• 인터넷정보학회논문지
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• 제19권4호
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• pp.71-82
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• 2018

As the era of the $4^{th}$ industrial revolution began, it is possible to provide smart education by utilizing various new technologies. This paper included 6 steps to prove that the educational satisfaction of students' can be improved by applying the technology of the $4^{th}$ Industrial Revolution toward smart education. The first step is to review technologies of the $4^{th}$ industrial revolution that could enable smart education. The second step is to define areas that smart education should include by adopting technologies of the $4^{th}$ industrial revolution. The third step is to extract the keyword through literature review while the keyword can constitute the smart education for the defined areas. The fourth step is to present the research model by using the extracted keyword. The fifth step is to verify the proposed research model through questionnaires. The last step is to analyze the result of questionnaires to suggest better educational method. Consequentially, the purpose of this study is to verify the effectiveness of smart education by measuring students' expectation about smart education through questionnaire. As a result, students responded that the presented factors of smart education could maximize the effect of education by increasing the satisfaction of education. Therefore, it is necessary to utilize the technology of the $4^{th}$ Industrial revolution in the education field and apply the smart education method for better education.

• 대한치과기공학회지
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• 제44권2호
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• pp.47-52
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• 2022

Purpose: This study aims to identify the recognition, readiness, and awareness of the need for education in the era of the 4th industrial revolution among dental technology students in the healthcare field, and to provide essential data for the development of a future-oriented curriculum. Methods: A survey of 260 students, who were briefed about the purpose of this study, was conducted at D University and G University, located in Daejeon and Gangwon-do, South Korea, respectively. A total of 229 questionnaires, excluding 31 with insufficient responses, were analyzed. Results: 1. Recognition of the 4th industrial revolution was 3.43±0.77, preparedness was 2.91±0.84, and awareness of the need for education was 3.86±0.80. 2. Major satisfaction was found to have a significant effect on concept recognition and impact recognition of the 4th industrial revolution, readiness level, and the need for education (p<0.001). Conclusion: It is necessary to develop an education program on specialized skills (professional knowledge) related to the 4th industrial revolution, and to implement such a program that serves the educational needs of individual groups.

• 한국컴퓨터정보학회논문지
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• 제23권11호
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• pp.159-165
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• 2018

In this study, it is analyzed that keywords of the interest in the 4th industrial revolution for science and Technician K women's university students, areas to prioritize in the strategy of 4th industry revolution, to research compare analyze the recognition of science technology such as the most necessary education, human resource development of universities and companies in Korea and abroad according to the technology trend required in the 4th Industrial revolution era and which area to prepare for the 4th industrial revolution. The survey result shows different thoughts of science and Technician(KOFST) and the women university students. In the 1) 4th industrial revolution, the 96% of former are interested, while 60% of latter are interested. And in the most used keywords, the former group used AI(24%), Fusion new industry(21%) the most, while the latter group used AI(34%), Robot(18%). And, 3) in the strategic priority, the science technology experts are interested in education, R&D system innovation(27%), IoT, Information and Communication(26%) and the university students are interested in IoT, Information and Communication(31%), AI(28%). Finally, 4) the science technology experts thought of Autonomous Vehicle(20%), 3D Printer(7%), AI(16%) important, while the women university students thought of AI(27%), VR/Augmented Reality(17%), and Autonomous Vehicle(16%) the most necessary education. In the 4th industrial revolution, we need people with ability to solve complicated problems with creativity based on understanding and absorbing new knowledge and thinking of converged idea.

• Human Ecology Research
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• 제61권4호
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• pp.673-686
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• 2023

The purpose of this study was to identify home economics (HE) teachers' concerns about and perceptions of HE education using the latest technologies in the era of the 4th Industrial Revolution and to reveal whether they differ according to teachers' general background variables. The questionnaire survey method to measure HE teachers' concerns and perceptions of HE education using the latest technologies in the era of the 4th Industrial Revolution was conducted online using the Google Questionnaire from which 150 responses were received. The main results were as follows. Firstly, HE teachers scored an average of 3.46 out of 5 for the latest technology. Among these interests in the latest technology, interest in "augmented reality and virtual reality technologies" scored the highest at an average of 3.80, while interest in "neural network machine learning" (2.78) was low. HE teacher's concerns about HE education using the latest technologies in the era of the 4th Industrial Revolution were high, with an average score of 4.40. Among these concerns for the latest technology, "concern about the results of HE education using the latest technology" scored the highest at 4.53. HE teachers' anxiety about the latest teaching technology in the era of the 4th Industrial Revolution was moderate, averaging 3.05. The highest form of anxiety was "anxiety about the impact on the job" (4.03) and the lowest was fear of "the disappearance of the teacher's job" (2.50). HE teachers' innovation resistance to the latest teaching technology was low at 2.18. Expectations of the latest technology in HE classes in the era of the 4th Industrial Revolution averaged 3.85, slightly higher than the middle of 3.

• 한국컴퓨터정보학회논문지
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• 제22권10호
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• pp.179-187
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• 2017

In spite of the rapid change of the technology, the university education cannot escape from the traditional form of classroom teaching. University education is assessed through listening the same content of lecture, completing the same assignment and test at the same time, same place. To prepare for the 4th industrial revolution, it is investigated to reorganize the curriculum(32.5%), strengthen the lifelong education(21.4%), expand the compulsory education(17.6%), expand the innovation school(13.7%), expand the educational finance(10.4%) as the field of education which need to be strengthen. The change of the education is essential to prepare for the 4th industrial revolution which creativity, collaboration, fusion, problem solving are the core ability. In this thesis, it is to be compared that the subjects opened in liberal arts of domestic and overseas university in this 4th industrial revolution and Basic Liberal Art Education Curriculum is promoted for the smooth management for preparing the future and taking the action to the change. Stereotyped and inflexible frame should be changed to 'Structure', 'Recognition', 'Attitude' for making the base of 'Diversity', 'Personalization', 'Flexibility' which are needed to uplift 'Imagination', 'Creativity' for education of the future and the new era.

• 대한치과기공학회지
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• 제45권1호
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• pp.8-13
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• 2023

Purpose: This study aims to induce interest in the future society that could change with the advance of the 4th Industrial Revolution. It also intends to identify the direction of university education by investigating the perception of university students majoring in dental laboratory technology about the latest technology used in this era. Methods: The study recruited 240 college students majoring in dental laboratory technology at K and D universities in Gangwon-do and Daejeon, respectively. Online and face-to-face surveys were conducted from March 20, 2022 to April 10, 2022. Results: Although their interest in the use of emerging technologies during the 4th Industrial Revolution was above average 3.85, the dental laboratory technology students exhibited relatively high levels of anxiety 3.19 and reluctance 2.96. Second, their interest in emerging technologies demonstrated positive correlations with major satisfaction and understanding of concepts and readiness, whereas reluctance and anxiety pointed to negative correlations with understanding of the concepts of the 4th Industrial Revolution. Conclusion: Formulating guidelines is necessary to help students increase their understanding of the 4th Industrial Revolution and prepare them appropriately by setting an educational direction that can flexibly respond to the rapidly changing industrial environment.

• 서비스연구
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• 제13권2호
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• pp.114-129
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• 2023

4차 산업혁명 시대를 맞이하여 서비스 산업에서 4차 산업혁명 기술의 중요성이 증가하고 있다. 본 연구의 목적은 서비스 산업의 4차 산업혁명 기술 개발 및 활용 현황을 파악하고 이에 기반하여 서비스 산업의 4차 산업혁명 기술 혁신 특성과 시사점을 도출하는 것이다. 본 연구에서는 서비스 산업의 4차 산업혁명 기술 혁신 특성을 파악하기 위해 통계청의 기업활동조사 데이터를 기반으로 조사·분석을 수행하였다. 서비스 산업의 4차 산업혁명 기술에 대해 기업 비율, 기술 개발 및 활용 비중, 개발·활용 기술, 기술 활용 분야, 기술 개발 방법측면에서 분석하였다. 또한 서비스 산업 4차 산업혁명 기술 변화 추이도 분석하였다. 서비스 산업의 분석결과를 바탕으로 타 산업의 4차 산업혁명 기술 활용 및 개발 현황과 비교·분석하였다. 특히 서비스 산업의 4차 산업혁명 기술 혁신 유형을 4차 산업혁명 기업 비율과 4차 산업혁명 기업 비율의 증가율 관점에서 4가지 유형으로 구분하고 서비스 산업별 유형을 도출하였다. 연구 및 분석결과를 바탕으로 서비스 산업의 4차 산업혁명 기술 혁신 특성과 시사점을 9가지 관점에서 제시하였다. 연구결과 서비스 산업 기업이 타 산업 기업보다 더 적극적으로 4차 산업 혁명 관련 기술을 개발하거나 활용하고 있는 것으로 나타났고 그 격차는 더욱 확대되고 있는 것으로 분석되었다. 세부 서비스 산업별로는 정보통신업, 금융 및 보험업, 교육 서비스업의 4차 산업혁명 기술 개발 또는 활용 비율이 상대적으로 높았고, 4차 산업혁명 기업 비중이 가장 많이 증가한 서비스 산업은 부동산업, 교육 서비스업, 보건업 및 사회복지 서비스업으로 조사되었다. 특히, 클라우드, 빅데이터, 인공지능이 핵심 3대 4차 산업혁명 기술로 분석되었다. 서비스 산업은 4차 산업혁명 기업 비율과 증가율 측면에서 4개의 유형으로 구분할 수 있으며 유형별 차별적인 혁신 특성을 반영한 서비스 산업 혁신 방안이 필요하다.

• 예술인문사회 융합 멀티미디어 논문지
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• 제8권5호
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• pp.885-892
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• 2018

18세기 1차 산업혁명 이후로부터 여러 차례에 걸쳐 혁명적 산업 변화가 이루어졌다. 4차 산업혁명은 지능과 정보가 융합된 형태로 전개되는 새로운 형태의 산업혁명이다. 사회, 문화, 경제, 교육 시스템은 접속과 경험이라는 커다란 주제 안에서 전개될 것으로 예상된다. 4차 산업혁명의 특징적 요소인 지능적 기계화의 흐름 속에서, 인간과 기계의 분업화라는 관점은 반드시 필요하다. 도구에 관한 것은 기계와 인공지능에게 맡기고 인간은 본질적인 문제를 바라보아야 한다. 4차 산업혁명의 패러다임과 기술발전의 흐름 속에서 교육의 관점은 근본적으로 변화되어야 한다. 암기력을 기반으로 하는 소유의 개념이 아닌, 접속과 활용의 능력을 길러주는 교육으로 나아가야 한다. 로봇과 인공지능이 많은 부분을 담당할 수 있으므로 인간은 기계가 할 수 없는 토론, 협업, 의사소통, 감성, 예술성이라는 영역에 주목할 필요가 있다. 4차 산업혁명은 인간과 기술의 융합, 인문학과 과학기술의 융합이다. 융합적 교육과 독서가 중요하다.

• 한국IT서비스학회지
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• 제20권1호
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• pp.67-79
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• 2021

The advent of the 4th Industrial Revolution is also causing many changes in defense operations. Defense reform and the fourth industrial revolution promoted smart defense innovation, and attempts are being made to incorporate cutting-edge science and technology into various fields such as weapons systems and defense operations. Education and training is one of the areas in which information and intelligence are urgently needed in the spirit of defense operations. Due to the nature of defense education and training, which aims to fight against the enemy, there is no emphasis on psychological training in the field rather than informatization, but in developed countries with various experiences of modern warfare, investment and vitalization of education and training are vital. Through this, efforts are being made to foster soldiers with problem-solving skills in uncertain battlefields. The informatization and intelligence of defense education and training is no longer a matter that can be delayed, and the innovation of education and training using cutting-edge science and technology can be said to be an age-old task to improve the results of education and training in the fourth industrial revolution. The purpose of this is because the application of related technologies is not the goal itself as the 4th Industrial Revolution arrives, but it has been made possible through the rapid advancement of science and technology that has made it difficult to realize education and training, even though it has long been desired. Ultimately, education and training data will be integrated and artificial intelligence-based intelligent learning systems will maximize the performance of education and training, thereby improving the combat readiness.

• 한국문헌정보학회지
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• 제52권1호
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• pp.285-311
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• 2018

최근 4차 산업혁명시대를 맞이하여, 시대에 적합한 인재를 양성하기 위한 교육의 역할이 강조되고 있다. 4차 산업혁명의 도서관은 기술혁신의 도서관 적용을 고민하고 기술 인간 도서관이 결합하고 대응해야 할 방안이 필요하며 그 고민의 출발은 교육에서부터 시작될 수 있다. 이에 본 연구는 4차 산업혁명의 관점에서 사서교육의 방향성을 제시하기 위한 연구를 수행하였다. 이를 위하여 4차 산업혁명의 본질, 도서관의 변화, 4차 산업혁명의 교육적 함의, 사서교육의 문제를 고찰하였다. 연구의 결과로 사서교사 교육의 방향성을 사서의 인재상, 교육내용, 교육방법의 관점에서 제시하였다.