• The Journal of Korean Association of Computer Education
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• v.21 no.1
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• pp.31-42
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• 2018

Countries around the world are strengthening informatics education to cope with the development of technology that leads to rapid social change. The last step in the capacity to foster through formal education is high school education. The purpose of this study is to examine the competence and level of informatics curriculum for high school students who aim to enter university in terms of testing tools. In order to carry out the research, we analyzed informatics education related test tools for high school students such as Japan, Germany, and USA. The results of the analysis are as follows: First, both the essay type and the short answer type question are included in the test tool as well as the multiple choice question type. Second, we use the real world model as an item and ask whether we can use computing power for practical problem solving ability. Third, the items directly related to the university education are reflected in the items. This study suggests that it has helped to elucidate the features and discussions of the test tool and establish the development direction of the test tool for informatics education.

• Journal of Convergence for Information Technology
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• v.12 no.1
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• pp.83-90
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• 2022

In order for effective informatics education it is premisd that students have digital literacy. But the absence of informatics education for about 10 years has make students have low digital literacy, and as a result, there are many voices in the school field that it is difficult to have a smooth class. Therefore in this study, the elements of digital literacy required to efficiently operate the 2015 middle school informatics curriculum and digital literacy of middle school students was analyzed. As a result, the students showed biased use of the computing devices and software the frequently use. They were inexperienced in using hardware necessary for learning, understanding basic terms for online collaboration, understanding operating systems, information searching, and producing documents. This study is meaningful in that it provides basic data that serves as a guideline for the direction of digital literacy education for effective informatics education.

• International Journal of Computer Science & Network Security
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• v.22 no.2
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• pp.159-166
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• 2022

Artificial Intelligence has stimulated every aspect of today's life. Human thinking quality is trying to be involved through digital tools in all research areas of the modern era. The education industry is also leveraging artificial intelligence magical power. Uses of digital technologies in pedagogical paradigms are being observed from the last century. The widespread involvement of artificial intelligence starts reshaping the educational landscape. Adaptive learning is an emerging pedagogical technique that uses computer-based algorithms, tools, and technologies for the learning process. These intelligent practices help at each learning curve stage, from content development to student's exam evaluation. The quality of information technology students and professionals training has also improved drastically with the involvement of artificial intelligence systems. In this paper, we will investigate adopted digital methods in the education sector so far. We will focus on intelligent techniques adopted for information technology students and professionals. Our literature review works on our proposed framework that entails four categories. These categories are communication between teacher and student, improved content design for computing course, evaluation of student's performance and intelligent agent. Our research will present the role of artificial intelligence in reshaping the educational process.

• Research in Community and Public Health Nursing
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• v.24 no.1
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• pp.20-28
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• 2013

Purpose: The aim of the study was to identify nursing informatics competencies of nurses working for public health centers in Chungcheongnam-do. Methods: Data were collected from June 10 to July 25, 2012 using the Nursing Informatics Competencies Questionnaire (NICQ). Data were analyzed by descriptive statistics, t-test, $x^2$-test, ANOVA and Pearson's correlation coefficient. Results: Nursing informatics competencies of the subjects showed a mean score of $3.3{\pm}1.0$ out of 5. As for scores of individual categories, the score for computer skills competencies was $3.3{\pm}1.0$, informatics knowledge competencies $3.4{\pm}0.9$, and informatics skills competencies $3.0{\pm}0.9$. Nursing informatics competencies were positively correlated with the subjects' ages (r=.65, p<.001), computer usage hours (r=.23, p = .015), levels of demand for informatics knowledge (r=.51, p<.001), and informatics skills education (r=.78, p<.001). Conclusion: Nursing informatics is required to be connected with job training or in-service education on account of its growing necessity for public health nurses. It is also essential to develop programs for strengthening informatics competencies reflecting sub-categories of educational needs.

• Journal of The Korean Association of Information Education
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• v.17 no.2
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• pp.147-156
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• 2013

Computer Science has been developed thru the study of information processing, the study of what can be automated, the study of computation, and the study of information processes both natural and artificial. As developing the computer science, the aspect of informatics education was changed. Recently we focus on computational thinking education. In this paper, I review the progress of informatics education and research the applying of unplugged computing as a method of computational thinking education. I also research the considerations about applying of unplugged computing in aspects of teacher preparation, educational content, and teaching resources. As result I found that teachers change their perceptions about computer education, understand the computer science contents, and understand the promotion of students thinking skills in point of view at teacher preparation, that teachers can set the levels of abstraction and can enrich and integrate of contents, and that teacher can manage class time and educational resources preparation in point of view at educational resources.

• Journal of The Korean Association of Information Education
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• v.22 no.1
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• pp.71-80
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• 2018

The purpose of this study is to analyze objectively the current state of preparation of SW education in Korea based on the survey of educational technology of elementary and secondary school which is investigated periodically every year. For this purpose, we extracted indicators related to SW education from educational technology level indicators such as human, material, and utilization and analyzed the change in the level of domestic educational technology level from 2014 to 2016. The main results of this study are as follows. Firstly, the ratio of teachers who have informatics teacher certificates among middle school informatics teacher is continuously decreasing from 2014(71%) to 2016(54%), and the number of information and the number of informatics teachers moving from informatics subject to other subjects is steadily increasing. On the other hand, there is a paradoxical situation in which the total number of teachers in informatics subject is continuously increasing for three years. Secondly, the total amount of ICT related budgets for elementary and secondary schools has been steadily decreasing since 2014. Thirdly, The ratio of informatics(computer) related creative activities in elementary schools dropped to 87.7% in 2015 and 84.6% in 2016. Also, the ratio of informatics subject operating school in middle school is gradually decreasing from 34.8% in 2014, 30.8% in 2015, and 28.2% in 2016. Based on the results of this analysis, this study suggested a method for stable settlement of SW education in elementary and secondary public education field.

• The Journal of Korean Academic Society of Nursing Education
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• v.26 no.3
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• pp.299-310
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• 2020

Purpose: This study is a content analysis to understand the nursing informatics competence of clinical nurses. Methods: Focus group interviews were used to collect data. Two focus group interviews were held with a total of nine clinical nurses. All interviews were recorded and transcribed. Content analysis was used to analyze data. Results: The five main categories of nursing informatics competence that emerged are 1) software program use, 2) use of nursing information, 3) use of information communication technology in nursing, 4) professional responsibilities and ethics, and 5) active attitudes and recognition. Next, there are three strategies to improve nursing informatics competence: 1) organizational approach, 2) opportunity of continuous education, 3) presentation of standards in nursing informatics competence. Conclusion: Further studies such as educational program development and evaluation tool development are necessary. Moreover, there is a need to enhance clinical nurses' nursing informatics competence by using the proposed strategies.

• The Journal of Korean Association of Computer Education
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• v.21 no.1
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• pp.1-10
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• 2018

Korea shifted the focus to competency-based curriculums in the revised national curriculum of 2015, and emphasized training creative convergence talents through informatics education. The informatics education curriculum included information culture literacy as a core competence so that the learners can gain knowledge of information technology-based information ethics and make ethical judgment and practice ethics. This study analyzed the elements related to information culture literacy in the informatics curriculums of the US, the UK, India, Japan, Australia and Germany for the purpose of providing implications with regard to the composition of elements that can foster information culture literacy. According to the analysis results, first, the term information culture literacy was included only in the informatics education curriculum of Korea. Second, the elements common to all countries are (personal) information protection, information security and copyright. Third, Korea's information society and career, India's avoidance of injuries, Germany's protection of health and environment were found only in the curriculums of respective countries. This study is significant in that it provided the orientation of improving the elements for fostering information culture literacy based on the results of analyzing overseas informatics curriculums.

• The Journal of Korean Association of Computer Education
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• v.16 no.6
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• pp.45-54
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• 2013

Computational thinking has been a powerful key recently to open a new paradigm era in the curriculum of Informatics subject and the community of computer science education. But the quality and quantity of domestic research about it has been very poor in comparison with other countries. Therefore, this study focuses on the definition, learning steps and learning contexts about computational thinking education using some professional questionnaires and analyses of related other countries' literatures. The learning contexts that were extracted by several previous works could be used as the factor to analyze the curriculum of Informatics subject and textbooks in middle school; these could be helpful to teach the ability of computational thinking in middle school. Results of these questionnaires show that the three steps and 13 learning contexts of computational thinking education are properly well-formulated. The 5 of 13 learning contexts, such as data collection, are missing in 2009 revised-Informatics curriculum in middle school as well as the seven Informatics textbooks that used in middle school contained 10 of 13 learning contexts for computational thinking education.

• 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.