• Journal of The Korean Association of Information Education
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• v.13 no.2
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• pp.145-158
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• 2009

This study has developed indicators and criteria for measuring educational informatization level of students, teachers and parents with regard to the national educational policy. The criteria for indicator of each group are also set up. As the results of the analysis, first, 4 areas, 10 elements, 24 sub-indicators are generated as the result of development of indicator for level measure of educational informatization. And different weights are established for each area, element and sub-indicator considering the characteristics of each category. Second, generated criteria are evaluated by specialists based on the indicator of education informatization and on a scale of 100. The criteria for students are evaluated to be 80.64, the criteria for teachers to be 80.90 and the criteria for parents to be 76.52 which was found to be the lowest. Therefore, this research was completed to determine which aspect should be supported more intensively when setting the directions of future educational informatization.

• Journal of the Korean Home Economics Association
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• v.40 no.12
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• pp.171-187
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• 2002

The purpose of this study ws6 to find out women's informationized conditions and their life changes. The subjects of this research were 482 women living in large and small-medium sized cities. The data analysis used average, pearson's correlation, one-way ANOVA and multiple regression by SAS/PC. The major findings were as follows: 1. Women's level of informationized conditions is under median in computer using and information technology. The effect of informatization is over median about improving the ability, recognizing from family and neighbor, achieving the occupation. The change of individual and family is under median except educational stimulus, life vitality and educational effect on the family. 2. The effect of informatization was influenced by ability of using computer, necessity and purpose of informatization. The change of individual was influenced by ability of using computer, purpose and effect of informatization and also the change of family was influenced by handicapped reason in information education and the effect of informatization.

• Journal of Creative Information Culture
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• v.6 no.1
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• pp.49-56
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• 2020

The purpose of this study is to examine overseas educational informatization infrastructure evaluation indicators and create data for establishing and developing educational informatization policy directions in the future. We analyzed the cases of OECD PISA, UNESCO, ITU, the German Wetelsmann Foundation, the U.S. Department of Education, and China as educational indicators. As a result of the analysis, evaluation items for electrical and telecommunication facilities such as the school's Internet connection network were commonly found in all indicators, and the ratio of learners to PCs (LCR) was also found in 3 out of 4 indicators. Through this study, it is expected that it will be of great help in conducting educational informatization evaluation suitable for the rapidly changing modern society and developing evaluation tools.

• International Journal of Computer Science & Network Security
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• v.22 no.10
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• pp.17-24
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• 2022

The article proves that the main goal of informatization of higher education institutions in the EU countries is to improve the quality of education of future specialists by introducing digital educational resources into the education process. The main tasks of informatization of education are defined. Digital educational resources are interpreted as a set of data in digital form that is applicable for use in the learning process; it is an information source containing graphic, text, digital, speech, music, video, photo and other information aimed at implementing the goals and objectives of modern education; educational resources on the Internet, electronic textbooks, educational programs, electronic libraries, etc. The creation of digital educational resources is defined as one of the main directions of informatization of all forms and levels of Education. Types of digital educational resources by educational functions are considered. The factors that determine the effectiveness of using digital educational resources in the educational process are identified. The use of digital educational resources in the training of future specialists in the EU countries is considered in detail. European countries note that digital educational resources in professional use allow you to implement a fundamentally new approach to teaching and education, which is based on broad communication, free exchange of opinions, ideas, information of participants in a joint project, on a completely natural desire to learn new things, expand their horizons; is based on real research methods (scientific or creative laboratories), allowing you to learn the laws of nature, the basics of techniques, technology, social phenomena in their dynamics, in the process of solving vital problems, features of various types of creativity in the process of joint activities of a group of participants; promotes the acquisition by teachers of various related skills that can be very useful in their professional activities, including the skills of using computer equipment and various digital technologies.

• International Journal of Computer Science & Network Security
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• v.22 no.11
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• pp.324-330
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• 2022

The United Kingdom is known for the quality of its qualifications. There is a strict quality system with reputable bodies responsible for ensuring that high quality standards are met. In order for new qualifications to be accredited, they must meet all the requirements set out in the regulations for the quality and informatization of Education. The crucial role of the Agency for Quality Assurance of Higher Education (QAA) in the UK for creating high-quality management of higher education institutions is revealed, the influence of informatization tools on its effective mechanism as an independent entity is shown, and positive experience for the educational sector is highlighted. While the universities themselves are responsible for reviewing educational programs at the subject level, the QAA review focuses on verifying internal quality assurance, as well as systems and improvement strategies. The QAA uses a peer review process in which teams mostly consist of academic staff from other institutions to assess the quality of the institution's education. In Scotland, the team also includes an international reviewer. The student is also a member of the Scottish teams. In the UK, attention is paid to providing a cohort of experienced reviewers who can conduct high-quality monitoring and help with advice on improving education. All reviewers must complete training and have permission to participate in the review of educational programs. There are selected committees that are members of the QAA council, each of which is headed by a member of the Council or an independent person approved by the Council. Attention is drawn to the main areas of the QAA's work in the framework of environmental, social and corporate governance.

• Journal of the Korean Society of Industry Convergence
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• v.26 no.1
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• pp.143-152
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• 2023

In the rapidly changing information age, as the need for Informatization education increases, it is necessary to further activate Informatization education for adults. First, in terms of lifelong learning, this researcher suggested learner analysis, class subject materialization, and lecture environment confirmation as three things to be considered first before the course is opened. And as a matter to be continuously considered in terms of lifelong learning, this researcher considered that the connection with the next quarter class and the continuity of learning opportunities should be considered. This study attempted to reveal the differentiated characteristics of informatization education in terms of lifelong education by presenting and analyzing three actual class cases taught by this researcher at lifelong education institutions. Its characteristics included customized education in the information age, continuous upgrades of equipment, instructor education in response to the information age, and expansion of employment opportunities. Based on the case of information education classes, this study, which analyzed the differentiated characteristics of information education at the lifelong education level, can help improve the quality of instructors and self-development of learners in the actual educational environment. For this, continuous follow-up research will also be needed.

• Journal of Korean Library and Information Science Society
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• v.32 no.2
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• pp.93-119
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• 2001

There were two purpose of this study. One was to develope a digital library as a way of facilitating students\` learning. The other was to design a model of a digital library for school. For this, current Korean educational information network plan and the problems of school libraries were analyzed first. Second, the role of school library was identified: to build a self-motivated learning environment in an information society and to help students developing creative learning abilities. Finally, a model of digital school library was suggested.

• 한국정보교육학회:학술대회논문집
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• 2010.08a
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• pp.85-93
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• 2010

The purpose of this study was to examine support for education informatization provided by the government agencies and the private sector in a bid to give some suggestions on education informatization, as the three-stage education informatization plan was soon going to be completed. And it's found that the government agencies pushed ahead with the education informatization plan to boost national competitiveness, and their policies primarily focused on coping with the dysfunction of informatization and narrowing information divide. On the contrary, the private sector moved ahead with the plans that aimed at building necessary infrastructure in underdeveloped areas and providing various sorts of support involving education to the low-income classes.

• International Journal of Computer Science & Network Security
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• v.21 no.12spc
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• pp.696-702
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• 2021

Informatization of early childhood education in the EU occurs in the context of the use of ICT as a means of sharing experiences, practices in the education and training of preschool children, communication, both at the national level and locally - within educational institutions, as a means of document management, search, data processing and information for the management of early childhood educational institutions, and planning activities for these institutions. This article aims to identify the features of the informatization of early childhood education in EU countries. Results. The countries of the EU have different levels of workload on the staff of early childhood education institutions, which is caused by different numbers of preschoolers and workforce. The greatest load on the staff in France due to a large number of preschoolers, which, despite the reduction, remained the highest among all the countries. By comparison, Poland's significant workload is mitigated by the size of its workforce. With almost equal numbers of staff in Poland and Germany, the countries differ significantly in the number of preschoolers. The countries also have different funding mechanisms for early childhood education, which determines the potential for digitalization. In France, total spending on early childhood education has grown the least (by 11 % between 2012 and 2018), in Poland by 51 %, in the Czech Republic by 44 %, and in Germany by 49%. In France, 100 % is funded by the government, in Poland 78 % is funded by the government, in the Czech Republic and Germany 87 % and 85 % respectively is funded by the government. The results of the survey of teachers' training in the use of ICTs and the level of specialists' readiness to use them in their studies indicate a mismatch between education and the practice of using technology. At the same time, given the high level of professional training of teachers in the use of technology in education, a low level of practice of ICT use in teaching preschool children was revealed. Teachers require professional development of ICT skills.

• Management & Information Systems Review
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• v.12
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• pp.37-52
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• 2003

An informatization evaluation is becoming a major issue among vocational colleges, as the 21th century begins. This century is characterized as Knowledge and Information era. Thus it is popular for administrative organizations to use Information Technologies as major tool to innovate themselves. The main objective of this study is develop evaluation indexes on applications of information technologies for vocational colleges because they must operate their education services by using management principles. Four major indexes were recommended to evaluate their information environment of educational service as follows. 1. Strategic Information System 2. Environmental Factors of Information System 3. Informational Resources 4. Utilization of Information Technologies Each index has 4 variables to identify the level of informatization and every variable is consisted of several questions. Such an evaluation system will be applied for vocational colleges to know their own situation of IT application and to develop managerial strategies by using IT. This system also will be useful to compare you with your potential competitors and to find appropriate polices of IT application by measuring the indexes at different points of time.