• International Journal of Internet, Broadcasting and Communication
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• v.16 no.1
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• pp.321-329
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• 2024

This study attempted to obtain implications for digital education policy by reviewing the Framework Acts and Enforcement Decrees related to digital education. To this end, the following were explored. First, the concept and components of digital competency were reviewed. Second, the Framework Acts and Enforcement Decrees related to digital education policy were reviewed using the above concepts. Third, the characteristics and implications of the Framework Acts and Enforcement Decrees for digital education were explored. The results are as follows: Korea's digital education policy tried to reflect the categories that digital competency must cover, even its function and dysfunction role. However, to achieve their purpose, it is necessary to maintain consistency with related laws or policies. We identified that amendments to the Basic Act and related articles are essential to effectively enforce the Digital-Based Distance Education Activation Basic Act. A reevaluation of the correlation between Article 10, emphasizing digital media literacy education, and Article 5 of the enforcement decree is necessary. Revision of the enforcement decree to align with Article 10's objectives is vital to ensure proactive measures for promoting digital literacy and competence as mandated by the Basic Act.

• Journal of Digital Convergence
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• v.11 no.4
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• pp.35-44
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• 2013

This article is exploring on the concept and realization conditions of 'Smart Education' including the propulsion environment and problems about 'Smart Education'. Based on the concept and realization conditions of 'Smart Education', this paper will review various aspects, such as the technology, infrastructure, school teachers' preparation situation, ecosystem and distribution system, and propose further policy alternatives of 'Smart Education'.

• Journal of Digital Convergence
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• v.10 no.11
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• pp.681-689
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• 2012

This study shows that the policy directions to invigorate smart education for special education based on the view of special education teachers through AHP methodology. The result shows that development of smart contents, supporting for teaching and learning, smart education networking, establishment of legal foundation and supporting for infrastructure are relatively important policy ordered by weights. The analysis indicates that the contents development policy should be strategic direction for smart education in special education.

• Journal of Distribution Science
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• v.17 no.3
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• pp.41-47
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• 2019

Purpose - Based on the analysis of Kazakhstan's experience of digital transformation, this study suggests a concept for digital solution to optimize organizational process, create trust networking between the center of state scholarships programs and recipients. In addition, the authors contribute to the current discussions of an effective digital transformation of state services. Research design, data, and methodology - Policy analysis is based on the combination of both primary and secondary materials collected during a Policy Research Project conducted in Kazakhstan in 2017. It involved semi-structured interviews with the state scholarship' recipients, ICT experts and findings from academic articles. Results - Findings are represented via Policy Development Matrix - a table with three options (status quo, partial change, total change) to deal with policy challenges. Authors suggest a concept for digital solution following the Customer Relationship Management (CRM) principles for optimizing core business processes, communication and networking strategies of the state scholarships program. Conclusions - At the time when digitalization becomes trending for states, the transformation of the state education policy is inevitable. The rapid development of digital technologies creates new opportunities for a single integration platform with key principles of Smart Remote Management in the state scholarships programs.

• Journal of Digital Convergence
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• v.11 no.11
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• pp.733-745
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• 2013

This article aims to look into the education policy of the civilian government, the practical government, the participatory government and the government of the people after the military government, and then to investigate characteristics and problems to neo-liberalism, which was an common education innovation policy of past government. This study tries to suggest a far-sighted national policy of education the present government should orient. Futhermore, the article presents 'humanistic philosophy of education' as a new paradigm of a future education. This means balanced humanistic education policy, not disintegrated education in which excellence and equality take different paths.

• Journal of Digital Convergence
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• v.11 no.11
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• pp.155-161
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• 2013

This study investigates the beginning background of the Smart Education Policy. Besides this article suggests the policy task and direction through analysis of politique characteristic of the Smart Education Policy. First of all, the Smart Education Policy belongs with distribution policy. Distribution policy means that the government positively provides goods and services that people in need. Second, the Smart Education Policy has high tangibility and the policy's output appears immediately. Thus, this step required verification of policy output as well as policy impact. Third, the Smart Education Policy is succession policy of historical and contextual homogeneity of educational information comprehensive development plan that has been promoted in our country since 1996. So, Policy implementation must based on this. Fourth, in order to smooth driving of the Smart Education Policy, to keep up with a rapidly changing politique environment, driving of policy need to secure high flexibility.

• The Journal of the Convergence on Culture Technology
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• v.9 no.1
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• pp.799-805
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• 2023

During the pandemic period, when non-face-to-face education became commonplace, the discourse on digital education increased rapidly. And this is reflected in education policy. This is because most policies are influenced by public discourse. Therefore, this study analyzed influential newspaper articles to analyze public discourse on digital education. The results are as follows. First, in 2020, when COVID-19 peaked, the discourse on digital education surged, which originated from the need for efficient management of learning and students in non-face-to-face education situations. Second, the discourse discussed the problem of digital competency mainly about the problem of acquiring new skills and dealt with it most importantly. Third, the discourse of digital education was dominated by discourse from the current perspective. However, it is necessary to consider the perspective of what capabilities are needed for a future society. This is just because acquiring new technologies or cultivating functions cannot be seen as the whole of digital literacy. Therefore, it is necessary to revitalize the discussion on what digital competencies are needed in the future society and reflect them in education policies.

• Journal of Digital Contents Society
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• v.7 no.4
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• pp.219-225
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• 2006

The appearance of digital culture contents swiftly has changed the culture in domestic and international areas in recently and the digital cartoon and animation have become the most important expression media in contemporary age. The digital cartoon and animation industry have attracted the attention of the people as the business of the OSMU(One Source Multi User) which has the possibility to expand and to enhance the added value not only for the field of image and character business but also for the area of the advertising and tourist business. Therefore, in this paper, 1 study on education and development of the digital cartoon and animation. Firstly, I study on definition and type of the digital cartoon, and work flow of the cartoon contents production. Secondly, the purpose of this study is to analyze and research the domestic business trend of the digital cartoon and animation. Finally, 1 propose the plan of policy and education of the digital cartoon and animation.

• Journal of Digital Convergence
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• v.12 no.7
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• pp.21-36
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• 2014

The purposes of the study was to investigate BYOD (Bring Your Own Device) policy since it would be limited to distribute all of the digital devices required for the schools within the budget of the government. First, the concept and characteristics of BYOD were introduced. Then, the pros and cons of BYOD were analyzed according to the case studies of BYOD policies of the U.S. Based on the previous experiences, guidelines of domestic BYOD policies were established. Regarding the institutional aspect, technical issues, usage, damages, digital divide, information security, and resources were discussed. Additionally, conditions of technology, networks, filtering, software were also considered as essential infrastructure. In sum, as an alternative of distributing digital devices in schools, the importance of BYOD should be regarded as top priorities with systematic preparations in launching digital education. It would be expected that this study play a fundamental role in launching domestic BYOD policy by supporting specific strategies.

• The Journal of Korean Association of Computer Education
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• v.12 no.6
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• pp.41-51
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• 2009

The purpose of this study was to suggest policy implications for bridging digital divide of the students of multicultural background. Specifically, through maximizing equity of Information technology, the current study suggested the need for greater intervention and comprehensive strategies in the interests of a socially inclusive information society, of benefit to the IT disadvantaged. To achieve the research goal, I reviewed a variety of policy reports and previous studies related to the issue of digital divide and multicultural education, and draw useful implications for the policy change. The major research results were as the following: a policy change in a support of personal computer toward public place rather than individual home, widening use of e-learning service as a tool for bridging the digital divide, and the training for teachers and parents to provide an effective education to reduce the digital divide.