• Proceedings of the Korean Society of Computer Information Conference
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• 2022.07a
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• pp.389-390
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• 2022

4차 산업혁명이 도래하여 사회 전반에서 혁신적인 변화가 일어났다. 이에 따라 2022 개정 교육과정에서는 미래 사회가 요구하는 소양 및 역량 강화를 위하여 인공지능(Artificial Intelligence, AI)·소프트웨어(Software, SW)교육을 비롯한 디지털 기초 소양을 강화하는 것을 개정의 중점으로 설정하였다. 이처럼 SW교육은 정보 관련 교과를 비롯한 타 교과에서도 중요하며 따라서 비 정보과 교사도 SW관련 교육 내용을 이해해야 할 필요가 있다. 본 연구에서는 비 정보과 교사에게 SW연수를 실시하였고, SW교육 수업 전문성의 변화를 살펴보았다. 그 결과 사전 검사에 비해 사후 검사 결과에서 통계적으로 유의한 상승을 확인하였다. 이는 SW연수가 비 정보과 교사의 SW교육 수업 전문성 함양에 긍정적인 영향을 준다는 것을 의미한다. 그러나 본 연구는 단일집단으로 이루어진 실험을 설계하여 실시하였으므로, 이러한 변화가 처치로 인한 것인지 확인할 수 없다는 한계점이 있다. 그러므로 통제 집단 및 실험 집단 선별 과정을 거친 후속 연구 설계가 요구된다.

• Journal of The Korean Association of Information Education
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• v.16 no.1
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• pp.1-10
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• 2012

The purpose of this paper is a study of survey about teachers' attitude and recognition of education using newest information technology such as s-learning, social network and Web 3.0. We researched for elementary school teachers about recognition of the newest IT trend, educational necessity and effect of the newest IT. As a result, recognition and understanding of the newest IT is low but teachers think that effect of education using the newest IT is very high. Moreover, they have a lot of will for using the newest IT devices and training about the newest IT. However, it shows that they are diffident of taking charge of the newest IT and teaching for students using it. Also, the results showed different tendency as generations. This study would be a important role for deciding on direction of informatics education for 21C.

• Journal of the Health Care and Life Science
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• v.9 no.1
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• pp.41-49
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• 2021

The purpose of this study is to analyze the relationship between play experience, playfulness, and grit of pre-service early childhood teachers and to find out the factors that affect grit. For these, a survey was conducted using Google questionnaire targeting a total of 164 students in the 2nd and 3rd year of early childhood education department of colleges in Seoul, Chungnam and Jeonbuk. The results are as follows. First, as a result of analyzing general characteristics and differences by grade of variable General characteristics and differences by grade of variable, it was found that the pre-service teachers' playfulness was slightly higher than the average, and the grit was at the average level. Second, there were some significant correlations between play experience, playfulness, and grit. Third, for grit, it was found that play experience had an explanatory power of about 10% and playfulness about 30%. Based on the above research results, suggestions for grit enhancement programs for pre-service early childhood teachers and follow-up studies were presented.

• Journal of The Korean Association of Information Education
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• v.21 no.6
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• pp.733-742
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• 2017

In recent years, There is a growing demand for more instructional hours because of the shortage of classes required for the software education included in the 2015 Revised Practical Arts Curriculum of elementary schools. Therefore, the Korea Association of Information Education developed the Informatics Curriculums Standard Model from 2014 to 2016 to revise the next 2020 curriculum. However, the KAIE curriculum lacks linkages with secondary school informatics curriculum and is not composed of core concept-based achievement criteria so that teachers have a lot of difficulties in reconstructing and operating the KAIE curriculum. In this study, four core concepts of information ethics were selected by conducting Delphi survey focusing on the teachers of elementary schools. In other words, we selected the core concepts of the information ethics domain: internet etiquette, personal information protection, information life, and copyright protection. Also, we suggested 16 specific criteria for the core concepts.

• Journal of Creative Information Culture
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• v.5 no.2
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• pp.105-116
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• 2019

The purpose of this study is to analyze the sequence of software education content elements of the 2015 revised national curriculum in terms of basic subjects that preliminary informatics teachers should complete in the college, presented in ministry of education notification no. 2017-126, in order to implement and establish more systematic and interrelated software education. Expert reviews were conducted to verify the validity of the sequence analysis and the results were presented in a structured table, which can be used as a reference for teachers in the field to consider the sequence of educational content when designing curricula and lessons. In addition, learning concepts, which are the key words of the achievement criteria associated with the content elements, are analyzed in order to explore the hierarchy of software education contents in each sequence. Based on this, the study suggests how to link software education between school levels.

• The Journal of Korean Association of Computer Education
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• v.20 no.2
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• pp.23-34
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• 2017

Information ethics, which is closely related to changes that occur in information technology, had been comprised of one unit ever since the curriculum was revised in 2007 from whence 'informatics' was established as the first course, and has remained so even after the curriculum was revised in 2015. The purpose of this study was to analyze the degree of content knowledge required of informatics teachers who will teach information ethics by distinguishing the subject from general ethics, and to grasp the status of information ethics education at graduate schools of education. In order to achieve this, the information ethics questions of the informatics teacher appointment exam from years 2002 to 2015 were analyzed as well as the curriculums of 32 graduate schools of education. The results of the study revealed that, first, questions related to information ethics were included in 10 exams, since the 2004 exam. Second, questions related to dysfunction were mainly addressed from the beginning of administering the exam but since 2010 many items related to copyrights, information security, and various addictions were added. Third, 11(33%) of the 32 graduate schools of education with informatics teacher training provide information ethics courses. This study is meaningful in that it will help to better understand the changes needed to update the information ethics related questions of the informatics teacher appointment exam, and to present a direction for information ethics education at graduate schools of education.

• The Journal of Korean Association of Computer Education
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• v.22 no.6
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• pp.35-42
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• 2019

The purpose of this study is to investigate secondary school teacher's perceptions and needs of computer and information literacy(CIL) convergence education and to suggest implications for promoting CIL convergence education in the actual school fields. We conducted a survey on teachers perceptions and the needs for CIL convergence education and analysed 227 secondary school teachers responses. As a result, we found that the perception of the necessity of CIL convergence education was very high while understanding level of the CIL convergence education and the actual frequency of teaching experiences were relatively low. In addition, CIL convergence education activities are mainly conducted through Informatics curriculum rather than various subjects. We identified that the main constrains of CIL convergence education were the burden on the progress of subject based curriculum as well as the lacking of teaching and learning equipments including computers. We identified that the needs for empowering teachers professional developments and constructing the physical and institutional environments of school sites were high. In discussion, we suggested the support strategies in terms of teacher professional development, institutional supports, and physical environments.

• Journal of The Korean Association of Information Education
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• v.25 no.5
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• pp.859-869
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• 2021

The purpose of this study was to develop an AI liberal arts subject for pre-service teachers of all majors in elementary and middle school. To this end, the main areas of the AI curriculum, sub-themes for each week, and activities were specifically designed and verified through two rounds of Delphi by 13 experts. The AI liberal arts curriculum in this study consists of three areas. Then, detailed topics for each week were confirmed, and a total of 13 weeks were arranged according to the natural flow. It was intended to help teaching and learning by arranging learning activities based on the experiential learning model according to the learning content. It is expected that this study will be used as basic data for the development of various AI education subjects for pre-service teachers in elementary and secondary schools in the future.

• Journal of the Korea Society of Computer and Information
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• v.27 no.3
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• pp.217-223
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• 2022

In this paper, the needs and environment of the 'AI Convergence Education Method' were analyzed for elementary and secondary teachers, and based on this, teaching efficacy of informatics education was verified. For the research, elementary and secondary teachers who take the subject were selected, and based on the results of analyzing the general characteristics, pre-knowledge level, and needs of the subject, curriculum for 15 weeks was developed. As a result of verifying the teaching efficacy effectiveness of the developed 'AI Convergence Education Method' subject for 15 weeks, the effectiveness of the information education teaching efficacy was verified. Among the factors, there were statistically significant differences in information teaching values and information teaching strategies. In the future, it is necessary to conduct follow-up research to secure teachers' professionalism, such as linking with schools and convergence with other subjects. Various teaching and learning materials and teaching and learning methods such as educational contents and materials, reference literature, and artificial intelligence education platforms need to be prepared.

• Journal of the Korea Society of Computer and Information
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• v.28 no.11
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• pp.227-234
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• 2023

The evaluation of students' computational thinking begins with the evaluation of knowledge about the concepts and principles of computing. In this study, we analyzed the differences in teachers' perceptions depending on the description method of the bebras challenge questions to evaluate computer science knowledge. First, we classified the questions into two types depending on whether computer science terms were included or not. Also we made a computational thinking questionnaire with two types of questions and surveyed 72 major teachers. As a result, teachers expressed the opinion that the evaluation questions that revealed computer science terms were appropriate as evaluation questions for information subjects. They also perceived it as more helpful in assessing computational thinking and coding skills. Through the results of this study, we suggested that the way the questions are worded is important in the process of assessing students' understanding of computer science concepts and computational thinking skills.