• 한국문헌정보학회지
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• 제47권3호
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• pp.139-160
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• 2013

국내의 교육정책정보서비스를 제공하는 교육정책당국, 전문 연구기관과 전문사이트의 10개 웹사이트를 선정하여 내용분석법의 방법으로 이들이 제공하는 주요 정책정보의 종류, 분류체계, 검색시스템의 정보검색 기능 등을 중심으로 분석하였다. 비교 분석한 결과 제시된 문제점을 검토하여 표준화된 교육정책정보 분류체계 개발, 교육정책정보원의 메타데이터 표준화와 검색시스템의 편의성 제고, 정책당국 밀착형 맞춤서비스 제공, 분야별 정책정보 전문센터 운영, 정책분야 간 협력체제 구축을 개선점으로 제안하였다. 또한, 교육정책정보원, 교육정책정보시스템, 운영체제, 협력체제로 구성된 교육정책정보전문센터 모형을 제시하였다.

• 의학교육논단
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• 제25권2호
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• pp.109-113
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• 2023

An educational outcome cohort has been established at Keimyung University School of Medicine to help make educational policy decisions and improve educational programs based on data. The purpose of the educational outcome cohort is to support educational policy decisions for achieving graduation outcomes smoothly and to accomplish the intended human resources development of the university through objective analyses and regular monitoring, providing continuous feedback. The data collected for the educational outcome cohort include the student identifications of freshmen, entrance exam scores, premedical and medical school grades, titles and forms of student academic research, the results of psychological testing, scholarship recipient lists, volunteer clubs, and so forth. The data are collected using an information utilization agreement approved by the Institutional Review Board, and the collected data are encrypted and stored on a dedicated computer for enhanced personal information security. Proposals to access and utilize the educational outcome cohort data must be discussed and approved by the Educational Outcome Cohort Committee, which decides on the scope and method of utilization. The collected and managed educational outcome cohort data have been used to develop comparative programs to improve students' competency and to support admission policy decisions through an analysis of the characteristics and performance of medical school students. The establishment and utilization of the educational outcome cohort will play an important role in determining the School of Medicine's educational policies and suggesting new directions for educational policies in the future.

• 컴퓨터교육학회논문지
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• 제9권2호
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• pp.1-11
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• 2006

정보화 사회에서 발생하는 유해정보로 인해 많은 청소년들이 정신적, 인성적 발달에 심각한 장애를 받고 있다. 본 연구는 유해정보에 대한 중등학생들의 실태를 분석하고, 중등학생들을 보호하기 위한 다양한 교육적 방안을 마련하는데 목적이 있다. 이를 위해 각종 문헌과 사전 연구물들을 종합하여 유해정보의 현황을 분석하고 유해정보의 정의와 유형을 제시하였다. 아울러 다양한 설문조사 보고서의 비교분석을 통해 유해정보에 대한 실태를 분석하였으며, 교육적 보호방안의 필요성과 시사점을 도출하였다. 이를 토대로 학생, 교사, 학부모를 대상으로 한 교육적 보호방안을 제시하였다. 본 연구에서 제안한 교육적 방안은 정보통신윤리 교육과정 구성과 교육 정책 수립 등에 활용될 수 있을 것이다.

• 한국주거학회논문집
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• 제17권3호
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• pp.89-98
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• 2006

The purpose of this study was to survey curriculum of the department of housing and to develop housing welfare educational program in order to offer the information helpful to the professional of housing education and housing policy makers. Documentary research and content analysis methods were used in this study. Data drawn from internet homepage of each universities and public institutions. The major results of this study are as follows. 1) There were 30 universities which has related to the department of housing and the name of major was very various. The half of their curriculum were housing and interior design. 2) The housing welfare educational program should be step by step. The first is basic step to team basic theory of housing and to establish concept of housing welfare. The second is application and practice step of housing design and housing policy and housing economics. The third is specific application step to consider that who were taker from the housing welfare policy and to take practical training in field.

• 한국주거학회:학술대회논문집
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• 한국주거학회 2005년도 추계학술대회 논문집
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• pp.363-366
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• 2005

The purpose of this study was to survey curriculum of the department of housing and to develop housing welfare educational program in order to offer the information helpful to the professional of housing education and housing policy makers. Documentary research and content analysis methods were used in this study. Data drawn from internet homepage of each universities and public institutions. The major results of this study are as follows. 1) There were 30 universities which has related to the department of housing and the name of major was very various. The half of their curriculum were housing and interior design. 2) The housing welfare educational program should be step by step. The first is basic step to learn basic theory of housing and to establish concept of housing welfare. The second is application and practice step of housing design and housing policy and housing economics. The third is specific application step to consider that who were taker from the housing welfare policy and to take practical training in field.

• 농촌지도와개발
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• 제11권2호
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• pp.359-369
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• 2004

The objectives of this study were: a) to classify the rural women's roles according to degree of participation in farming and decision making, b) to find out the needs for support policy considering the role types, and c) to put forward the programs for supporting rural women according to their role types. This study was based on a literature review, empirical analysis, and opinions from a panel of experts and professionals including rural women in Korea. Based on the findings from this study, the following suggestions should be considered for supporting the rural women according to the types of their roles: 1) Government should enhance the support system for rural women in terms of policy and social system. Careful considerations on the status of woman farmers according to their role types should be reflected in the policy and social system. 2) Family cultural reform, farming helper system, reducing the housework burden, supporting educational expenses, and providing more opportunities for closer contact to the community actions and educational programs should be included in the support system. 3) Rural women's participation in various community action and educational programs should be encouraged by providing diverse incentives, appropriate information and educational supports designed to support woman farmers.

• Educational Technology International
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• 제21권2호
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• pp.217-247
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• 2020

Many developing countries consider ICT as a key enabler to improve their educational systems and teachers are viewed as change agents. This paper aims to present policy suggestions concerning how to foster teachers' ICT competencies in developing countries based on the outcomes of an ODA project case in Peru. This study was conducted through three stages: Literature survey, site visit, and policy suggestions. To draw relevant policy suggestions, we employed the framework of the 'macro-meso-micro' level of teacher professional development. The following policy suggestions are discussed: (a) macro level: to develop the national framework of teacher ICT competencies and competency-based teacher training, (b) meso-level: to promote teacher communities of practices and school-based research programs, and (c) micro-level: to redesign teacher professional development programs to help teachers better understand the complex relationships between content, pedagogy, and technology, beyond learning about basic ICT literacy skills. This study contributes to the understanding of how ODA projects can approach the issue of teacher ICT capacity building at multiple levels.

• Educational Technology International
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• 제6권1호
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• pp.3-39
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• 2005

Korea and Japan have been making a continuous effort to build information and communication technology (ICT) infrastructure in schools, and integrate ICT into curriculum by training teachers based on own ICT policies in education. ICT policy in education isparticularly diverse and challenging, in part because the rapid development of ICT continues to create new possibilities for use and demands the transformation of the ways we teach and learn. The present study is to analyze ICT policies of Korea and Japan, between 1980's and the present period, in a larger educational and historical context. The study reviews chronological changes in major streamlines of ICT policies of both countries, and discusses in detail changes in two aspects of ICT policies in education, that is, ICT infrastructure and teacher training. The paper points out convergence and diversity of ICT policies in two countries and concludes with a set of guidelines for ICT policy makers.

• 수산해양교육연구
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• 제26권4호
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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.

• 한국융합학회논문지
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• 제1권1호
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• pp.1-15
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• 2010

교육이란 사회적 변화를 예측하고 우리 사회가 필요로 하는 인재를 길러내야 할 책무성을 띠고 있으며, 이러한 사회적 변화에 따라 교육은 능동적으로 변해야 한다. 이러한 국내 교육변화에 대한 관심은 지난 1995년 교육과학기술부 교육개혁위원회의 '5 31 교육개혁안'을 통해 구체화된 바 있다. 따라서 본 논문은 교육정보화 정책의 3단계 방향과 교육정보화의 핵심 기술인 이러닝과 유러닝 기술을 검토할 것이다. 또한 이러닝은 콘텐츠 전달 매체에 따라 엠러닝(m-learning), 티러닝(t-learning), 유러닝(u-learning), 알러닝(r-learning), game-based learning 등으로 나눌 수 있다. 본 논문은 이 중 새로운 콘텐츠 전달 방법인 알러닝의 개념을 소개하고 유러닝과의 차이점을 비교하여 검토한다.