• Journal of The Korean Association of Information Education
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• v.21 no.3
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• pp.361-370
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• 2017

It is in the vortex of the Fourth Industrial Revolution in all areas of our society. Education is no exception. We all know that software is at the center of the education in the 4th industry revolution. It is very important for students to survey the ICT background in order to be good at software education. The OECD PISA has surveyed ICT background of students in a three-year cycle from 2003. This study analyzes PISA ICT statistical data based on the data released in April 2017. We compare and analyze the availability and usability items among the 81 items of the ICT background of the students. The results of linear regression analysis showed that Korea was the lowest among OECD countries. ICT availability is ranked 28 out of 30 countries and ICT usability is ranked 31 out of 31 countries. This reflects the fact that ICT education is not implemented in the country since 2008. For the students who will be the leaders of the future society, ICT education that had implemented in 2000 should be carried out quickly.

• 한국정보교육학회:학술대회논문집
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• 2010.01a
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• pp.163-169
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• 2010

지식정보화 사회에 발맞춰 학교현장에서도 초 중등학교 정보통신기술교육 운영지침 개정안의 내용을 바탕으로 정보통신기술 교육을 강화하여 소양 교육과 교과 활용교육 간의 연계를 통하여 효과적으로 교육 목표를 달성할 수 있도록 노력하고 있다. 하지만 체육교과 부문의 ICT활용에 관한 연구는 다른 교과에 비해 다소 부족한 편이라 할 수 있다. 이에 발전적인 ICT 활용 체육수업을 위해 2007 개정 교육과정에 따른 초등교사의 ICT 활용 체육수업에 대한 실태분석 및 개선방안을 제시하고자 한다.

• 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.

• 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.

• Journal of The Korean Association For Science Education
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• v.35 no.5
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• pp.885-893
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• 2015

In this study, we compared the use of information and communications technology (ICT) by middle school teachers in Korea and other countries utilizing the teacher survey data of the IEA International Computer and Information Literacy Study (ICILS) 2013. The ICILS target population consisted of all students in the eighth grade. We compared Korea with Australia, the Czech Republic, Norway, and Poland, which are nations showing the highest achievements in computer and information literacy. We selected nine questions from the teacher questionnaire and divided them into the categories of computer use, use of ICT for teaching and learning, and the ICT support environment in school. In comparison to their counterparts in other countries, Korean middle school science teachers used computers frequently and also had high ICT self-efficacy. They were confident in their ability to use computers for general tasks, but not in their ability to use computers for teaching and learning. The Korean teachers also had a high percentage of utilization of presentation and graphics software. Also, the proportion of activities concerning the information provided and teacher-led tasks was high, but the proportion of activities for student collaboration or peer interaction was low. In Korea, middle school science teachers had more negative than positive views of using ICT in teaching and learning. The teachers thought that computer-related resource support and digital learning materials were insufficient and that the computer model was outdated in schools. Therefore, we propose to build an ICT infrastructure and to develop and disseminate ICT teaching and learning methods for student activities.

• Journal of The Korean Association of Information Education
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• v.11 no.1
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• pp.39-46
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• 2007

According to the administrational guidelines of Information & Communication Technology (ICT) for elementary and middle schools" shown by the Ministry of Education in 2000, it suggests using eight types of ICT such as information search, information analysis, information guidance, web discussion, joint research, expert interchange, web pen pal and information making. But the result of this research shows that teachers think the eight types of ICT are not proper to apply in a school and teachers also have difficulties to use them on their classes. Therefore, this research proposed to improve the basic functional types and have concrete functional plans for normal operation of information education from now on. This research also proves that the functional types developed through teachers' opinions are more appropriate and realistic. I expect that this research will help teachers to utilize ICT and organize the process of information education hereafter

• Proceedings of the Korea Multimedia Society Conference
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• 2002.11b
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• pp.759-762
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• 2002

2000년 8월1일 교육 인적 자원부는 7차 교육과정 컴퓨터 교육에 대한 보완으로 「초 ·중등 학교 정보 통신 기술 교육운영 지침」을 발표하여 ICT 교육을 의무화하도록 했다. ICT 교육은 학습자로 하여금 단순히 컴퓨터를 사용하는 방법을 가르치는 것을 넘어 정보 통신 기술을 교과 수업에 활용하는 능력을 길러주는 방향으로 나아가고 있다. 따라서 효율적인 ICT교육이 이루어지기 위해서는 각 학년 단계에 알맞은 컴퓨터 교육과정이 편성되고, 그것이 교수-학습과정에서 적절히 활용되어야 한다. 본 논문에서는 초등학교의 효율적인 ICT교육 방안을 모색하기 위하여 현재 부산광역시의 인정 보급 도서인 '즐거운 컴퓨터'의 활용에서 나타나는 컴퓨터 교육의 제반 문제점을 분석하고, 초등학교의 컴퓨터 교육필요성과 그 편성 방안을 제안하고자 한다.

• Proceedings of the Korea Information Processing Society Conference
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• 2003.05a
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• pp.251-254
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• 2003

21 세기 정보화 사회에 따른 급격한 변화에 적응하기 위해 교육계에서는 학교의 학사 및 교무 업무를 전산화하는 등 여러 가지 사업을 추진하고 있으며, 제 7차 교육과정에서는 국민공통기본교과수업에 ICT(Information & Communication Technology)를 10%이상 활용하도록 하고 있다. 그러나 교육현장에서는 하드웨어 장비의 노후, 행정적인 지원 부족, 정보화 담당자의 과중한 업무, 교사들의 ICT 활용에 대한 인식 부족 등으로 인한 정보화의 문제점이 대두되고 있다. 따라서 본 연구는 Unix 학습을 위한 WBI를 구현하여 ICT 저작도구를 활용한 학습프로그램을 소개함으로써 교사들의 ICT에 대한 인식의 폭을 넓히며, Unix 교육을 통해 학생들을 재교육시키는데 목적이 있다. 이에 ICT를 활용하여 Unix 명령어에 대한 이론과 실습을 겸비한 WBI를 제작하였으며, 기존의 텍스트 위주의 학습방법과 ICT 저작도구를 이용하여 음성, 판서 등의 부가기능을 제공하는 동영상 학습프로그램을 제시하였다.

• Korean Journal of Comparative Education
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• v.28 no.2
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• pp.123-151
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• 2018

The purposes of this study were to examine the current status of ICT in all ASEAN countries and to provide implications for Korea to find appropriate ways to support and collaborate with HEIs in ASEAN countries. To achieve these purposes, ASEAN countries were categorized into 3 groups based on the development stages of ICT, and the key ICT initiatives, current facts about ICT, and related issues were analyzed. The results of the study were as follows: Group 1 countries, Brunei, Malaysia, and Singapore, with relatively well-established ICT infrastructure, have established their own ICT policies and initiated e-learning programs. Group 2 countries, Indonesia, Philippines, Thailand, and Vietnam, which have relatively well-developed ICT infrastructure with existing regional gaps, showed different uses of ICT in higher education. Philippines and Thailand established their own policies based on national ICT master plans while Indonesia focused on MOOCs and Vietnam initiated cyber university projects. Group 3 countries, Cambodia, Lao PDR, and Myanmar, with the least developed ICT infrastructure in ASEAN, have also tried to develop national level strategies to utilize ICT in higher education. However, insufficient and inadequate ICT infrastructure created issues and challenges for these countries to successfully initiate ICT policies. This study suggested that it is necessary to take into serious consideration the national differences when collaborating with and supporting ASEAN countries due to the variation of ICT development stages and different levels of using ICT in higher education among ASEAN countries.

• Journal of The Korean Association of Information Education
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• v.8 no.2
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• pp.227-238
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• 2004

While the first step of the comprehensive plan for educational informationization focused on the infrastructure establishment, the second step aims to develop creativity and problem solving skills of students through the use of Information and Communication Technology(ICT). The purpose of this research is to investigate the current status of the educational use of ICT in elementary schools, and to give guidelines for future educational informationization. Four aspects of ICT(i.e., school environments, teachers' abilities to use ICT, methods for using ICT in class, and factors hindering the use of ICT in schools) were examined in the survey. From the survey, it is found that ICT is now used in schools more actively than before. However, it is also found that more efforts need to be made in some areas such as instructional strategies using ICT in class, and the design and the management of teacher training programs.