• The Journal of Korean Association of Computer Education
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• v.7 no.2
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• pp.1-9
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• 2004

After the computer education become essential in elementary school, computer subject which was absorbed by the other subjects is educating in independent way. However, since the contents of computer education in elementary school is based on the ICT literacy education, sequential disconnection problem appears between elementary school and secondary school computer education curriculum. Therefore, information ethics education that is one part of computer education also has same problems. To solve these problems of information ethics education, it is necessary to set the goal of information ethics education that should be educated through the whole courses of elementary and secondary school and to reorganize the contents. In this study, we analyzed the contents of information ethics education included in ICT literacy education and computer curriculum, and analyzed the contents of information ethics education included in U.S. computer curriculum. Based on these analysis, we designed a curriculum model for information ethics education in computer education.

• 한국정보교육학회:학술대회논문집
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• 2005.08a
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• pp.295-303
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• 2005

현재 제 7차 교육과정에서는 1학년부터 정보통신소양교육이 이루어지고 있다. 그러나 컴퓨터 교수-학습방법에 대한 체계적인 논의가 다른 일반 교과에 비해 대단히 부족하다. 따라서 본 연구에서는 컴퓨터 교육의 특수성을 고려하여 교육현실에 맞는 교수학습방법 가운데 하나로 STAD협동학습모형을 적용한 정보통신소양교육의 교수학습 방안을 제시 하였다. STAD협동학습모형을 적용한 교수학습방법과 전통적 교수학습방법을 서로 비교하기 위해 학업 성취도, 활용도 면에서 어떠한 영향을 미치는지 살펴보고자 한다.

• 한국정보교육학회:학술대회논문집
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• 2004.01a
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• pp.505-512
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• 2004

세계는 산업화 사회에서 순식간에 초고속 정보통신사회로 급격하게 변해가고 있으며 이러한 시대적, 환경적 변화는 교육분야에도 일대의 전기를 맞이하게 되었으며 변화를 요구하게 되었다. 그 결과 지식 정보화 사회에 적합한 소양과 적응력을 기르기 위한 대안으로 정보통신기술(ICT)을 활용한 교육이 등장하였으며 이를 위한 다양한 하드웨어와 소프트웨어가 개발되어 적용되고 있다. 그러나 지금까지 진행된 측면이 인프라 구축이라는 여건 조성에 초점이 맞추어 졌으며, 개발 보급된 소프트웨어도 교수적 측면의 단순 제시용 프로그램이 다수였으며, 보급된 소프트웨어에 대한 학습자와 교사의 평가나 체계적인 관리 체계가 미흡한 것이 문제점이라 할 수 있겠다. 그래서 본 연구는 학습자 중심의 적극적인 학습 참여를 이끌 수 있는 학습용 게임에 대한 교사들과 학생들의 환기를 주의시키고, 이들 학습용 게임형태의 소프트웨어에 대한 체계적인 관리와 평가를 겸한 서비스에 대한 제안을 함으로써 현재 교육현장에서 진행중인 ICT 활용 교육을 활성화하는 방안을 제시하고자 한다.

• Journal of The Korean Association of Information Education
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• v.12 no.4
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• pp.427-436
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• 2008

It is more than 10 years since ICT training learning was introduced to educational curriculum, and it is now time for overall consideration about the result of the education. The most important difficulties that the teachers have are that there are big differences in the level of learning ability. The characteristics of ICT curriculum are its tool and stepwise progress. The main problem of a curriculum with such characteristics is with underachivers. To distinguish ICT underachivers, the present study was developed a distinction tool for investigation: The objects were the students in the 6th grade of the 4 elementary schools in Gyeonggi-do, and inquires were made to find out characteristics. Inquires were also made to the elementary school teachers in Goyang-city to find out the actual instructional situation. A teaching-learning system will be suggested to prevent the occurring of ICT underachivers by analyzing their characteristics. The system consists of a distinction examination module, a teaching-learning module and a feedback module, which are web-based, as well as an off-line actual class module. The purpose of the system is to prevent underachivers in ICT classes, so that the students' ability to utilize computer will be improved to a higher level.

• 한국정보교육학회:학술대회논문집
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• 2005.08a
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• pp.51-60
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• 2005

현대 사회에서 정보는 학생들의 생활에 큰 영향을 주고 있으며, 정보화 사회의 주역이 될 학생들에게 정보화 교육은 절실하게 필요하다. 2003년 이후로 초등학교에서 정보통신기술이 전면적으로 실시된 이후 여러 방면에서 활발한 논의가 이루어지고 있지만, 교육 목표에 대한 학생들의 학업 성취 수준을 평가하는 것은 간과되어 왔다. 본 논문에서는 초등학교 2, 4, 6학년 학생들의 정보통신기술교육에 대한 학습 목표 성취도를 살펴보고, 학생들의 학습 경로와 교육목표 성취도 간의 관계를 분석하여 더 나은 ICT 교육의 방향을 제시해 보고자 한다. 먼저, 단계별 학습 영역에 따른 학습 내용을 추출하고 평가 기준을 세운 후 해당 학생들의 학습 정도와 학습 내용의 습득 경로를 평가지를 통하여 조사하였다. 조사 내용을 영역별로 분석한 결과 컴퓨터 교육의 인지적인 부분이 기능적인 부분보다 상대적으로 교육목표 성취도가 낮으며, 학습 경로를 분석한 결과 수업 시간보다는 집에서 가족에게 배우거나 스스로 익히는 경우가 더 많은 것으로 조사되었다.

• Journal of The Korean Association of Information Education
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• v.9 no.4
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• pp.635-648
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• 2005

It meets 21 century and the society is quickly changing with advancement of Information and Communication Technology(ICT), the use of the Internet which increases geometrical progression is changing the paradigm of the instruction and learning. The school education site which uses a consequently new ICT and change of instructional method became to be inevitable. Uses the most up-to-date medium in the students who in the knowledge information society of 21 century will live with the leading actor and it will be able to accommodate information which increases explosively effectively in order, description below hazard only information knowledge education which stands the bay knows application education, compared to further information anger early rising education for the whole life studying social realization more earnestly what than is necessary. In this study, It examined the actual state and a problem point of ICT application ability and ICT application education of the elementary school teachers. It will reach to lead, the reporter to grope the improvement program of ICT application education it did.

• Proceedings of the Korean Information Science Society Conference
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• 2004.10a
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• pp.280-282
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• 2004

초등학교에서 재량활동인 컴퓨터 교재의 내용은 ICT 소양교육을 중점으로 기능 교육(한글, 파워포인트, 윈도우, 통신 등)에 대한 내용이 대부분을 차지하고 있다. 특히 초등학생들은 이미 생활에서 쉽게 접하는 정보화 시스템에 익숙하여 컴퓨터를 다루는 기능은 교재의 수준을 상당히 갖추고 있다. 따라서, 본 논문에서는 현재 초등학교에서 사용하고 있는 초등컴퓨터 재량활동 교재의 내용에 변화가 필요함을 나타내기 위하여, 부산광역시교육청의 초등컴퓨터 재량활동 교재인 '즐거운 컴퓨터'의 내용과 부산광역시 4, 5, 6학년 초등학생들의 ICT 활용기능을 비교 분석하였다. 그 결과를 통하여 초등학생의 ICT 기술능력이 컴퓨터 교재의 내용을 앞서고 있음을 보이고 향후 교재내용의 변화가 있어야함을 보인다

• The Journal of Korean Association of Computer Education
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• v.7 no.3
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• pp.101-110
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• 2004

The present instruction using ICT has a problem that it inclines toward instructing the simple technique of information or communication technology. In this paper, to cope with this problem, we propose a new Teaching-Learning model using ICT. The previous teaching-learning models using ICT are investigated and analyzed. Then, the criteria for evaluating the ability to put information literacy into practice are evenly reflected in the proposed model, is evenly reflected. The result of experiment reveals that the proposed model enhances the ability to put information literacy into practice on 5 items of 6 qualitative evaluation criteria.

• 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 The Korean Association of Information Education
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• v.22 no.1
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• pp.131-140
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• 2018

The KAIE computing system curriculum consists of information equipment, operating systems, and information and communication fields, and covers basic understanding and principles of computer science. The role of the teacher is important to achieve the curriculum achievement standards. Therefore, we examined the factors affecting the teaching capacity of the KAIE computing system curriculum. The results of this study show that the teaching methods of teachers through the literacy of information and communication technology have a statistically significant effect on the teaching competency of the computing system curriculum. Also, male teachers perceived higher perceived factors than female teachers. The differences in teaching competency between teacher groups of less than 5 years and less than 5~10 years were significant. Based on these results, it is necessary to develop collaborate SW teaching strategies and mentor - centered training programs that can strengthen ICT and SW professors' competence and encourage participation of low - career teachers and female teachers.