• The Journal of Korean Association of Computer Education
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• v.7 no.4
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• pp.103-110
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• 2004

As the importance of learner-centered ICT education is emphasized, school education should move toward the direction of respecting individual learners' capability rather than fitting learners into a fixed frame. Such a view finds its theoretical ground in Gardner's multiple intelligences theory. Thus ICT literacy education in elementary school also needs to consider individual student's abilities and talents based on their multiple intelligences and apply appropriate education programs and teaching methods. In order to provide basic materials for this, the present study examined the correlation between children's academic achievement in ICT literacy education and their multiple intelligences and inquired into which intelligences are factors determining achievement in ICT literacy education. According to the results. logical-mathematical intelligence is in a significant correlation with academic achievement in ICT literacy education. and logical-mathematical intelligence and linguistic intelligence are the most influential factors on academic achievement in ICT literacy education.

• 한국정보교육학회:학술대회논문집
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• 2009.08a
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• pp.99-105
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• 2009

본 연구에서는 날로 관심이 커지고 있는 ICT교육에서 한축을 담당하고 있는 ICT소양교육의 학업성취도에 영향을 미치는 학습자 요인이 무엇인지 확인하고자 하였다. 선행연구에 기초하여 ICT소양교육의 학업성취도에 영향을 미치는 잠정적인 변인을 인지적 영역(메타인지, 창의성, 선수학습), 정의적 영역(자아개념, 성취동기, 컴퓨터에 대한 태도) 6가지로 선정하였다. 도출된 변인을 바탕으로 ICT소양교육의 학업성취도를 예측하는 요인이 무엇인지 분석하였다.

• 한국정보교육학회:학술대회논문집
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• 2006.08a
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• pp.207-213
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• 2006

본 논문에서는 현재 대전광역시 내 초등학교 교육 현장에서 이루어지고 있는 ICT 소양 교육을 위한 교육환경, ICT교육과정 운영 실태, 교사들의 ICT 소양 능력 그리고 ICT 교육 과정 운영의 개선방안 에 대하여 설문지를 통하여 살펴본 후, 그 반응을 분석 처리한 결과 첫째, 컴퓨터실 수, 인터넷속도, 컴퓨터 기기의 관리 및 보수에 대해서는 대체적으로 불만족인 것을 나타났다. 둘째, ICT 소양교육의 단계별 지도 실태는 1 2 3단계 모두 대체적으로 각 영역들이 고르게 지도되고 있는 것으로 나타났고, 가장 지도하기 어려운 단원으로 2단계에서는 '운영체제의 기초와 활용', 3단계에서는 '유틸리티 프로그램 활용'부분으로 나타났다. 셋째 전체적으로 교사들은 '문서작성', '인터넷 검색 및 이메일 송수신 가능'이 가장 높게 나타났다. 넷째, ICT 소양 교육 지도내용에 추가 하고 싶은 내용으로는 '플래시 등 현재 유행하는 기술'이 교재에 추가되는 것을 선호하는 것으로 나타났다.

• Journal of The Korean Association of Information Education
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• v.10 no.2
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• pp.183-190
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• 2006

This study is mainly focused on objective evaluating the influence of the e-NIE activities on the elementary students' ICT competence which is considered as a critical feature in contemporary society. An e-NIE site which is covering 5 domains of ICT competence was constructed to support the students' e-NIE activities. An ICT competence evaluating questionaire was made to confirm the result of the e-NIE activities and the evaluation and the analysis were performed before and after the e-NIE activities. The result shows that the e-NIE activities can enhance elementary students' ICT competence.

• 한국정보교육학회:학술대회논문집
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• 2006.01a
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• pp.107-112
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• 2006

본 연구는 인지적 학습효과가 높아지고 자아 존중감과 협동심을 키울 수 있는 JigsawIII모형을 ICT 소양교육에 적용하는 방안에 대한 연구이다. JigsawIII를 토대로 ICT 소양교육의 이론과 기능분야를 학습하도록 학습환경과 학습절차를 구성하고 실제 현장에 적용하여 실험집단에 JigsawIII 모형을 실시하고, 통제집단에 전통학습방법을 실시하였다. 연구의 결과 이론 학습에서는 실험집단과 통제집단의 학습효과가 비슷하였으나, 기능학습에서는 JigsawIII를 적용한 실험집단이 평균점수의 검증결과가 더 높게 나타났으며, 통계적으로도 p<.05 수준에서 유의미한 것으로 나타났다. ICT 소양교육이 실생활에서 응용할 수 있는 ICT 지식을 익히고 능동적으로 활용하도록 하는 것에 그 목적이 있으므로 JigsawIII모형 ICT 교육에 활용한다면 긍정적인 교육적 효과를 이루어낼 수 있을 것이다.

• Journal of The Korean Association of Information Education
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• v.10 no.3
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• pp.425-434
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• 2006

This study designed and implemented differentiated web courseware for ICT education based on the analysis of the contents of the guidelines for information and communications technology education in elementary schools. The web courseware was designed to provide students with self-directed, differentiated learning in ICT education. The contents of the courseware consist of 'understanding of the computer,' 'mouse and keyboard,' and 'surfing on the Internet.' Each of the contents includes diagnostic and formative evaluations so that students can select their own learning activities of the beginning, intermediate, and advanced levels. The web courseware is expected to be used as self-directed learning materials for ICT education through learner-centered differentiated learning activities.

• The Journal of Korean Association of Computer Education
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• v.8 no.6
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• pp.95-102
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• 2005

Development of information & communication technologies brought a lot of changes into a fashion industry system. Based on this advancement, various classes which utilized a computer is opened in the educational field. However, because of the shortages of ICT quality of leaner, It must spare a section equivalent for ICT literacy during educational contents. In secondary education and the culture process of a university It is because ICT literacy education was not realized directly. This study is purposed to present more desirable direction the curriculum of Fashion Design, in order to study like the fashion design technical education division, defined the ICT literacy ability that leaner must have and under the tyrannies that that kind of ICT quality ability was had, designed a educational 'process in the fashion design that utilized the ICT which was suitable for information oriented society.

• Journal of Internet Computing and Services
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• v.14 no.6
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• pp.59-70
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• 2013

With advances in information and communication technologies, many innovative technologies have been developed. Those technologies are changing every aspect of our daily life. Especially smart technologies are changing our life dramatically. Smart devices such as tablet PCs and smart phones are used in education so that new concept called "smart learning" is created and used. Currently smart learning becomes popular in accordance with wide distribution of smart devices and smart contents in schools. In order to compare and check the current status and progress of individuals in smart environment, we need smart literacy standards. However, there has been only few works for smart literacy standards for teachers and students. Also, those standards need to be improved. The purpose of this paper is to develop smart literacy standards for teachers and students in smart learning environment. The proposed literacy standards are developed based on the existing ICT literacy standards. In this work, smart literacy standards consist of four main areas, smart education, smart knowledge, smart application, and smart ethics, respectively. For development of smart literacy, wide experts from teachers, professors, and researchers are selected and surveyed. Their responses are analyzed using through statistical analysis so that final smart literacy standards are obtained.

• 한국정보교육학회:학술대회논문집
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• 2004.08a
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• pp.548-555
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• 2004

ICT 교육의 소양교육과정 부분에서 초등학교 컴퓨터 용어교육이 절실히 요구된다. 초등학교 컴퓨터 용어교육은 ICT 소양교육의 바탕이기 때문이다. 특히, 기존의 컴퓨터 용어 사전은 성인들을 대상으로 한 것이어서 초등학생의 특성에 맞게 분류하고 정의한다. 초등학교 컴퓨터 용언의 분류는 제 7차 교육과정에서 정의하는 ICT 단계와 영역에 맞게 한다. 초등학교 컴퓨터 용어의 정의는 초등학생의 특성을 고려하여 구체성의 원리, 경험성의 원리, 현실성의 원리, 동기유발의 원리에 맞게 한다. 이에 따른 분류와 정의를 통해 몇 가지 용어를 예시적으로 정의한다. 이상과 같은 분류와 정의에 의해 초등학교 컴퓨터 용어는 초등학생들이 쉽게 이해하여 ICT 소양교육의 질은 저절로 높아질 것이다.

• Journal of The Korean Association of Information Education
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• v.8 no.2
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• pp.261-268
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• 2004

The Government has established the infrastructure for knowledge and information-oriented society, strengthening the ICT technology education. Although information knowledge ability of learners is prerequisite to educate ICT, but systematic educating courses and time for that are insufficient, and many difficulties have been pointed out. In order to solve such problems, this study developed Web-based computerized adaptive testing system using the item response theory. This system enables the learners to evaluate their own ICT knowledge abilities in their school or home by using familiar web interface and to perform supplementary or deepening study according to the results, and consequently, smooth education of ICT application will be achieved. In addition, this system will be a very effective method for the elementary/middle/high-school ICT knowledge ability certification system.