• Journal of The Korean Association of Information Education
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• v.8 no.3
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• pp.433-446
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• 2004

We must know computer terms to use, learn, and understand efficiently. It is important for the elementary school students who learn computer for the first time to understand computer terms correctly. This study investigates a computer terms in the elementary school computer textbook which have been used currently at the elementary school, selects suitable computer terms for the elementary school student, analyzes and classifies them as a 1 2th grade, a 3 4th grade, 5 6th grade by the elementary school computer curriculum, and also classifies those as information ethics, computer basic, application software, computer communication by the category. The expectations of this study are as follows. First, the result of this offers teacher to a computer terms guidance for usability which is essential to elementary school's computer class. Second, this can be used as a reference in making a elementary computer textbook or studying and training textbook for teachers. Third, this offers teachers to an important criteria when they select a computer textbook for elementary student in elementary school.

• The Journal of Korean Association of Computer Education
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• v.19 no.2
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• pp.31-40
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• 2016

Textbook is a tool that helps achieve the learning objectives based on the content of the curriculum. The contents of the textbook will be constructed newly because revised curriculum 2015 was announced. The aim at this study is to provide an indication of the textbook writing. To achieve the objectives, we conducted a pilot study in order to analyze the content of the textbook of informatics currently being used in middle schools and to derive the direction of access to the newly configured physical computing unit. Analysis of content elements was used Romey. The pilot studied makes lesson harmonized with H/W and S/W by utilizing the robot. According to the results of the analysis, there is one textbook among the currently used textbooks that is suitable to help students develop their thinking and in the case of physical computing unit, inquiry instruction showed positive results. This study suggestions necessity of writing types that sets importance on activities in the form of textbook.

• International Journal of Contents
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• v.8 no.2
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• pp.23-27
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• 2012

The successful use of digital textbooks (DTs) in schools requires the development of various teaching and learning methods that are appropriate for DTs. However, recent DT studies have focused mainly on the implementation of DT features and formats. The objective of this study was to investigate a problem-based learning instructional model appropriate to DTs and to present the experimental results using the problem-based DT to demonstrate its educational effectiveness. Two learning-achievements tests were conducted to analyze the learning experience and effectiveness of the problem-based DT after it had been used in a high school for a certain period. The experimental results indicated that the students who used the DT, especially lower-level students, exhibited improved problem-solving ability and demonstrated a better practical understanding of the subject than students who used printed textbooks.

• The Journal of Korean Association of Computer Education
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• v.13 no.3
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• pp.25-34
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• 2010

This study is done to compare and to analyze middle school Informatics textbooks developed according to 2007 revised national curriculum. In this paper, suggestions are made for improvement on Informatics textbooks. Textbooks were analyzed based on two criteria, in framework and content, and collected data were analyzed according to Content Analysis method. As a result of analysis, a framework of textbooks showed differences in the entire construction, discipline-specific weight, content developing structure, and types of assessment, and content of textbooks showed differences in the concepts and the kinds of programming language. Six improvements in developing Informatics textbook from the results of content analysis were suggested and this will be helpful in developing the Infomatics textbook in the future.

• Journal of Internet Computing and Services
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• v.25 no.3
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• pp.9-18
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• 2024

Digital therapy has emerged as a novel treatment modality, propelled by advancements in information and communication technology. In the last five years, there has been a substantial surge in research publications addressing digital therapeutics (DTx) interventions, signaling a sustained upward trajectory in this field. The dynamic nature of computer science, marked by continuous innovation and development, underscores the need for agile adaptation to rapid changes. Consequently, computer science education is compelled to offer students insights into the latest trends. This research endeavors to contribute to the evolving landscape by developing textbooks that impart knowledge about DTx, an integration of information technology. The study focuses on the application of these textbooks to elementary and middle school students in South Korea. The instructional materials have been carefully organized to enable students to learn about the principle of Attention Deficit Hyperactivity Disorder (ADHD) DTx at the elementary level and the DTx that can prevent and address the digital drama at the middle school level. Based on the application of the textbook, students who received instruction using the textbook showed statistically significant improvements in all subcategories of creative problem-solving ability, including idea modification, visualization, task focus, analogy, idea generation, and elaboration (p<.01). Additionally, there were statistically significant changes in students' self-efficacy before and after using the textbook, with negative efficacy decreasing, and positive efficacy and social efficacy increasing (p<.001).

• 한국정보교육학회:학술대회논문집
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• 2010.08a
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• pp.193-197
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• 2010

This study aims to investigate the effects of problem-solving competency of students when they study with digital textbook contents and digital inking in collaborative learning. The experimental group solved the math problems using basic digital textbook contents and digital inking while the control group solved the math problems using basic digital textbook contents alone. The result of analysis and comparison is as follows, the experimental group with basic digital textbook contents and digital inking showed more improved problem-solving competency than that of the control group with basic digital textbook contents alone, the experimental group showed recorded a higher satisfactory level than that of the control group.

• Journal of The Korean Association of Information Education
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• v.16 no.1
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• pp.99-106
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• 2012

This study investigated the effects of problem-solving competency of students when they studied with digital textbook contents and digital inking in collaborative learning. The experimental group solved the math problems using basic digital textbook contents and digital inking while the control group solved the math problems using basic digital textbook contents alone. The result of analysis and comparison is as follows, the experimental group with basic digital textbook contents and digital inking showed more improved problem-solving competency than that of the control group with basic digital textbook contents alone, the experimental group showed recorded a higher satisfactory level than that of the control group.

• Journal of The Korean Association of Information Education
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• v.14 no.1
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• pp.53-60
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• 2010

The "Information and Communication Technology Education Guidelines" were revised in December, 2005. However, the revised guidelines are not propagated in the elementary school. One of the reasons is that the textbook is not faithful to the revised guidelines. We analyzed the elementary computer textbooks published on and after June 2006. In the result, the contents of many textbooks are not based on the "Information and Communication Technology Education Revised Guidelines". Especially, "Understanding of the Information Processing" and "Comprehensive Activities" areas are not faithful to the revised guidelines. Therefore, the systematization of the textbook screening system, participation of the computer education expert, development of the detailed curriculums, and training of the elementary teachers are essentials for invigorating of the elementary computer education.

• The Journal of Korean Association of Computer Education
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• v.23 no.3
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• pp.9-15
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• 2020

This study analyzed high school informatics textbooks that were developed based on the 2015 Revised National Curriculum. Content analysis was adopted to analyze the organization system of the textbooks. Learning objectives were also analyzed according to Anderson's taxonomy of educational objectives. Through content analysis, it was revealed that the textbooks were composed of activities, differentiated learning, and small group learning to promote core competencies. The analysis of learning objectives of the textbooks showed that 'understanding' (41%), 'developing' (20%), and 'applying' (18%) were the three highest criteria in terms of cognitive processes; in terms of type of knowledge, conceptual knowledge accounts for the highest(45%), followed by procedural (32%), and factual (12%). Further methods to improve the textbook quality is proposed based on the results from this analysis.

• Journal of Korea Multimedia Society
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• v.19 no.6
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• pp.1065-1073
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• 2016

In this paper, we examined informatics textbooks for middle school students in accordance with 2009 revised curriculum through conducting both content analysis and surveys. The content analysis was analyzed the composition and contents of textbooks. Survey questionnaires were based on the authorization criteria and selection standards of informatics textbooks. The content analysis demonstrated that there were discrepancies among textbooks in areas such as the total number of pages, related material, the number of core concepts introduced in each chapter, and the application of software. The survey results showed that two sections - 'Expression and Modification' and 'Text' exhibited the most positive results, and the 'Creativity' section the least. Using the findings above, we present alternative ways to improve qualities of these textbooks.