• The Journal of the Korea institute of electronic communication sciences
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• v.8 no.5
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• pp.687-693
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• 2013

This study is the design and implementation of digital textbooks for elementary school computer education based on smart phone. It suggests how to cultivate self-directed learning ability depending on the level and selection of individuals by maximizing on interaction as advantage of digital textbooks. As the content of the digital textbooks, this study used Excel's charting capabilities. As a result of the evaluation of elementary learners having a implemented digital textbook, execution time of creating a chart is reduced in comparison with paper-based textbook user group.

• Journal of Fisheries and Marine Sciences Education
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• v.29 no.3
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• pp.932-940
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• 2017

This study investigated the perception of pre - service teachers in order to find out how paper textbooks are used in high school classes and what improvement is needed. Firstly, the results of analyzing the perception about the utilization of textbooks are as follows. First, in the case of Korean language, social studies, mathematics, science, and English, textbooks were used most frequently, and most of the respondents did not use textbooks for arts and physical education subjects. Secondly, Korean language, social studies, mathematics, science, and English textbooks are most frequently used as teaching materials. Third, in the case of Korean, social, mathematics, science, and English subjects, in addition to textbooks, problem collections were used most frequently and arts and physical education subjects showed the most use of prints. Next, the results of analyzing the perception of the improvement method of the textbooks are as follows. First, in the high school class, the response rate was high in that Korean, social, mathematics, science, and English classes needed a textbook. Most of the respondents answered that they were not necessary for the textbooks of arts and physical education subjects. Second, in order to improve the textbooks, the most demanding textbooks focused on the core basic contents, followed by self - directed learning activities, competency centered contents selection, cooperative learning activities, and teacher self - development. The demand for digital textbooks was low.

• Education of Primary School Mathematics
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• v.26 no.4
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• pp.333-348
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• 2023

Clear analysis and diagnosis of various characteristic factors of individual students is the most important in order to realize individual customized teaching and learning, which is considered the most essential function of math artificial intelligence-based digital textbooks. In this study, analysis factors and tools for individual customized learning diagnosis and construction models for data collection and analysis were derived from mathematical AI digital textbooks. To this end, according to the Ministry of Education's recent plan to apply AI digital textbooks, the demand for AI digital textbooks in mathematics, personalized learning and prior research on data for it, and factors for learner analysis in mathematics digital platforms were reviewed. As a result of the study, the researcher summarized the factors for learning analysis as factors for learning readiness, process and performance, achievement, weakness, and propensity analysis as factors for learning duration, problem solving time, concentration, math learning habits, and emotional analysis as factors for confidence, interest, anxiety, learning motivation, value perception, and attitude analysis as factors for learning analysis. In addition, the researcher proposed noon data on the problem, learning progress rate, screen recording data on student activities, event data, eye tracking device, and self-response questionnaires as data collection tools for these factors. Finally, a data collection model was proposed that time-series these factors before, during, and after learning.

• The Journal of the Korea Contents Association
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• v.15 no.7
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• pp.674-683
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• 2015

One of the issues with the textbooks pertinent to the current study is whether or not the Universal Design for Learning (UDL) factors have been dealt to satisfy students with different aptitudes in learning the core objectives of the lessons. This study develops a modified version of the UDL analysis criteria from the cross curricular criteria to language teaching and learning and uses it to analyze the sequence of digital English textbooks to investigate the descriptive statistics of the UDL factors in the new textbooks. The result shows that the textbook is designed most favorably to the students with the talent of linguistic aptitude and less favorably to the students with other types of aptitudes. The sequence analysis shows that sentence/word length and appearance of new words are incrementally sequenced as students advance upper grades. However, the syntactic complexity of middle school curves up steeply which is different from the elementary school textbooks. The UDL analysis will provide learning factors to consider when designing digital English textbooks to cover different aptitudinal groups.

• Journal of Korean language education
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• v.29 no.3
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• pp.227-253
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• 2018

The purpose of this study is to propose a plan for future developments of the Korean language textbooks for overseas by conducting the Importance-Performance Analysis (IPA) of the Korean language textbooks for overseas. For this purpose, this study analyse and evaluate the Korean language textbooks for overseas and the researches for developing Korean language textbooks for overseas. In this study, we have the IPA of the Korean language textbooks from the total of 158 surveys that were collected from teachers who teach Korean at King Sejong Institute and overseas university. The survey conducted about the Korean textbooks regarding the following questionnaires: 1) integrated and separated textbooks, 2) textbooks by learners' variables, 3) teaching materials by media type, 4) supplementary teaching materials, 5) diffusion and support of textbooks. The result of this survey found that supporting for the separated textbooks is needed, and there is a high demand for localized textbooks considering local characteristics. Furthermore, it is noteworthy that King Sejong Institute has a high demand for textbooks that can be downloaded from the web despite most of institutes are highly satisfied with paper textbooks. For the supplementary textbooks, it was found that vocabulary learning materials were needed for the King Sejong school students and additional reading materials for overseas college learners needed to be developed. We also found that it is necessary to support not only the development of textbooks but also smooth and efficient diffusion.

• Journal of Fisheries and Marine Sciences Education
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• v.26 no.4
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• pp.705-716
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• 2014

This study starts from a question about the expectation that government policy reduces the educational gap by introducing digital textbooks. In addition, we try to figure out how to minimize the problems that will occur when digital textbooks are introduced and fully adopted. The purpose of this study is exploring the possibility that suing digital textbook deepens learning gap among students. Researchers are discussed that the gap between 'information' haves' and 'information' have-nots' and between 'the competent user' and 'the incompetent user' increase difference between 'knows' and 'know-nots' on the socio-economic class. These difference are likely to imply that using digital textbook is deepening the educational gap.

• Journal of The Korean Association of Information Education
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• v.25 no.2
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• pp.265-277
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• 2021

With the development of technology, the concept of digital literacy is expanding from the focus of function and tool utilization to the extent of communication and participation in social and cultural contexts. In particular, learners' digital literacy capabilities are more important and necessary in remote learning environments such as Corona19. In this study, we studied how to improve digital literacy education through analysis and inspection of digital literacy shown in elementary school textbooks. To this end, we analyze it through compliance consisting of 8 fundamental pieces of knowledge, 20 sub technical skills, and 10 keys of competencies that constitute digital literacy. As a result of the study, the contents of digital literacy education in elementary school textbooks were presented centered on functions and tools, and as they were biased in certain areas, they were found to be lacking in systematicity and connectivity. Therefore, it proposed the composition of the curriculum system of digital literacy through the independence of elementary informatics curriculum, the specific composition of curriculum, and the strengthening of pre-service teachers' practical skills.

• The Journal of Korean Academic Society of Nursing Education
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• v.18 no.1
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• pp.141-148
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• 2012

Purpose: The purpose of this study was to determine the factors associated with video display terminal (VDT) syndrome in students who use digital textbooks. Methods: A descriptive survey design was used, and 515 students were selected in 6 out of 20 designated as digital textbook research schools by the Ministry of Education, Science and Technology (MEST). Results: The subjective symptoms of VDT and their degree of severity in participants were similar to those in general students. Approximately 12.5% of the participants were classified as a potential risk group for VDT syndrome. In the potential risk group, the mean of the subjective symptoms of VDT was above normal ($2.53{\pm}0.52$). Related factors were identified using logistic regression analysis and included being female (odds ratio [OR]= 2.57, p=.002), communication time with family (<30 min) (OR=2.70, p=.006),moderate satisfaction with school life (OR=2.57, p=.003),and dissatisfaction with school life (OR=14.92, p<.001). Conclusion: In order to prevent the occurrence of VDT syndrome in students, it is necessary to urgently establish a preventative program and monitor the use of digital textbooks.

• The Journal of Korean Association of Computer Education
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• v.14 no.1
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• pp.147-158
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• 2011

The purpose of this study is to define the teachers' perception for technology leadership when utilizing the Digital Textbook (DT). The subjects of this study were 97 elementary school teachers (40 males and 57 females) working in digital textbook research schools that implemented digital textbooks in 2009. Needs assessment instrument was revised based on previous instruments. Perception was calculated using Borich formula. According to the results, teachers of digital textbook research schools recognized 'teachers' instructional methods' as the most important area, while the least recognized area was 'support by the school'. The highest technology leadership needs by categories included 'role setting between members when implementing digital textbooks', 'instructional methods to cultivate creativity when using digital textbooks', 'troubleshooting digital textbook problems', 'additional staff support in case of problems', 'development of various assessment tools for measuring the effect of the digital textbook', and 'support of digital textbook resources for students with disabilities'. Based on these results, the study proposed specific methods to enhance technology leadership for the successful introduction of digital textbooks in schools.

• 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.