• Journal of The Korean Association of Information Education
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• v.10 no.3
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• pp.299-306
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• 2006

The Ministry of Education and Human Resources Department of Korea have formulated various policy for development of teacher's ICT competence. But most of efforts expended upon ICT utilization currently, emphasize the ability which can handle computer skillfully than the ability for practical use in instruction, so that cannot induce distinct competence according to the duties and operations of teachers. This study aims to make scales for teacher's ability of ICT utilization in education of Korea. For the original purpose of evaluation, this tool made by job analysis and comparative studies with the existing appraisal standards. It can be the standards for evaluation of teacher's wholly duties on ICT applied education and proper self-evaluation tool for improvement of teacher's ability on ICT utilizing instruction. I processed measurement value of participant of Gwangju and Jeollanamdo area in this system and analyzed the level of teacher's abilities using ICT, a sex gap, regional difference, duty position difference and education career difference etc.

• Journal of Digital Convergence
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• v.16 no.3
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• pp.1-12
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• 2018

The objective of this study is to explore the way to improve baby boom generation's ICT skills in their daily life. This study explores the effect of leisure activities on ICT skills. The analysis used 2016 Korea Media Panel data. Results show that the more leisure activities baby-boomers participate, the higher ICT skills they could get. The result of 2SLS regression also supports the leisure activities' effect on the improvement of ICT skills. More specifically, watching performing art such as movies, musicals, affects the improvement of the integrated ICT skills, and creative hobbies such as cooking, painting, affect the ability to use video contents and e-commerce; shopping affects the improvement of communication and information searching with a digital device. These findings suggest that leisure activities could improve ICT skills for baby boom generation who are familiar with face to face communication.

• 한국정보교육학회:학술대회논문집
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• 2006.01a
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• pp.197-203
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• 2006

현대사회가 고도의 정보화 사회로 변화하면서 인터넷을 통해 빠르고, 쉽게 커뮤니케이션을 하거나 정보를 검색, 교환하게 되었다. 이런 시대에 발맞추어 교육내용, 교육방법 등의 변화가 요구되면서 효율적인 수업이나 학급경영의 일환으로 정보통신기술을 활용하는 부분이 늘어나게 되었다. 그러나 지금 실행되고 있는 교사의 ICT활용 능력 평가도구는 활용 능력보다는 기술 소양능력을 평가하여 인센티브를 부여하는데 중점을 두고 있어 교사들의 ICT활용능력을 평가할 수 있는 도구가 필요하다. 따라서 교사의 교육활동과 직무활동 전반에 ICT를 어떻게 활용할 수 있는지를 제시해주고 부담을 주지 않으며 언제든지 자신의 능력을 측정할 수 있는 ICT활용능력 자기평가 도구를 제시하고자 한다.

• The Journal of Korean Association of Computer Education
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• v.16 no.2
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• pp.69-78
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• 2013

For the increasingly complicated and technology dependent 21st century, ICT literacy is being emphasized by education authorities as a key ability needed to succeed in a knowledge-based society. Accordingly, since 2007, several studies have been conducted to measure the ICT literacy levels of students. This study aimed at analyzing how ICT literacy levels vary according to students' skill sets from the viewpoint of educational convenience. To fulfill this goal, the ICT literacy abilities of 167 elementary students and 159 middle school students (all receiving education at "gifted students" education centers) were compared with the following results. First, elementary students displayed differences with regards to 'computer and network' and 'information society and ethics' among the content elements, and 'critical mind' and 'information communication' among capability elements according to their skill sets. Second, middle school students displayed differences with regards to 'information society and ethics' and 'information organization and creation' elements according to their skill sets. The significance of this study lies in the fact that it measured the ICT literacy levels of --and made suggestions for education to-- students specially gifted in information, science and mathematics rather than general students.

• 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.

• Journal of The Korean Association of Information Education
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• v.17 no.3
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• pp.277-290
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• 2013

As the deployment of digital learning environment has been accelerating in rapid changes in information and communications technology, a tool is required to practically measure and evaluate the level of information education (IE) for freshmen in the University in order to propose an appropriate direction of IE in a teachers college. According to such current trends, ICT literacy is a tool to assess a specific level of capabilities such as a variety of real-world problem-solving skills, creativity, critical thinking, analytic reasoning, and communication skills. This study has developed a test tool to measure ICT literacy competence on the basis of the concept of test questions defined from the previous research. It was used to measure ICT literacy competence of 360 university freshmen of education and analyze if there is a difference among them depending on overall ICT literacy levels and genders, content areas, competence factors, and completion of IE course in high school. The result of this study would be expected to determine the current location of IE for freshmen in the University of Education and to be able to take advantage of basic data of the direction for IE course that university students need to essentially acquire in preparation for the coming future.

• Journal of Korean Home Economics Education Association
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• v.16 no.2
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• pp.55-72
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• 2004

The Purpose of this study was to investigate the influences of the teacher-directed and the learner-directed ICT used instruction on learning achievement of home economics and resource management behavior according to the learning ability of students and resource management behavior of a mother. The subjects of this study were middle school students, who was divided into three groups traditional instruction group, teacher-directed ICT used instruction group, and learner-directed ICT used instruction group. This study was carried out the experimental instruction. After experimental instruction, the learning achievement and resource management behavior was estimated by test sheets. The data were processed with two-way ANCOVA and Scheffe test for post-hoc analysis The results of study were as follows : First, there was no significant difference in the influences of the ICT used instruction on learning achievement of home economics according to the learning ability. Second, there was significant difference in the influences of the ICT used instruction on learning achievement of home economics according to the resource management behavior of a mother. Third, there was no significant difference in the influences of the ICT used instruction on the resource management behavior according to the learning ability. Fourth, there was no significant difference in the influences of the ICT used instruction on the resource management behavior of a student according to the resource management behavior of a mother.

• Journal of Korean Home Economics Education Association
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• v.16 no.3
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• pp.63-80
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• 2004

The purpose of this study was to investigate the actual ICT utilization and recognition, to identify the effective and relevant chapters of home economics which can be taught using ICT in teaching and learning method. There were 372 secondary school teachers being participated in the survey. The results of this study can be summarized as follows 1. The reason why they have ICT utilization Instruction is to help the learners improve the academic accomplishment in the development stage through providing data from web-surfing and presentational data such as developed CD, animation and presentations. 2. Regarding ICT utilization capability. teachers have the capability to send and receive E-mail, make a presentation data. practical use of Internet. In addition, the group with less than 10 years experience have a higher capability in information technology. 3. Concerning ICT utilization recognition, this result shows that ICT Instruction is the most effective to motivate learners, and teachers anticipate ICT Instruction would improve the quality of the teaching & learning. 4. The chapter such as 'how to make clothing and recycling'(database). 'the foundation of cooking and its application' (database). 'gender and acquaintance of the opposite sex', 'nutrition of during adolescence' (simulation program) should be the first priority in the development.

• Journal of The Korean Association of Information Education
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• v.6 no.2
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• pp.120-129
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• 2002

In this paper, I survey the field which students use ICT and propose a teaching and learning model to improve students' ability in using ICT. Also, I apply it and prove its' effect. Because Problem Based Learning treats ill-structured problem which reflects actuality, Students can pick up the actual knowledge and become verse in general principle or concept which can transmit resemble problem or situation. Therefore, I hope a teaching and learning model which I propose in this paper has an effect to improve students' ability in using ICT.

• Journal of The Korean Association of Information Education
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• v.19 no.2
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• pp.233-242
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• 2015

In the 21st century knowledge and information society, students' ICT skills is a necessary tool. So, the OECD PISA survey and compares students' ICT skills across OECD countries by every three years. As a result, we are looking forward to reflecting on education. In this study, I analyzed the 2009 and 2012 PISA ICT statistics. Analysis items are as follows. Is any of these devices available for students to use at home or at school? How often do students use a computer for following activities at school? Analysis tools adopted a method to compare the ratios of the average. The results are as follows. In 2008, five items of availability of ICT at schools were evenly by five groups In 2012, all five items is very low group. Except for one of the eight items of use of ICT at school, and all items are the lowest group. In 2012, all eight items are the lowest group. Korea ICT indicators have been very down in 2012 than in 2009.