• The Journal of the Korea Contents Association
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• v.18 no.5
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• pp.303-310
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• 2018

The purpose of this study was to analyze future student competency based elementary Korean language classes to examine how they can be combined with current classes based on achievement criterion. Focus Group Interviews (FGI) were conducted with elementary teachers to find current lesson plans and design strategies, and to analyze their perception of future student competency proposed by Ministry of Education. After competency based lesson design was combined with regular class and implemented, teachers were finally interviewed for feedback of the classes. This study found problem issues such as conception of core competencies, gap between student achievement and competency accomplishment, student evaluation system as well as administrative support for execution. This study concluded that teacher training and systematic support should be enforced to ensure teachers competencies before demanding strategically.

• Journal of Digital Convergence
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• v.16 no.10
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• pp.1-9
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• 2018

The purpose of this study is to examine the concepts and types of cross-cultural collaborative online learning that enhance the utilization of advanced ICT in education and contribute to the promotion of educational exchanges between countries, and suggest exchange learning design models necessary for the active introduction. For this study, previous studies related to cross-cultural collaborative online learning were examined. As a result, cross-cultural collaborative online learning is an educational method based on constructivism that explore and construct knowledge by interacting and collaborating with students, teachers, and field experts who are linguistically and culturally heterogeneous based on advanced ICT. The type of cross-cultural collaborative online learning could be divided into synchronous exchange learning centered on remote video classes and asynchronous exchange learning centered on website based tasks. A PPIE learning design model considering the characteristics of each type is presented.

• Journal of the Korea Society of Computer and Information
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• v.12 no.5
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• pp.303-311
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• 2007

The instruction based on mass production system has contributed to the materialistic abundance, but it caused the innate target of education, development of 'holistic human beings' to be lost. Accordingly, the mentoring has been highlighted as an alternative instructional method because it can support learners in the aspect of cognitive and affective domain. On the other hand, as an effort of overcoming time and place constraints of face-to-face mentoring, e-mentoring is being required. This research aims to propose the e-mentoring system design plan for guiding learning after school, which may support face-to-face mentoring. Based on literature reviews, the direction of design was set and the necessary functions were drawn. e-Mentoring system design plan proposed in this article may be helpful to practitioners who are interested in the enhancement of effectiveness and efficiency of mentoring programs. Also it is required that more practical study should be performed for developing the system and testing its effectiveness.

• Journal of the Korean School Mathematics Society
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• v.26 no.1
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• pp.49-70
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• 2023

This study aimed to design a robot programming lecture for pre-service mathematics teachers to improve their TPACK-P (TPACK-Programming) and analyze its effectiveness. The lecture design involved stages of analysis, exploration, primary micro-teaching, and secondary micro-teaching, with each stage including design, application, and evaluation. The TPACK-P survey was conducted before and after the lecture, and the results indicated a statistically significant difference in TCK at the 1% significance level and TPK, TRACK, and TRACK(P) at the 5% significance level. Further analysis using dependent sample t-tests showed that the post-test mean was significantly higher than the pre-test mean in categories such as TCK, TPK, TPACK, and TPACK(P). These findings suggest that the designed lecture positively affected the growth of pre-service mathematics teachers' TPACK-P.

• The Journal of Korean Association of Computer Education
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• v.9 no.1
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• pp.19-28
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• 2006

In this paper, we have developed electronic textbooks for social studies centering on contents of a public educational process so that primary schools can use them as a text book. Also, we conducted a survey to find out how teachers perceived electronic textbooks in respect to site accessibility and utility, instructional design, progress of lesson, validity and accuracy of learning content, interface design, and web-based multimedia. In this paper, we presented a new model for electronic textbooks development, which is expected to be useful in developing electronic textbooks as a main text book, unlike other existing models. We applied the navigation utilizing book metaphors to the user interface, on the basis of the results from the analysis of the existing electronic textbooks. In addition, we provided affluent multi-media materials as well as hyperlink, a strong point of on-lines. Experimental results show that the academic achievement was high in knowledge-understanding areas and functional areas in the perspective of academic achievements of the learners.

• The Journal of Korean Association of Computer Education
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• v.5 no.3
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• pp.107-116
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• 2002

In order to enhance instructional effects of multimedia contents, it is critical to emphasize the importance of interface and the affective aspects of learner characteristics in design processes. The main aim of this research was to assess the needs for evaluating icon design strategies on the basis of children's sensibilities by investigating differences between children and teachers in their sensibilities to the icons used in multimedia contents for elementary education. Some interesting findings were obtained from the research. Children had richer sensibilities to the icons presented in multimedia contents than teachers in terms of the average number of adjectives reflecting sensibilities. Among the children group, children living in urban areas showed richer sensibilities to the contents than those in rural areas. When the frequencies of the use of 5 adjectives commonly used by the two groups were compared, teachers showed positive sensibilities, but children demonstrated some negative sensibilities. Also children demonstrated richer sensibilities to certain contents than teachers. The results of the research indicated the need for evaluating icon design strategies on the basis of children's sensibilities in designing multimedia contents for children.

• Journal of The Korean Association of Information Education
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• v.1 no.1
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• pp.92-101
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• 1997

There has been increasing demand of hypermedia as computing and educational environment change. Most authoring tools developed recently have various built-in functions., but they are not enough to create hypermedia program or easy to learn. Even though teachers might try to develop hypermedia program with existing authoring tools, they usually come to face with the difficulties of creating new nodes, adding new data, or keeping user's activity records. Therefore, this study investigated to present a prototype of Educational Hypermedia Editor that can be conveniently used in hypermedia programs. According to the theories of courseware design, instructional design, learning theory, and hypertext and hyperemia, design strategies for the study were selected. Based on the analysis of the characteristics of domestic authoring tools as well as foreign authoring tools, the Educational Hypermedia Editor that has authoring and executing mode was designed and developed. Because the Educational Hypermedia Editor was designed for information retrieval CAI(Computer Assisted Instruction) materials, it is expected that the Educational Hypermedia Editor will be extensively used in the urea of social science classes, investigation studies, and information processing studies.

• Archives of design research
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• v.15 no.1
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• pp.49-58
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• 2002

Advances in computer technology have made it possible for educators to design and develop their own multimedia instructional materials using visuals such as animation. Although, it generally believed that the Mew attribute of computer animation facilitates student's foaming, there is still relatively little research regarding the way in which student benefit from multimedia instruction using 3-D animation. The purpose of this research was to examine and determine whether the use of 3-D computer generated images is an effective teaching device for hoping children to understand color theory, and enhancing the tractional methods. In this study, a 3-D computer generated presentation was creative and it demonstrated the mixing of primary color to obtain secondary color. Three research hypotheses were developed in this research. The first hypothesis stated that 3-D computer generated presentation will be an effective device for teaching color theory. The second was that the presentation will be eye-catching and it will hold the children's attention. The third was presentation would enhance the children's memory of color. Results of this study show that visualization technology and the use of 3-D graphics ends can be employed in the field of art education to increases a chi1d's understanding of color theory. Also, it was proved that teaching children through 3-D graphic is an highly effective teaching tool. Thus this research is a oontribution to both children's au education and the relatively new field of computer animation.

• The Journal of the Convergence on Culture Technology
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• v.8 no.1
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• pp.1-8
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• 2022

This study examined whether the integrated education social studies textbooks developed for students with disabilities were properly implemented in terms of universal design for learning. For analysis, "Teaching and learning materials for inclusive education of students with disabilities: grade 3~6 social studies textbooks", which were instructional adaptation, were selected for students with disabilities who are unable to learn the contents of general textbooks for the 3rd to 6th grade of the elementary school social course in the 2015 revised curriculum. The social curriculum grades are composed of 20 units, including general public, geography and history. The content analysis standard was based on detailed items of 9 definitions according to the 3 principles of UDL presented in CAST (2018). Overall, the aspect of providing multiple means of action and expression was the most frequently observed, followed by providing multiple means of representation and providing multiple means of engagement. Special education teachers and textbook developers can use these results as a resource for designing curricula and lessons for students with disabilities in the inclusive classroom.

• Communications of Mathematical Education
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• v.35 no.1
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• pp.15-36
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• 2021

A well-designed mathematics lesson is the foundation for effective mathematics instruction. Given this significance, this paper focused on analyzing what would be important elements for in-service teachers in planning an elementary mathematics lesson. For this purpose, a total of 27 in-service teachers were asked to write down whatever they would consider important in designing a mathematics lesson. A mathematics lesson plan prepared by a pre-service teacher was provided for the in-service teachers. They were then asked to analyze the strengths of the lesson plan and to provide detailed feedback on how to improve it. The results of this study showed that the in-service teachers tended to analyze the given mathematics lesson plan in terms of what they considered important regarding lesson design. Such elements were specified when the in-service teachers described the strengths and feedback for improvement of the lesson plan. In particular, the aspects of instructional strategies and materials were explained in detail. Based on these results, this paper is expected to provoke discussions on lesson design of in-service teachers and subsequent research.