• Management & Information Systems Review
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• v.35 no.3
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• pp.273-287
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• 2016

This study aimed to clarify the effect of information technology (IT) education on the efficiency and effectiveness of working processes among agriculture corporations. Survey data on information levels from 222 agriculture corporations were collected from the Korean Agency of Education, Promotion, and Information Service in Food, Agriculture, Forestry, and Fisheries (EPIS) for a governmental white paper. Structural equation modeling was used for analysis. This study found that IT education increases the ratio of the use of information systems in working processes, especially given the use of data accumulated through information and communications technologies (ICT). The findings of this study suggest that the use of ICT data as an aspect of IT education is beneficial for the agricultural sector.

• School Mathematics
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• v.9 no.3
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• pp.409-426
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• 2007

The relevance of secondary school algebra focused on paper and pencil manipulation has been reconsidered along with the expansion of universal education and the development of ICT such as computer or calculators. This study was designed to investigate the issues and trends of the recent algebra so as to provide implementations for algebra curriculum in Korea. The focus of algebra education has being shifted from paper pencil manipulation to algebraic thinking. The early algebra or informal algebra is one of the important traits of revolution, and the role of ICT is integrated in newly developed curricula. In Korea, algebra education has been retaining the traditional line even though the national curriculum documents allows ICT for instruction. The reasons of these discrepancies were analyzed and the tasks for the new curriculum in accordance with the current trends were suggested in this paper.

• Journal of The Korean Association of Information Education
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• v.24 no.1
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• pp.39-48
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• 2020

This study analyzes PISA's ICT background survey on OECD countries published in December 2019 to analyze ICT accessibility and utilization of each subject. In Korea, ICT accessibility at home is 40.40%, ranking 17th, slightly higher than the OECD average (43.01%). Access to schools is 40.40%, ranking 21st below the OECD average(43.01%), which has improved from the lowest group to three in the middle three years ago. In nine subjects, the proportion of students using digital device in the classroom is 2.96%, well below the OECD average(8.22%), and ranked 31st in the OECD country. This shows that the state needs a change in education policy in order to cultivate the talent needed for the AI era.

• The Journal of the Korea institute of electronic communication sciences
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• v.14 no.2
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• pp.405-410
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• 2019

A nursing department of a university operates the curriculum called, "Introductory Computer Use" with its goal of achieving international certification MOS, which is caused by the result of course analysis and the easiness in getting a job overseas as a nurse. In this paper, we statistically analyze the relation among academic achievement level, task value recognition level, and learning satisfaction by using ICT-based questionnaire and SPSS/WIN 21.0. Finally, we suggest the ways to improve the class-quality and to achieve the class goals required by the course.

• Proceedings of the Korean Institute of Information and Commucation Sciences Conference
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• 2006.05a
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• pp.837-840
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• 2006

While great efforts are being exerted on the reform of teacher training to provide integrated use of ICT in a teaching-learning process with educational informatization, it is still indicated that a teachers' training school fails to prepare leachers for incorporating information Communication and Technology (ICT) properly into an instructional process. Based on this awareness, this study aims at examining and analyzing the ability level of In utilization training for preservice teachers and thus at providing basic data to perform ICT utilization teaching-learning according to the seventh curriculum in a school. For this purpose, a survey was conducted with preservice teachers (seniors) in a college of education, Kongju National University and the collected data were analyzed using a Statistical Package for the Social Science (SPSS) 12.0 program.

• Hwankyungkyoyuk
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• v.17 no.1
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• pp.43-56
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• 2004

The purpose of environmental education is to cultivate democracy citizens suitable for sustainable society. Suitable citizens for sustainable society are fostered person of environmental literacy, environmental sensibility, ecological and synthetic sights of environmental problems, decision making of environmental problems, and environmental responsibility etc. by environmental education. To achieve this purpose of environmental education effectively, it is desirable that produces and utilizes ICT(Information and Communication Technologies) works and methods that can show efficiently special sides(inter-relation, long-term effects etc.) of environmental problems. ICT environmental education materials and methods are raising the interest and participate of teenagers to environmental education because they are accustomed to the Internet in South Korea. Students can easily conversation with the person of similar interests and environment experts through cyber ICT environmental education. The directions of developing ICT teaching materials for environmental education to enforce self-directed learning, cooperation studying etc.

• 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.

• Communications of Mathematical Education
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• v.22 no.4
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• pp.533-543
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• 2008

Recently, many advanced countries have used original ICT tools in their educational courses. But Korea didn't have any effective origin ICT tools in our mathematical education, compared with other countries which have developed various tools, for examples, Web-Mathematica and HP Calculator. Although we have the advanced IT environment, the educational environments in mathematics using ICT seems to be not promising. In this paper, we suggest a new mathematics education tools in ICT and the internet environments in Korea, and a teaching and studyingmodel for the teachers, students and classrooms. It is based on the Sage-Math and RPG. Sage-Math which is the software based on the web and RPG(Random Problem Generator) will give a good answer for the future of Korean mathematics ICT education.

• Journal of Korean Home Economics Education Association
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• v.15 no.1
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• pp.81-94
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• 2003

This study tested students’ ICT application capability and Problems solving ability by ICT instructional environment when ICT teaching method is applied to $\boxDr$Understanding of Myself and Family$\boxUl$ unit of home economics. Following research Problems were formulated for this study : 1. Are there any differences of the effects on improvements of students’ ICT application capability by ICT instructional environment\ulcorner 2. Are there any differences of effects on improvements of students’ problems solving ability by ICT instructional environment\ulcorner 3. Are there any differences of effects on improvements of students’ Performance assessment results by ICT instructional environment\ulcorner The researcher developed a homepage for the ICT teaching-learning. and prepared Problems-based teaching-learning lesson plan. The students were divided into two groups (experimental group 1 and experimental group 2) by ICT instructional environment. The Pre-test and post-test were conducted before and after the experimental class. The ICT class experimental period was for 16 weeks. from March 10. 2002 to July 10. 2002. The experimental group 1 was given 16-weeks classwork under the classroom environment of 1 PC for each classroom(The classroom with advanced educational equipments) . while the experimental group 2 was given 16-weeks classwork under the classroom environment of 1 PC for each student(multimedia classroom) . The results of the study are as follows: 1 All of the ICT teaching methods under both instructional environments were found to be effective on the improvements of the ICT application capability. 2. There were statistically significant differences of problems solving ability between two groups in application and the measure of validation. 3. The experimental group 1(1 PC for each classroom) did not show any improvements of Performance assessment results. while the experimental group 2(1 PC for each student) showed some improvements.

• The Journal of Korean Association of Computer Education
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• v.5 no.2
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• pp.101-109
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• 2002

A remote cooperative studying system based on the Internet consists of a matching system of connecting remote class room with the others, a community system of making practical cooperative study by student's various. compensation and interaction, and a report system of sharing studying results and evaluating of studying achievements for individuals, groups and class. Especially I divide a course of cooperative studying into six parts; pre-preparation stage, group organization stage, interaction stage, result consultation stage, evaluation stage and follow-up stage. Because this system supply various interaction and responsible activity of groups, teachers naturally have confidence of education using ICT and students have basic ICT and the community-sense