• Korean Journal of Comparative Education
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• v.24 no.3
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• pp.127-156
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• 2014

This study was inspired by the issue that the fundamentals of education have been overlooked, as today's smart education policies established in the knowledge-based information society of the 21st century have only focused on building digital environment and its efficiency. To carry out the study, the media education of Germany, which is equivalent of Korea's smart education, was analyzed to obtain implications for Korea's smart education. In Germany, the media education has been managed by the country ever since the information society has begun. Since 2009, the media education has become a requirement for all schools in every state. Thus, the current media education policy of each state has been analyzed, which revealed the following common characteristics. 1) The media education is closely linked to existing curriculum and education, rather than being conducted separately with different standards. 2) The media education is being conducted in a democratic manner by actively reflecting the exemplary cases of school teachers, rather than following the instructions and guidelines from the government. 3) The media education deals with the character and identity of young students, based on their basic understanding of information society, which are essential for a successful life in the upcoming society. Unlike the first and second implication linked to the method and procedure of media education policy, the third implication is the basic purpose of media education, which is also the key implication of this study. The media education policy of Germany, which is being conducted with its own educational philosophy, offers significant implications for Korea's smart education policy. In Korea, the education only revolves around device-based environment innovation or content development. It should be noted that the purpose of smart education is developing smart individuals who can bring better, happier, and more successful society - rather than establishing a smart environment. Therefore, the focus of discussion on Korea's smart education that revolves around environment, infrastructure, device utilization, and contents development should be changed to the character and identity of students, which are required in the future smart era. That's when 'human-based' educational revolution, instead of 'device-based' classroom revolution can begin.

• Journal of The Korean Association of Information Education
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• v.17 no.3
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• pp.253-264
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• 2013

We development the service that teacher and parent can control the smart phone of student in school and home, the name is I_smart_keeper. The service is composed of server system, teacher's application, parent's application and student's application. The control of student's phone in school is operated by school timetable and GPS(Global Positioning System) in smart phone. The student's phone is operating one of six policy. The six policy is 'emergency call only', 'specific application only', 'call only', 'call and text only', 'all allowed' and 'all lock'. The teacher can change the current policy with his or her phone, That is a the temporary policy can be applied on a day. In school hours, teacher is able to instruct student using application appropriate to the teaching. If student is leaving school early and located outside school, the service do free the student's phone by GPS of her or his phone. We show the Smart Health Indicator (SHI)that analyse the pattern of student's phone habit and SHI will guide a desirable student's phone habit. In home, parent can control child's phone. The service will help the risk reduction of a robbery case due to keeping student's phone by teacher in class. Currently one elementary school's all student use I_smart_keeper and three elementary school is testing to some class. The teacher's impression was very good and they usually use I_smart_keeper for class in positive light. Survey results for students with higher satisfaction.

• Informatization Policy
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• v.23 no.3
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• pp.64-83
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• 2016

Although the government mandated classroom use of smart technology, there exist obstacles to adapting smart technology as a means of educational tools in class. This study aims to explore the preconditions for integrating smart technology and early childhood education. To meet this end, this study investigates preschool teachers' perceptions about the possible benefits or negative impacts of using smart media on child education. Results show that teachers have negative rather than positive perceptions and attitudes toward preschoolers' use of smart media, which implies that rendering teachers have positive impression on smart education is most important for fostering smart education.

• Journal of Digital Convergence
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• v.9 no.3
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• pp.181-190
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• 2011

Smart Learning has been spreaded rapidly to the education and industry fields. Especially, Smart Learning of the university and Smart Campus are the focus of attention of the knowledge based age, because university education play a core role for lifetime education and has largest ripple effect. This article is exploring on the concept and realization conditions of 'Smart Campus'. We think, Smart Campus is an alternative solution for the continuous development of university education in the smart time. In this context, this paper will review the prior studies of Smart Learning, U-Learning and Smart Campus, and study the concept and realization conditions of 'Smart Campus'.

• Journal of Internet Computing and Services
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• v.16 no.6
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• pp.123-131
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• 2015

Recently the development of ICT has a big impact on education field, and diffusion of smart devices has brought new education paradigm. Since people has an opportunity to use various contents anytime and communicate in an interactive way, the method of learning has changing. In 2011, Korean government has established the smart education promotion plan to be a first mover in the paradigm shift from e-learning to smart learning. Especially, government aimed to improve the quality of learning materials and method in public schools, and also to decrease the high expenditure on private education. However, the achievement of smart education policy has not emerged yet, and the refinement of smart learning policy and strategy is essential at this moment. Therefore, the purpose of this study is to propose the successful strategies for smart learning in public education. First, this study explores the status of public education and smart learning environment in Korea. Then, it derives the key success factors through SWOT(Strength, Weakness, Opportunity, Threat) analysis, and suggests strategic priorities through AHP(Analytic Hierarchy Priority) method. The interview and survey were conducted with total 20 teachers, who works in public schools. As a results, focusing on weakness-threat(WT) strategy is the most prior goal for public education, to activate the smart learning. As sub-factors, promoting the education programs for teachers($W_2$), which is still a weakness, appeared as the most important factor to be improved. The second sub-factor with high priority was an efficient optimizing the capability of new learning method($S_4$), which is a strength of systematic public education environment. The third sub-factor with high priority was the extension of limited government support($T_4$), which could be a threat to other public schools with no financial support. In other words, the results implicate that government institution factors should be considered with high priority to make invisible achievement in smart learning. This study is significant as an initial approach with strategic perspective for public education. While the limitation of this study is that survey and interview were conducted with only teachers. Accordingly, the future study needs to be analyzed in effectiveness and feasibility, by considering perspectives from field experts and policy makers.

• Journal of Korean Academy of Fundamentals of Nursing
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• v.23 no.1
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• pp.51-60
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• 2016

Purpose: There is increasing attention to smart-learning as a new education paradigm. The purpose of this study was to identify the level of intention to use smart-based Continuing Nurse Education (CNE) and factors influencing intention to use smart-based CNE. Methods: Participants were 486 nurses from 14 organizations, including 12 hospitals, a nurses association, and an office of education. Data were collected from November 5 to 18, 2014 using self-report questionnaires. Data were analyzed using descriptive statistics, t-test, ANOVA, Pearson correlation, and stepwise multiple regression. Results: The mean score for intention to use smart-based CNE was 6.34 out of 10. The factors influencing intention to use smart-based CNE were nursing informatics competency, current unit career, and smartphone addiction. These variables explained 10% of variance in intention to use smart-based CNE. Conclusion: The findings of this study suggest that efforts to enhance the nursing informatics competency of nurses could increase usage rate of smart-based CNE. The CNE policy makers will find this study very useful and the findings of this study will help to provide insight into the best way to develop smart-based CNE.

• Journal of Digital Convergence
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• v.13 no.3
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• pp.185-191
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• 2015

We are fusing to the profiling techniques in education and making to a smart teaching plan production systems. Therefore, we investigated based on technical elements necessary for the proper look for profiling techniques, trends in the technology and product trends. We proposed that is smart teaching plan production system such as the smart teaching plan production and editing technique, the management technique for the smart teaching plan, and works for relation skill to smart teaching plan production systems. If you using the techniques that we were proposed to build effective smart teaching plan production system, management system for contents control, virtual classroom then they can management their's class and class teaching plan production, file management to teaching group easy. and those students can easy understand in their class too easy.

• Informatization Policy
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• v.19 no.1
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• pp.91-106
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• 2012

We should set up a policy objective to obtain consumer engagement in smart grid and analyze the key influencing factors in smart grid consumer engagement in oder to deploy smart grid successfully. It is because the successful deployment of smart grid depends on whether the end users accept the smart grid products and services. So far, There have been few studies in Korea which focus on the smart grid consumer engagement. Therefore, we carried out an literature review in terms of smart grid consumer engagement and tried to suggest related policy implications. As a result, we identified key influencing factors such as monetary benefits, environment-friendly characteristics, cyber security and understanding of smart grid. Futhermore, we suggested policy implications related to customer education, linkage between smart grid policies and other environmental ones, cyber security enhancement, etc.

• Journal of Digital Convergence
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• v.12 no.5
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• pp.25-37
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• 2014

This study aims to localize the national policies of SMART education for regional educational development in Jeollanamdo province. To achieve the goal, this study analyzed the current status of ICT use in education in the province through a survey, interviews, and the existing relevant policies in national and international levels. The suggested policies were validated by experts from the field of education. As a result, 20 tasks in educational policies of 4 domains were suggested for the Jeollanamdo SMART education. Among them, the development of SMART educational models, building a professional development of teachers for successful implementation, and the development of online performance support system were prioritized for successful educational innovation for Jeollanamdo.

• Journal of The Korean Association of Information Education
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• v.23 no.5
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• pp.451-459
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• 2019

Various policies have been implemented for human resources development in preparation for future society. Among the policies, STEAM education, SMART education and SW education are representative examples. In order for these policies to be implemented effectively in the school setting, teachers' positive perception and teaching competency are required. In consideration of the importance of pre-service teacher education, this study analyzed the current status of elementary pre-service teachers' perception and teaching readiness on STEAM education, SMART education and SW education, and sought implications that can be reflected in pre-service teacher education. The results of the study showed that the pre-service teachers' perception on the necessity of each policy was very high, and the understanding level of each policy was relatively high. Compared with this, it was found that pre-service teachers lacked training experience related to each policy, and the level of readiness for teaching was very low. As the most important task to be solved, many pre-service teachers selected the implementation of teacher education and seminars, and the distribution of instructional programs and materials. As the result of analyzing the difference according to pre-service teachers' individual characteristics, differences were found according to the level of their ICT utilization ability. Based on the results of this study, implications to be reflected in pre-service teacher training processes were suggested.