• The Journal of Korean Association of Computer Education
• /
• v.15 no.6
• /
• pp.43-52
• /
• 2012

The ability to utilize information of learner can do self-directed learning that increases creativity of learner. But in the middle and high schools, if 2009 revision curriculum has to be enforce, the education of information knowledge and literacy is expected to leave the education undone at schools. Therefore the ability of leaners must develop through teaching in all subjects, and so the ability of teachers in the class is very important. We examined the actual conditions about the ability of pre-service and in-service teachers, and analyzed the gap of the ability between in-service and pre-service teachers. The indexes of total ability of in-service and pre-service teachers are shown to be 74.4 points and 50.5 points out of 100. The ability of pre-service teachers is on the level about 68-percent as compared with the ability of in-service teachers. Therefor the education offices of cities and provinces and the teacher training institutes must establish for improvement of the ability of pre-service teachers.

• Proceedings of the Korean Institute of Information and Commucation Sciences Conference
• /
• 2007.06a
• /
• pp.891-894
• /
• 2007

This paper purports to analyze the works of elementary school teachers belonging to the educational information division, who are key players in making information-based elementary school education, to analyze any problems with the works, and to find out the best solutions to the problems under the given circumstance. Its research topics are: characteristics and current status of school network, and major structural characteristics and problems with operation of school network at N Elementary School; the works of elementary school teachers belonging to the educational information division (hereinafter referred to as "the Teachers"); the Teachers' recognition of education information and any problems with their works; and finally, countermeasures to reduce the Teachers' work load.

• Journal of the Korean Home Economics Association
• /
• v.35 no.6
• /
• pp.221-234
• /
• 1997

The purposes of this study were (a) to ascertain early childhood teachers' beliefs and practices relative to the developmentally appropriate practices, and (b) to determine the relative differences of child care center teachers' beliefs and practices and kindergarten teachers' beliefs and practices. Although interest in obtaining information regarding teachers' beliefs and practices for developmentally appropriate practices in early childhood education is not new, it has commanded considerable attention recently, reflecting concern about growing fragmentation and discontinuity between the early childhood education and care services. A questionnaire measure of 4-and 5-year-old classroom teachers' beliefs and practices based on the guidelines for developmentally appropriate practices of the National Association for the education of Young children, which was consisted of the Teachers' Beliefs Scale(TBS) and the Instructional activities Scale(IAS), was administered to 215 child care center teachers and 215 kindergarten teachers. Positive correlations were found not only between teachers' beliefs and practices but also between developmentally appropriate belief and activities, and between developmentally inappropriate beliefs and activities. There was significant difference between child center and kindergarten teacher groups on the mean scores of each subscale, revealing that kindergarten group had a greater mean score on both TBS and IAS than child care center group. The results of this study implies that there is a great deal of teaching in either child care centers or kindergartens which is not congruent with developmentally appropriate practice. Also, the information obtained with the questionnaire has supported the contention that early childhood education and care services are need to be amalgamated based on the developmentally appropriate practices.

• International Journal of Computer Science & Network Security
• /
• v.22 no.9
• /
• pp.396-402
• /
• 2022

The study deals with the problem of the formation of pre-service teachers' reflective skills in information environment. The role of reflection as a mechanism of formation of a modern teacher's self-consciousness was cleared up. The technology of formation of pre-service teachers' reflective skills was characterized and tested. The main stages of the technology were: a motivational and cognitive stage, a problematic and practical stage, and a reflective and operational stage. The substantiated pedagogical conditions of formation of pre-service teachers' reflective skills were adhered. The criterial and evaluative characteristics of the formation of pre-service teachers' reflective skills were worked out: components (reflection of personal conformity, reflection of the psychological and pedagogical barriers, reflection of professional growth); criteria (criterion of consistency, criterion of difficulty, criterion of potential); indicators (cognitive-evaluative, value-motivational, activity-creative). The levels of formation of pre-service teachers' reflective skills (insufficient level, acceptable level, and optimum level) were determined. The analysis of students' surveys showed the effectiveness and expediency of using the technology of formation of pre-service teachers' reflective skills in the process of professional training.

• Journal of Korean Home Economics Education Association
• /
• v.11 no.2
• /
• pp.77-87
• /
• 1999

The purpose of this study were to identify the use and related variables of instructional media by middle and high school Home Economics teachers, and to provide the foundations for the use and developments of instructional media by some teachers in Home Economics educational fields. Self administered questionnaires were distributed to middle and high school Home Economics teachers and collected by stamps from Sep. 10 to Sep. 30, 1999, and 138 questionnaires were analysed frequencies, percentages, means, and $\chi$(sup)2-test. The results were as follows：1. Schools in city areas, public schools, and boy’s schools allocated more budget to instructional media for creative Home Economics education. Teachers got instructional media information from colleagues, catalogues from media company, and advertisement or columns of journals or newspapers. 2. More younger teachers with shorter educational experiences and active members in related academic associations owned more instructional media and had the ability to develop various instructional media. 3. Most teachers showed dissatisfaction to the prices, purchasing processes, information, quality, and assortments of instructional media.

• Journal of the Korea Society of Computer and Information
• /
• v.24 no.6
• /
• pp.199-204
• /
• 2019

This study found out the influence of CCTV recognition and Self-efficacy on job satisfaction for 275 child care teachers working at daycare centers in Chungcheongbuk-do Province, and verified the regulation effect of Self-efficacy in the process. SPSS(Statistical Package for Social Science) 22.0 was used for data analysis. The results of the study are as follows: First, it was found that factors such as the guarantee of child's right, the guarantee of teachers' rights, and the self - efficacy were influential factors on the job satisfaction of the child care teachers. Second, it has been confirmed that the guarantee of teachers' rights and self-efficacy on the job satisfaction of child care teachers have a regulation effect. This study can be meaningful in that it provided basic data to enhance the quality of child care services by analyzing the factors of influence on the job satisfaction of child care teachers and presenting specific measures accordingly.

• International Journal of Contents
• /
• v.8 no.2
• /
• pp.28-35
• /
• 2012

This study attempted to examine the phenomenon of information society in education by exploring pre-service teachers' use of technology. Pre-service teachers from the USA and Korea participated in the study. Surveys and interviews were conducted to collect the data. The NET and ISST which are the national educational technology standards for each country were used as survey instruments. Focused interviews were conducted with 10 participants after analyzing the data for collecting more information. Based on the study results, technology is not deeply infused into education yet and the degrees of technology infusion were different in two countries. The participating pre-service teachers were not quite confident in their abilities to integrate technology into their lessons.

• KSII Transactions on Internet and Information Systems (TIIS)
• /
• v.11 no.4
• /
• pp.2237-2253
• /
• 2017

For the existing security problem based on Fuzzy Vault algorithm, we propose a cancelable fingerprint template encryption scheme in this paper. The main idea is to firstly construct an irreversible transformation function, and then apply the function to transform the original template and template information is stored after conversion. Experimental results show it effectively prevents the attack from fingerprint template data and improves security of the system by using minutiae descriptor to encrypt abscissa of the vault. The experiment uses public FVC2004 fingerprint database to test, result shows that although the recognition rate of the proposed algorithm is slightly lower than the original program, but the improved algorithm security and complexity are better, and therefore the proposed algorithm is feasible in general.

• Journal of the Korean Chemical Society
• /
• v.54 no.5
• /
• pp.633-642
• /
• 2010

In this study, science teachers' perception and attitude toward nanotechnology are examined through questionnaires gathered from 134 secondary science teachers. As a result, the study shows that science teachers have high perceptiveness. However, they do not understand specific information on nanotechnology correctly. Science teachers have positive attitudes toward nanotechnology and they have perceived risks of nanotechnology as well as benefits of nanotechnology. Science teachers show positive attitudes toward the application of nanotechnology, whereas they show negative attitudes toward personal information chip and nano-taste enhancer. Science teachers are exposed to nanotechnology via various sources such as TV and internet, whereas teachers rarely get information on nanotechnology-related concepts in textbooks and teaching resources. Science teachers have perceived many textbooks do not introduce enough nanotechnology-related concepts. Many teachers try to explain the nanotechnology when textbooks include nanotechnology-related concepts, whereas quite a few of teachers do not introduce the nanotechnology-related concepts in class.

• The Journal of Korea Robotics Society
• /
• v.9 no.3
• /
• pp.185-195
• /
• 2014

This study aims to look into students' and teachers' recognition about learning with a humanoid robot and seek for a policy implication for the direction of education using humanoid robot. To achieve this goal, a survey with elementary school students and teachers was used as the method of analysis. The main results are as follows: There was a difference in the recognition of the teachers and the students regarding the most effective subject through the use of humanoid robot. While the students consider Physical Education as the major subject, the teachers consider Science as the one. The students recognize that the use of humanoid is most effective in helping their learning while the teachers recognize that it is most effective in helping their teaching. As an expected positive effect, both of them choose an increase in interest in learning as the main effect of the use of humanoid robot, but the students, unlike the teachers, consider the improvement of their academic achievement as its main effect as well. These results show differences in the recognition of the use of humanoid between the teachers and the students, and in addition, confirm the difference between them depending on their background.