• Journal of the Korea Institute of Information and Communication Engineering
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• v.25 no.11
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• pp.1696-1707
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• 2021

With the recent growth of information technology, various literacy such as digital literacy, data literacy, AI literacy is being studied. In this paper, we focus on data visualization literacy as visualization is an essential part of big data analysis and is used in several mobile apps. Visualization Literacy Assessment Test(VLAT) was developed in 2016 and we introduce how the test was developed and modified to a Korean version, K-VLAT. K-VLAT is consisted of 12 visualizations and 53 questions through a website. Additionally, to understand the research trend in visualization literacy we analyzed 81 papers that had cited the VLAT publication. We categorized the research into 4 categories with 11 sub-categories. The area of studies visualization literacy related to was understanding the relation with cognition, expanding the literacy measures, relation with education, utilization for developing user-centric dashboards or using the test to show effectiveness of visualizations. At last, we discuss about different ways to utilize K-VLAT for future research.

• 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.

• Knowledge Management Research
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• v.23 no.3
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• pp.173-192
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• 2022

This study discusses whether digital literacy of Chinese white-collar workers influences informal learning and investigates the moderating effect of incentives on the relationship between digital literacy and informal learning. The aim of the research is twofold. First, it attempts to determine whether digital literacy of white-collar employees has a positive correlation with informal learning. The study further examines whether incentives from companies-material and non-material-have a moderating effect on the relationship between digital literacy of white-collar employees and informal learning. The ability to handle ICT devices and to utilize information both indicate positive correlations with knowledge acquisition through job performance, cultivation of self-development ability, and learning. Signficantly, the material and non-material incentives had a moderating effect only on the relationship between the ability to utilize information and knowledge acquisition through job performance, which was not revealed in other relationships. Overall, the findings may have practical implications of analysis to hire and train workers in Chinese companies and to design compensation schemes for corporate incentives.

• 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.

• 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.

• Proceedings of the Korean Society of Computer Information Conference
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• 2019.07a
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• pp.219-222
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• 2019

4차 산업혁명이 언급되면서 3D 프린터, 로봇, 인공지능, 빅데이터 등 신기술이 발전하고 이는 사회 구조를 변화시킬 것으로 예상된다. 이에 새로운 디지털 기기, 기술들을 이해하는 디지털 리터러시가 중요해지고 있다. 2015 OECD PISA에서 ICT 배경조사 중 한국은 접근성, 활용성 부분과 2018 국가수준 디지털 리터러시 수준 측정연구, 학생들의 디지털 기기의 인식 여부 및 활용 여부 실태조사를 바탕으로 디지털 기기 활용 공간 구성 및 디지털 기기 활용 콘텐츠를 다음과 같이 제안하였다. 먼저 구체적 조작기인 초등학생임을 고려하여 디지털 기기 위주 프로그램으로 선정하였다. 디지털 기기 활용 공간은 기반 기기로 컴퓨터(노트북), 유 무선 인터넷, 디지털 기기로 3D 프린터 및 3D 프린팅 펜, 스마트폰 기반 VR기기, AR마커, 블록코딩 기반 피지컬 컴퓨팅 교구 등을 이용해서 구성하였다. 활용하는 콘텐츠는 학생들의 인식 여부 및 수준에 맞춰 체험 위주의 프로그램과 학습, 콘텐츠 제작, 문제해결 프로그램으로 제시하였다.

• Journal of The Korean Association of Information Education
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• v.25 no.2
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• pp.227-237
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• 2021

In this thesis, a survey was conducted on elementary school teachers about the establishment of information subjects in elementary schools. As a result, the opinion that information subjects should be newly established for ICT literacy education and SW/AI education in elementary schools was very high. In addition, if it is difficult to establish a new information subject, opinions in favor of the organization of the information subject as an autonomous subject using the discretionary time of the principal were high. In light of the results of this analysis, it is judged that it is necessary to establish a new information subject for ICT literacy education and SW/AI education in the next elementary school curriculum. However, if it is difficult to establish a new information course, it is necessary to come up with a plan that can be operated in the form of autonomous subject for students wishing to learn SW/AI. And it is judged that the number of class hours should be secured for at least 1 hour or 2 hours per week in the 3rd grade and above.

• Journal of The Korean Association of Information Education
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• v.11 no.3
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• pp.371-378
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• 2007

Since 2001, we have taught computer in elementary school to become the advanced country of IT in the 21C. However, people criticized that ICT education which is consisted mainly of the computer skills is not appropriate for information literacy education. In 2005, "ICT Education Guide Rev." is published. Thereafter, information literacy education has systematic frame. The experts emphasize the importance of performance assessment. Computer education can become the problem solving education if the performance assessment carried out. However, it is not successful without the good rubrics for performance assessment In this paper, we developed the rubrics for performance assessment for "presentation document writing".

• International Journal of Knowledge Content Development & Technology
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• v.9 no.3
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• pp.43-61
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• 2019

The purpose of the study is to investigate the influence of demographic factors (age and job status), level of ICT skills possessed by respondents and ICT use on task performances of library personnel. The study employed correlation design. Thirteen public universities were purposely selected while total enumeration was adopted to study 248 library personnel made up of librarians and library officers in public university libraries in South-west, Nigeria. Data was collected by questionnaire. The study established significant positive correlation between age, job status, ICT skills and task performance. Also, Anova test found significant joint influence of age, job status, ICT skills and ICT use on task performances of respondents. The study further indicated that age, job status, ICT skills possessed by respondents and ICT use had relative significant influence on task performances of respondents. It is therefore recommended that, library personnel must leverage their demographics positively to bring about positive disposition to their jobs while all categories of staff must ensure they possessed the requisite ICT skills that will ginger ICT use for effective task performance.

• Journal of Korean Library and Information Science Society
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• v.35 no.4
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• pp.251-269
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• 2004

This paper recommends the use of information processing models for student's information literacy education. The author mantions that the proper use of an information processing model help enhance students' self-study, creativity, and academic attainment as psychological tools. An information processing model helps also students reach the Information literacy standards set by AASL and AECT. The author attempts to show the important linkage between the practical application of information technologies during the use of an information processing model and the attainment of the Information literacy standards.