• 한국정보교육학회:학술대회논문집
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• 2021.08a
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• pp.113-121
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• 2021

This study was intended to present an online survey and analysis of the survey results after the operation of the AI education leading school initiation workshop consulting training and the creative convergence type information education room consulting training. Through this, it was confirmed that there is a perception that support such as AI education leading school consulting training is necessary, and the network should be activated to share best practices and an efficient and flexible operating system in terms of operation of leading schools nationwide. could In addition, while the subjects of the survey recognized the importance of AI education-related competency, it was identified that they had low awareness of their AI education-related competency, and recognized the need for various support for systematic and customized AI education-related competency reinforcement.

• 한국정보교육학회:학술대회논문집
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• 2021.08a
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• pp.321-326
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• 2021

In this paper, the information education plan of the Ministry of Education and offices of education was analyzed in relation to the construction of the AI convergence education room. And based on this, an appropriate construction direction was suggested. For research, AI convergence education room construction plan, budget amount per school and etc were analyzed in the information education plan of the Ministry of Education, KERIS, KOFAC, and the plan of leading schools for AI education. Although the Ministry of Education is making various efforts to promote SW education and artificial intelligence convergence education, it is found that the number is far insufficient compared to the number of elementary, middle and high schools. Efforts to expand the information education room at the government level are continuously required, and in order to utilize the developed artificial intelligence convergence education room, it is necessary to provide abundant teaching and learning examples for the construction space model. In addition, school-level planning and execution must be followed so that the constructed space can be used appropriately, and management and maintenance plans for equipment are required.

• Journal of Practical Engineering Education
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• v.16 no.1_spc
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• pp.41-49
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• 2024

The advancement of artificial intelligence on a global scale is significantly transforming life. In the field of education, there is a strong emphasis on actively utilizing AI and fostering creatively integrated talents with diverse knowledge. In alignment with this trend, there is a paradigm shift in AI education across primary, middle, high school, as well as university and graduate education. Leading AI schools and specialized high schools are dedicated to enhancing students' AI capabilities, while universities integrate AI into software courses or establish new AI departments to nurture talent. In AI-integrated education graduate programs, national efforts are underway to educate instructors from various disciplines on applying AI technology to the curriculum. In this context, specialized high schools are also restructuring their departments to cultivate technological talent in AI, tailored to students' characteristics and career paths. While the current education focuses primarily on the fundamental concepts and technologies of AI, there is a need to address the aspect of developing practical problem-solving skills. Therefore, this research aims to compare and analyze essential educational courses in AI-leading schools, AI-integrated high schools, AI high schools, university AI departments, and AI-integrated education graduate programs. The goal is to propose the necessary educational courses for AI education in specialized high schools, with the expectation that a more advanced curriculum in AI education can be established in specialized high schools through this effort.

• Journal of The Korean Association of Information Education
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• v.22 no.3
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• pp.317-324
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• 2018

This study analyzes elementary school teachers' perception of Artificial Intelligence, educational effect, and necessity in education. To analyze teachers' perceptions, we developed questionnaires with expert advice. We collected questionnaires for 151 elementary school teachers. The collected data were analyzed by t-test and one-way ANOVA. As a result, AI' perceptions of female teachers were lower than those of male teachers and the necessity of education was less. Teachers with experience in leading schools recognized that AI education would help to improve creativity. Teachers who have a lot of teaching experience, many experience in SW education, the experience in SW education have a high interest in AI and understand the relevance of the subject. We expect that this study will help the direction of SW education.

• Journal of The Korean Association of Information Education
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• v.26 no.5
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• pp.341-352
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• 2022

The wave of a knowledge and information society led by AI, Big Data, and so on is having an all-round impact on our way of life. Therefore the Ministry of Education is in a hurry to strengthen Digital Literacy, including AI and SW Education, by improving the curriculum that can cultivate basic knowledge and capabilities to respond to changes in the future society. It can be seen that establishing a foundation for cultivating Digital Literacy through all subjects and improving basic and in-depth learning in new technology fields such as AI linked to the information curriculum is an essential part for future society. However, research on each content for cultivating Digital and AI literacy is relatively active, while research on teaching and learning strategies is insufficient. Therefore in this study, a CT-based Digital and AI teaching and learning strategy that can foster that was developed and Delphi expert verification was conducted, and the final teaching and learning strategy was completed after evaluating instructor usability and analyzing learner effectiveness.

• Journal of The Korean Association of Information Education
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• v.26 no.5
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• pp.449-455
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• 2022

The digital culture area is a field of artificial intelligence education and partially overlaps with information ethics, and this study proposed an elementary school-centered digital culture curriculum, a detailed area of artificial intelligence education. First, as a leading overseas case in the field of digital culture, we analyzed the secure online interaction, which is the core content of the K12CS framework in the United States and the UK's computing curriculum. We presented by categorizing it into four digital areas: content, communication method, copyright, and job exploration in accordance with the domestic educational environment and field conditions. In addition, educational goals were stated according to the level of kindergarten and elementary school, and the validity of a group of field teachers majoring in in information and artificial intelligence was investigated to confirm the validity. As a result of the analysis, it was found that all the contents set were suitable except for some of the detailed goals of the first grade elementary school stages. Accordingly, a digital culture curriculum for artificial intelligence education was presented by revising and supplementing the detailed goals of the first graders.