• Journal of Korean Elementary Science Education
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• v.40 no.2
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• pp.162-174
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• 2021

The purpose of this study was to investigate the types of questions raised by pre-service elementary teachers when planning a science class utilizing smart technology and the characteristics of their lesson plans. For this purpose, lesson plans and questions written by the 96 pre-service teachers were collected. The results of this study can be summarized as follows: (1) Pre-service teachers used simulation apps, information offering apps, clicker evaluation apps, astronomical observation apps. Simulation apps and clicker evaluation apps were used the most in the introduction stage of the class, simulation apps in the development stage, and clicker evaluation apps in the finishing stage. (2) In the lesson plans, the activities that elementary school students use smart technology showed more than those used by teachers, and its characteristics were more prominent in the development stage of the class. (3) As for the content type of smart technology, experience type was the highest, followed by tool type and resource type. In comparison, there were relatively few interaction support types and learning opportunity extensions. (4) There were many cases in which pre-service teachers replaced elementary school students with virtual experiences using experience type instead of providing opportunities to experiment or experience directly. (5) Pre-service teachers asked various questions while planning science class utilizing smart technology, and a total of 25 question types appeared in 7 categories.

• Journal of Practical Engineering Education
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• v.5 no.2
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• pp.101-107
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• 2013

Clickers that are personal response systems are a technology used to promote active learning and most research on the benefits of using clickers has shown that students become engaged and enjoy using them. But, existing clickers consisting of hardware devices and aggregation software provide simple response and aggregation function and it costs a lot. In this paper, in order to resolve the limitation of the existing clickers, we've designed and implemented the Smart Clicker consisting of a smartphone application for students and a web application & a MFC program for professors. Students can answer professor's questions with O/X or numbers or text and even ask questions with text messaging by using Smart Clicker in the classroom. Professors can see students' answers or questions immediately and check up students' response participation rate on the web page. Besides, the Smart Clicker will help professors actively engage students during the entire class period and gauge their level of understanding of the material being presented, and provide prompt feedback to student questions. As a result, we expect that quality of education will be increased.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.15 no.9
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• pp.5543-5552
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• 2014

The advancement of smart-phones and their market expansion has led to the development of numerous educational applications (apps). In this study, learning activities were designed for real-time feedback utilizing a smart clicker app for effective communication between the instructors and students, and to provide educational results, such as learning flow and academic achievement. These strategies were applied in the actual educational fields, and 70 college students were taking classes with the same curriculum. Experiments involving an experimental group and control group were conducted. The results of the t-test were follows. In terms of learning flow, a significant difference was observed between the two groups, but not in terms of academic achievement.

• Journal of the Korea Institute of Information and Communication Engineering
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• v.18 no.3
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• pp.719-726
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• 2014

TRIZ, the theory of inventive problem solving, is widely used in traditional engineering fields such as mechanical, electrical, and electronic engineering and generated good results. Yet there are few examples in software field. But software field requires creative problem solving capabilities more than any other fields and we expect that we can get remarkable results by applying TRIZ in this field. In this paper, we try to break the psychological inertia that TRIZ is difficult to use in software area through development of new software, the Smart Clicker, by applying TRIZ. And we present an approach how to apply TRIZ in software field.

• Journal of Digital Convergence
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• v.15 no.4
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• pp.65-71
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• 2017

With advances in technology, many researchers have made an effort to find out educational methods with customized instruction. The purpose of the research is to investigate i) if flipped learning is beneficial for the students taking intermediate-level English grammar and writing class compared with the traditional class, ii) if the flipped learning class is advantageous for all the score level students in terms of student achievement and iii) if the students feel motivated with the flipped learning class. T-test was utilized to determine any differences between pretest and posttest in student achievement. The result in terms of the academic achievement revealed that the flipped classroom approach for the low score group was found to be the least effective among others. In the case of flipped learning teaching method, the instructor should develop contents according to the level of learners. The development of customized contents tailored to the level of learners will enhance learners' learning achievement.