• Convergence Security Journal
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• v.16 no.5
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• pp.17-22
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• 2016

This study examined the current state of ICT utilization in physical education and presented the available physical education ICT contents configuration model. Using ICT in physical education is expected to be an alternative of overcome the bad physical education facilities and environment, also highly utilized as a valuable material that can provide specific feedback in learning motor skill. The types of ICT use in physical education classes are being utilized divided by web-use learning and application program-use learning. In composing physical education ICT contents, the server presents a problem to be solved by each student and encourage cooperative learning. If one team determines the solving idea about learning problem through team discussion, they solve the problem by repeating the process of giving teacher and other team's feedback on determining opinion. On the other hand, the class begins after learning the principle of specific movement utilizing the VTR or computer S/W in the practical training lesson of physical education. If the good hardware and software environment combine with the transformation of the recognition on physical education which has been away from the ICT, it will be able expected a broad using of ICT in physical education.

• Korean Journal of Health Education and Promotion
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• v.21 no.3
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• pp.87-100
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• 2004

Objective: This research has been conducted in order to conduct sex education using information and communication technologies (ICT) which is currently taught to elementary school students, understand how this method of education affects the knowledge of and attitude towards sexual health in them, so that it could be actually applied in classrooms. Subject: 115 students were divided into three different groups: a comparison group of 38 students (who were given no sex education at all), control 2 group of 39 students (who were given sex education via video programmes), and control 1 group of 38 students (who were given sex education using ICT). Research Tool: A questionnaire used by the literature studies. After verifying content validity, it was modified and supplemented in this way: sex knowledge was reduced to 26, and sex attitude was also reduced to 11. The reliability of the research tool was Cronbach's a=0.86 for sex knowledge tool, and Cronbach's a=0.81 for sex attitude tool. The collected data have been analysed using SPSS 11.0 program. The content validity was analysed by factor analysis and multiple regression analysis, and hypothesis verification was analysed using repeated measure ANOVA test. Result: 1) In sex knowledge marks, there was a significant difference according to the group (p=.009) and point of time (p=.000), and there was a significant interaction between the groups and point of time(P=.000). As a result, it turned out that both video programmes and ICT were significantly effective in improve the knowledge. 2) In sex attitude marks, there were no significant differences according to the group (p=.213), but there was a significant difference according to point of time (p=.002), and there was a significant interaction between the groups and point of time(P=.018). As a result, it turned out that only the education method using ICT was effective in improving the attitude. Conclusion: From the results of this research, it can be said that the sex education using ICT was the most effective method in improving the sex knowledge and attitude of students at elementary school. Therefore, it is advisable that the sex education methods using ICT should be developed and applied continuously.

• Journal of The Korean Association of Information Education
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• v.21 no.1
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• pp.151-160
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• 2017

The purpose of this study was to investigate the current status of information and communications technology(ICT) uses of the faculty members at national universities of education and to provide guidelines for ICT in education. The survey was conducted to examine factors related to the use of ICT, including faculty members' abilities to use ICT with respect to gender, age, and previous experiences with computers and to analyze their relevance to instructional methods. The results of the survey showed that female faculty members and male faculty members in their sixties and those with less years of teaching career were more likely to need support for using ICT than the others. The direct instructional method and discussion were the most frequently used; discussion was positively correlated with ICT uses. It was also found that faculty members anticipated more difficulties in using ICT in class and needed to work in a collaborative way and learn more effective use of ICT in the teaching and learning process.

• 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.

• Journal of The Korean Association of Information Education
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• v.18 no.1
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• pp.151-160
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• 2014

In our information society, ICT education is becoming basic and fundamental task that many countries are putting emphasis on it, considering it as "the most important step in reformation of education." ICT education have many differences in many countries. Currently, we are considering the suggestions for ICT education in Korea, and through comparative analysis of ICT education in Turkey, a country which has similar economic and cultural conditions, we will provide helpful solutions on ICT education policy for mutual countries. For an objective comparative analysis. we used the PISA 2009 and PISA 2012 data. The results show that Korea is has a better and easy access to computer at home only. Accessability to information devices in school, computer use in schools, and the students aptitudes on using the devices were excelled by Turkey. General attitudes about computers was similar, but Turkey proved to be better at utilizing computers in schools settings. With these findings, Korea must redefine current ICT education policies and establish policies for activating the ICT education nationwide.

• 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.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.8 no.3
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• pp.417-432
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• 2004

The rapid development of ICT(Information and Communication Technology), beyond the argument of information society, has invoked discussion of knowledge-based society and enhanced the importance of the producing knowledge by using implementation of ICT. However, current computer education, without exactly defining the conception of ICT and direction of computer education, has great limitations in applying into education because it has mechanical characteristics and is not satisfying the demands of education that is supposed to bring up the creative human beings in current knowledge-based society. This study starts from the recognition of such problems. This paper explores the current computer education and argument. In addition, we researched necessity and direction of the computer education as subject matter.

• Journal of Gifted/Talented Education
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• v.25 no.2
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• pp.261-277
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• 2015

The purposes of this study were to find out what attitude teachers have toward adopting ICT education to educational programs for gifted students, and how ready they are for carrying out ICT education for gifted students. For these purposes, this study surveyed 191 teachers that are currently working for gifted students in various school levels, from elementary schools to junior high and high schools. The major results of this study were as follow: (1) most teachers recognized that enhancing ICT-related capabilites of gifted students is very important, and (2) ICT-related activities in current education programs for gifted students are limited to the basic level, such as web searching for collecting information and making visual presentations using well-known commercial software. Based on the common recognition on the importance of ICT-related capabilites for gifted students, this study suggests that training teachers, as well as employing well-trained teachers, should be the first and most important step for ICT education for gifted students.

• The Journal of Korean Association of Computer Education
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• v.20 no.4
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• pp.67-75
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• 2017

This study analyzed the impact of ICT usage on elementary and secondary school students on the result of ICT literacy levels for finding out why most of students were 'normal' or 'basic'. As a result, we found out that the learning action, information searching and leisure action of student using ICT had correlation with ICT literacy level. The higher the rate using ICT for learning, information searching and leisure, the higher the ICT literacy level of student. But the higher the rate using ICT for communication, the lower the ICT literacy level of student. Accordingly, we proposed the policy not to increase simply ICT using of student, but to teach how to use ICT for learning and information searching.