• Journal of Gifted/Talented Education
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• v.24 no.3
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• pp.463-477
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• 2014

The purpose of this study was to investigate the conceptions toward ICT in students who are currently enrolled in giftedness in invention classes. A total of 147 students at the junior and high school level responded to a 33 item questionnaire. Results show that these students consider ICT as very important and that it will become more important in the future. They also indicated that they frequently use ICT in their studies and also in their work. But a majority of the students considered their level of expertise in the ICT area as 'moderate', and their application of the programs as 'elementary'. Thus it can be assumed that these students did not have enough opportunity to learn ICT related skills. These students also expressed the desire to receive systematic instructions in the ICT area beginning from simple application to program development. The students thought that ICT skills need to be incorporated into the invention education to lead to better inventions. Considering the fact that the ICT area is becoming increasingly important and that Korea is considered a representative country in ICT, the reality of ICT education does not stand up to expectations, and the creative software development capacity is relatively low. Therefore, there is a need to incorporate ICT contents into the education for the giftedness in invention classes, and also to form connections with software development and invention education.

• Journal of The Korean Association of Information Education
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• v.22 no.4
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• pp.457-471
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• 2018

This study examined student- and school-level background and ICT factors that affected PISA 2015 Collaborative Problem Solving (CPS) for Korean students (4863 students from 142 high schools). A two-level hierarchical linear model (HLM) was analyzed from the basic model (model 1) with no predictors to the final model (model 5) with all predictors. Results showed that first, gender, socioeconomic/cultural backgrounds, cooperation level positively predicted CPS scores while perceived unfairness of teacher negatively predicted the outcome. Second, the more frequently ICT was used for out-of-school learning purposes, the less frequently ICT was used for entertainment purposes, and the less frequently ICT was used in schools, the higher CPS scores were. Considering ICT autonomy and social interaction variables measured for the first time in PISA 2015, students who were more interested in ICT and more autonomous in using ICT devices achieved higher CPS scores. On the other hand, the more students considered ICT important as social interaction, the less they gained CPS scores. Third, in terms of school-level characteristics, the smaller the students behavior detrimental to learning, the higher the teachers perceived positive working environment, and the fewer the number of computers available per student, the higher CPS scores were. To facilitate computer-based collaborative problem-solving competence, it is important for students to have interest and autonomy in using ICT. In addition, the guidelines of ICT use and SW curriculum need to be established in order to increase the effectiveness of using ICT device in school.

• 정보화사회
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• s.118
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• pp.43-46
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• 1997

• Informatization Policy
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• v.25 no.4
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• pp.3-36
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• 2018

This article discusses the possibilities and limitations of ICT education by reviewing the previous research on its various aspects including educational goals, contents, methods, and evaluation. First, when it comes to its educational goal, the prior studies suggest that ICT education aims to nurture digital citizenship among students and to enable them to participate in different sectors of our society. ICT education characterizes the core capacities of its future learners as 'lifelong learners,' 'information producers/consumers,' and 'local/global citizens.' Second, in regard to the educational content of ICT education, researchers investigate SW education importantly: They develop the educational programs and examine the effectiveness of those programs. However, to ensure the relevancy of the educational contents to the future society, institutional support is imperative including facilitating educators' capacities and synchronizing ICT education with subject education. Third, as the educational methods, various ICTs such as flipped learning and augmented reality (AR) are being applied to actual classroom teaching. Research on the educational methods, which is the most vibrant area in the ICT education scholarship, is expected to improve the previous educational methods and to lead the qualitative development of ICT education. Fourth, the previous discussion on the educational evaluation focuses on computer-based evaluations. Educational evaluation using ICT will enable educators to assess the characteristics and achievement of an individual learner accurately and to lead them to apply a teaching-learning process effectively, which will ultimately enhance the effectiveness of educational evaluation. Along with the overall review on the possibilities of ICT education, this article discusses the limitations of the current ICT education and its implications for educational inequalities.

• International journal of advanced smart convergence
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• v.4 no.2
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• pp.124-130
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• 2015

Infinite competition on ICT industries is starting again. The basis of competence over global dominance will be human resource, a global ecosystem for products and national agenda for science and technology, etc.. This paper presents the six solution for the Global Competitiveness and Coexistence of Korean ICT Industries. Korea should nurture the brand of "World Best Korean ICT Forever" to secure technical competency of ICT related fields in global market. All ICT technologies should be aligned to global standard and market demand from beginning and the ecosystem around product needs to be established. System framework for utilizing the resource of core SW experts must be established. Through global partnership with China as manufacturing base for Korea-developed products, technical competency can be maintained including product planning. Security measure for technical assets is mandatory. Finally, core technology that will drive the future of ICT industries in Korea should be regarded as core subjects.

• Journal of Information Technology Services
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• v.23 no.3
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• pp.55-63
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• 2024

To grasp the structure of an industry and monitor its changes, it is essential to utilize relevant statistics. Various statistics are being compiled regarding the software (SW) industry, presenting diverse numerical values. However, without a precise understanding of the scope and measurement methods inherent to each statistic, gaining a rigorous understanding of the industry's structure and evolving trends becomes challenging. Moreover, significant discrepancies between similar statistics often lead to confusion among users. In the software (SW) industry, key statistics commonly used include SW production value and SW market size. As of 2022, the annual domestic SW production value is reported as 77.4 trillion KRW (based on ICT Survey), while the SW market size for the same year is stated as 38.5 trillion KRW (according to IDC data). Although production value and market size may seem conceptually similar, there is approximately a twofold difference between the figures provided. Without understanding the meanings of each statistic and the differences between them, there are limitations in utilizing these statistics effectively. While statistics are utilized for various purposes such as policy development or causal analysis of policy using statistical raw data, research that presents and analyzes the precise meanings and limitations of each SW-related statistic is virtually non-existent. Thus, this study aims to compare and analyze the methodologies and differences among key statistics used to represent the SW industry: SW production value, SW market size, and SW GDP statistics. Through this analysis, the goal is to contribute to a better understanding of the SW industry's structure and enable more accurate and rigorous utilization of relevant statistics.

• Proceedings of the Korea Information Processing Society Conference
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• 2012.04a
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• pp.1283-1285
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• 2012

수행중인 로컬 소프트웨어의 내부 실행상태를 실시간으로 원격지의 소프트웨어로 반영하여 예상치 못한 장애 상황에서 실행 중이던 소프트웨어를 끝까지 수행 할 수 있도록 복구 방법에 관한 연구이다. 본 연구에서 수행한 방법은 수시로 소프트웨어 내부 상태 정보를 외부의 저장 서버로 전송하게 되며 원격에 존재하는 소프트웨어에서 그 저장 정보를 이용하여 실시간으로 최신까지의 상태를 업데이트 하여 원래의 소프트웨어 상태를 유지하게 된다. 갑작스런 하드웨어 장애 발생시 상태 점검 프로세스에 의해서 점검되며, 장시간에 걸쳐 수행되고 있는 소프트웨어를 다시 처음부터 수행하지 않고 실시간 정보를 통하여 계속적으로 수행을 완료 할 수 있게 된다. 장시간 동안 시뮬레이션 하는 시스템에서 적용 될 수 있으며 특히 OS 종류나 Server 종류에 종속 되지 않고 동작하며 소프트웨어 개발에 있어서도 프로그램 랭귀지에 상관 없이 구현 할 수 있다.

• Proceedings of the Korea Information Processing Society Conference
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• 2011.11a
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• pp.1279-1282
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• 2011

인터넷 특히 웹의 등장과 더불어 응용 애플리케이션 환경도 인터넷을 중심으로 한 분산 네트워크 시스템이 자연스럽게 주를 이루고 있다. 이러한 환경속에서 서로 다른 기종간의 통신을 위하여 등장한 기술이 웹서비스인데 그 발전 과정에서 SOAP 기반의 웹서비스와 RESTful 기반의 웹서비스 형태로 제공되고 있다. 최근에는 RESTful 기반의 웹서비스가 가벼우면서 접근방법의 용이함으로 인해 많은 지지를 받으며 SOAP 에 비해 각광을 받고 있다. 하지만, REST 는 SOAP 에 비해 서비스에 대한 명세를 알릴 수 있는 표준의 부재와 관리가 어려운 단점이 있다. 그 중에서 서비스 명세에 대한 표준으로 SOAP 에서는 WSDL 이 존재하고, REST 에서는 WADL 이 존재한다. 본 논문에서는 WADL 를 실무에서 활용할 수 있도록 스펙에 따라 구현해보고 그 방법을 제시한다.

• Proceedings of the Korean Institute of Navigation and Port Research Conference
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• 2021.11a
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• pp.17-18
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• 2021

Improvement of operational productivity in container terminals is a continuous demand, and related research using advanced ICT is continuously being conducted. This is a study on how to link an external expert systems in order to reduce the effort required for SW program development, testing, and stabilization according to the use of related technologies such as AI and Big Data in the terminal operating system, which is a key information system for terminal operation.

• Proceedings of the KAIS Fall Conference
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• 2010.11a
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• pp.7-11
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• 2010

우리나라는 2009년 OECD DAC 회원국으로 가입하면서 6.25전쟁직후 세계 최빈국으로써 원조를 받는 국가에서 60년만에 국제사회에 원조를 제공하는 공여국으로 성장한 국제사회의 유일무이한 사례이다. 우리 나라의 ODA(Official Development Assistance)는 ICT, 교육 분야 등과 같이 우리나라가 세계적으로 경쟁력을 가지고 있는 분야를 특성화하여 제공하고 있다. 모로코는 2012년까지 9,000여개의 모로코 초중등학교에 ICT를 보급한다는 계획과 ICT 산업 육성을 국가 주요 정책으로 추진하고 있는 있어 금번 프로젝트는 모로코 교사의 ICT 역량 강화를 지원하기 위하여 한국의 ICT 교육시스템을 모로코 초중등 교사에게 제공하는 것이다. 본 프로젝트는 교육쎈터 리모델링, ICT 기자재설치, 교사 커리큘럼 개발, 홈페이지 개발, 정책보고서 발간, 모로코 교사 초청 연수로 구분되어 있으며, 2009년 1월에 시작되어 2010년 11월에 완료된다. 본 프로젝트를 통해 모로코 초중등 교사 23만명중 년간 1,000명을 교육하고, 교육을 받은 교사는 소속지역에서 ICT Master Teacher 역할을 담당하게 된다. 본 프로젝트를 통하여 우리나라는 모로코 교육 선진화에 기여하며, 한국 ICT 기자재를 활용함으로써 한국산 H/W, SW 및 교육컨텐츠의 우수성을 모로코와 인근 국가에 홍보하고, 이를 통해 국내 기업의 북아프리카 진출을 간접 지원하였다. 또한, 본 프로젝트를 통하여 모로코를 비롯하여 2000년도부터 년평균 5.3%의 경제성장을 지속하고 있는 아프리카지역에 한국 ICT제품이 진출할 수 있는 방안으로, 국산 e-러닝 개발툴을 영어, 불어와 아랍어 버젼으로 추가 개발하였으며, 모로코 대학과 합작기업을 설립을 추진하고 있다.