• Journal of Internet of Things and Convergence
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• v.10 no.6
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• pp.33-42
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• 2024

This study was conducted to explore the direction of artificial intelligence education for special education students through the educational experiences of digital sprout camp instructors and teaching assistants. To achieve the purpose of the study, the FGI technique was used. To this end, three areas and six questions were organized through literature analysis. The FGI subjects were selected from those who had teaching experience in both integrated and special school classes and had taught more than 10 times. As a result, three instructors and four teaching assistants were selected. This study conducted interviews through FGI, and extracted 39 meanings in three areas through the teaching experiences of the interview subjects. 19 meanings were extracted for integrated classes, 21 meanings for special schools, 19 meanings for instructors, and 20 meanings for teaching assistants. The educational directions extracted through the results of the study are as follows. Integrated classes are sufficient time and human resources support to operate education, sufficient infrastructure support, and customized education development that reflects the characteristics of students. Next, special schools should design and develop individualized classes that take into account the characteristics of students, provide sufficient infrastructure support, and provide prior training for teachers.

• Journal of Internet of Things and Convergence
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• v.8 no.5
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• pp.71-76
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• 2022

The innovative development of the 4th industry and the COVID-19 pandemic caused a great change in the education, eventually requiring elementary, middle and high schools, including kindergartens, to implement artificial intelligence(AI) education. However, since early childhood AI education is conducted in the form of results-oriented and special activities, the need for research on what early childhood AI education is and how to apply it to the Nuri curriculum has been raised. Accordingly, this study defined early childhood AI education through literature research, identified the contents of AI education, and organized and operated it in the Nuri curriculum. As a results, AI education for children should be conducted for the purpose of cultivating digital capabilities based on computing thinking skills, and computers, the Internet, and programs were extracted as sub-elements of child AI education contents. Two approaches were proposed to incorporate this into the Nuri curriculum. The first is to set each of the three AI education contents as a life theme, select sub-factors accordingly, and plan and implement activities suitable for each sub-factors. The second is to develop and operate AI education contents at the level of sub-educational activities in accordance with the life theme of the existing Nuri curriculum. It is hoped that this study will consider the characteristics of early childhood education and be organized in the Nuri curriculum to realize the true meaning of early childhood AI education, and more research on AI play education programs according to the five areas of the Nuri curriculum.