teachers and the responses were analyzed using the SPSS/WIN 18.0 program. The average total job stress was 2.80. Based on NOISH criteria, musculoskeletal symptoms were prevalent in 46.2% of the participants. The musculoskeletal symptoms by body part appeared mostly on the shoulder (25.8%), followed by the lower back (18.9%), hands/wrist/fingers (17.4%), neck (11.4%), legs/feet (9.1%), and arms/elbows (7.6%). The positive symptom group showed higher levels of total job stress, work overload, and relationship with school parents stress scores than then the symptom free group. Musculoskeletal symptoms were significantly associated with job stress, work overload, and relationship with school parents stress. Overall, the results of this study indicate that it is necessary to develop strategies for reducing job stress to prevent musculoskeletal symptoms.

• Journal of Science Education
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• v.35 no.1
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• pp.34-47
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• 2011

This study investigated the utilizations and needs of the gifted students, parents and experts as to the development of the Information Center for Gifted Education in Science (IC-GES). The participants of this study were 343 gifted students, 194 parents raising gifted students in science, and 113 experts in gifted science education. The survey instrument was developed to examine their perspectives and needs. The results of this study revealed that the gifted students, their parents, and experts showed the diverse utilizations and needs. The gifted students showed the more interest in information on the recruitment of gifted students. On the other hand, parents and experts were interested in gifted education programs and curriculum. They exploited various resources to find out the information on science gifted education. In addition, with respect to the development of the IC-GES, all of the participants of this study indicated that they needed the resource center providing the information regarding gifted science education programs. They also noted that the IC-GES could be a crucial foundation as well as essential reinforcement for gifted science education. This study provides and supports the rationale and needs of the development of IC-GES.

• Asia-Pacific Journal of Business Venturing and Entrepreneurship
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• v.19 no.4
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• pp.127-139
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• 2024

This study investigates the impact of edutech characteristics and both tangible and intangible educational services on the intention to re-enroll, which is directly related to the management performance of private institutes. The study aims to propose strategies to improve re-enrollment intentions and management performance based on the findings. Private education has grown continuously, complementing the limitations of public education and increasing parental dependence. This study tested the hypothesis that edutech characteristics, intangible services, and tangible services, increasingly utilized with the development of information and communication technology, would influence re-enrollment intentions. It also examined whether rapport-building behavior with parents would have a moderating effect on this relationship. The hypothesis testing results showed that among the edutech characteristics, content, intangible services such as reliability and empathy, and tangible services such as tangibility and payment accessibility positively impacted re-enrollment intentions. The hypothesis that rapport-building behavior would moderate the relationship between educational services and re-enrollment intentions was supported for empathy in intangible services and tangibility in tangible services. Based on these findings, the study proposed three strategies to improve management performance of private institutes. First, in terms of improving and managing edutech characteristics, it suggested introducing and updating edutech content and ensuring operational stability. Second, for improving and managing intangible services, it recommended managing instructor recruitment and training to enhance quality and competence, maintaining professionalism through continuous education by credible institutions, and providing level-based education for students based on the qualitative improvement of educational programs. Third, to improve and manage tangible services, it suggested setting appropriate tuition fees, offering various payment methods (online, mobile, card, bank transfer) unrestricted by time and place, and equipping interiors and facilities that enable focused learning. Additionally, considering the moderating effect of rapport-building behavior, it emphasized that improvements and management requiring costs are necessary, but making parents feel a high level of tangibility through rapport-building is also important. Furthermore, given the increasing importance of edutech based on information and communication technology, the study highlighted the need for various support measures such as government technological support and venture certification system support for institutes with an entrepreneurial spirit aiming to introduce innovative technologies such as AI technology based on large language models and AR/VR-applied metaverse environments. This study is expected to help improve the management performance of private institutes by specifically suggesting items and methods for improvement and management in the educational field.

• Journal of The Korean Association of Information Education
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• v.14 no.1
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• pp.25-33
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• 2010

Teaching aids Robot Education, through early education and contests, is very commonly known to elementary school students, their parents and teacher. However, not only we do not have complete knowledge of how robot education for after school performs, but also we lack a proper management skills in educating new teachers and running a structured program. Thus, through this research, we would like to identify the problems in teacher's knowledge and how the robot education is running according to provinces, size of cities, public private school, and size of schools and provide proper and most effective way of teaching after school robot class. According to the result of this research of running 'Robot class' in different area, sub-areas and size of schools, there was a meaningful difference and the biggest problem in performance was the class organization. In addition, about the expectation through after school classes, the research showed that the teachers expect lower cost of private education and improvement in creativity the most.

• Journal of the Korean Society of Food Science and Nutrition
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• v.41 no.3
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• pp.408-417
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• 2012

This study examined the satisfaction of a school milk program as well as the preference of school milk and flavored milk. The subjects of this study were $4^{th}$ , $5^{th}$ and $6^{th}$ grade students in 4 different elementary schools, who were attending the school milk program in Ulsan. The survey was conducted from April 10, 2009 to April 30, 2009. Of the 403 questionnaires distributed, 347 responded and analyzed (usage rate: 86%). The results were as follows. Of the 347 respondents, 53.9% were boys and 46.1% were girls. 34%, 31.1% and 34.9% of the students were $4^{th}$, $5^{th}$ and $6^{th}$ graders, respectively. Second, 80.1% of the students reported 'have milk everyday', and 89.9% of the students reported 'have milk as it is'. Third, the overall satisfaction with the school milk program was 3.32 based on a 5-point likert scale, the 'guidance of nutrition teachers and class teacher' was 3.21 and 'taste of school milk' was 3.37. There were significant positive correlations between the school milk satisfaction variables and overall satisfaction (p<0.01). Fourth, the preference for school milk was 3.33. The preference for flavored-milk were 3.63 (coffee milk), 4.44 (chocolate milk), 4.16 (strawberry milk), 4.26 (banana milk) and 3.53 (black bean milk). Fifth, to improve the school milk program, 85.9% of students wanted a provision for flavored milk. In conclusion, schools need to find a way to increase the satisfaction of the school milk program and the preference of school milk to increase the milk intake of students. Nutrition education for students and parents should be conducted systematically and choices for various kinds of milk and milk products should be given to the students.

• Journal of Digital Contents Society
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• v.9 no.1
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• pp.139-147
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• 2008

It is difficult to prevent and solve the contrary function of informationized society by a coercive or physical way. It is believed that a systematic education, teachers, experts, parents and students of schools are to be united as one to put every effort on preventing the contrary function of informationized society. In this study, ICT ethics behaviour test system has been designed and implemented with the aim of setting up an appropriate sense of values and cultivating ICT ethics index of juveniles. ICT ethics behaviour test system developed is to meet the contrary function of informationized society actively so the system should prevent the negative phenomenon derived from it. And it is expected to help the system build up the ability of keeping and developing the primary function of informationized society.