• Education of Primary School Mathematics
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• v.9 no.1 s.17
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• pp.59-64
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• 2005

The purpose of this study is to find out how to use dynamic geometry software such as the Geometer's Sketchpad in elementary math classroom. Fist of all, I reviewed dynamic geometry software's property. Then I considered methods to improve geometry education using this software. Some researchers proposed three types of using the software. But I think using the software and developing instructional materials is different. So, I proposed two types of developing instructional materials using the software and two representative examples.

• Journal of The Korean Association of Information Education
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• v.18 no.1
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• pp.185-193
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• 2014

Software developing education teaches students computer programming, which allows them to actively use IT and talk to computers. In this study, we analyzed computer science curriculum in the United Kingdom, the United States, India, and Estonia. In order to teach 1st - 9th grade students computer programming, we suggested the learning objectives, instructional design, and evaluation methods in software developing education focusing on Information Science. The objectives were divided into four phases, which were determined by age and grade level. Then, we determined 2-3 outcomes for each phase.

• Journal of The Korean Association of Information Education
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• v.2 no.1
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• pp.1-9
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• 1998

Teachers are overwhelmed not only by teaching but also by school and classroom managerial works. Many of those managerial works are repeated through a year. One way to reduce teachers' work significantly is making a software to replace those repeated managerial works. The purpose of this study is developing the software for the Classroom management, It will lessen down teacher's burden of classroom related managerial works and will allow teachers to concentrate on teaching. We expect that the software decreases the problem caused by time when teacher try to manage open education, and make the open education successful.

• Journal of Practical Engineering Education
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• v.15 no.3
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• pp.589-595
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• 2023

Artificial intelligence(AI) is spurring advancements in EdTech, the merger of technology and education. This includes the creation of effective learning materials and personalized student experiences. Our study focuses on developing a programming education software that employs state-of-the-art generative AI. Our software also includes prompts optimized for programming code analysis, which are based on the well-known ChatGPT API. Furthermore, the necessary functions for acquiring programming skills were created with a user interface and developed as a question-and-answer template function based on an AI chatbot. The objective of this study is to guide the development of educational programmes that make use of generative AI.

• International Journal of Internet, Broadcasting and Communication
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• v.13 no.2
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• pp.112-119
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• 2021

In the Fourth Industrial Revolution and the foundation of software and hardware technologies through ICT, the technology to analyze the principles of information processing activities is the ability to implement programming. In this study, to improve the programming academic performance of electronics majors, firstly, we presented an effective teaching method in order to promote employment in the programming field by improving problem-solving skills and logical thinking skills in the programming field that electronics majors do not prefer. Secondly, we plan to promote intelligence informatization by converging intelligence information technology into the existing electronics industry by developing software utilization skills through programming curriculum that reflects the specificity and reality of electronics. Lastly, as computer programmers, we would like to expand creative talent education by developing learners' capabilities to cultivate smart talents who have both hardware and software capabilities.

• Journal of Convergence for Information Technology
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• v.10 no.5
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• pp.16-22
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• 2020

In this paper, the technology and capabilities required for the job of developing security software recommended by the Cybersecurity Human Resources Development Framework of the National Initiative for Cybersecurity Education (NICE) were studied. In this paper, we describe what security skills are needed for the task of developing security software and what security capabilities should be held. The focus of this paper is to analyze the consistency between security technologies (core and specialized technologies) required for security software development tasks and the curriculum of information protection-related departments located in Seoul, Korea. The reason for this analysis is to see how the curriculum at five universities in Seoul is suitable for performing security software development tasks. In conclusion, if the five relevant departments studied are to intensively train developers of development tasks for security software, they are commonly required to train security testing and software debugging, how secure software is developed, risk management, privacy and information assurance.

• The Journal of Korean Association of Computer Education
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• v.4 no.2
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• pp.115-123
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• 2001

In the early stage of Web-based Instruction, it didn't gain preference in spite of it's benefit of convenience. The main reason is, I think, the lack of generality at the education system which eventually results in unsatisfactory facilities compared with the requirement of teachers and students. And the early systems don't make good use of the plenty data in distributed environment, and don't show so good reliablity due to lack of systematic design and development. In this paper, we suggest WBI developing technology using the concept of WBSE. WBI developing is consist of component of pre-developed education software, integration of component using its reusability, and production of more requirement-satisfactory education software.

• Journal of The Korean Association of Information Education
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• v.20 no.1
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• pp.83-92
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• 2016

In accordance with the 2015 Revised Practical Curriculum, software education for elementary school students will focus on making software and not using software. Therefore, we must revise the computer education curriculum at national universities of education to include classes on programming. In this study, I surveyed computer education students to learn more about their programming experience as well as their understanding of and necessity for software education. Based on results of the survey, I found that students had a strong understanding of software education and that they recognized its importance; however, students who had not experience related to programming education had a weak the understanding and necessity for software developing education. I suggested that software-related courses should open as a major subjects at the universities.

• Journal of the Korea Society of Computer and Information
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• v.24 no.12
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• pp.209-216
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• 2019

In view of the educational effects and social changes of software education, equal opportunities for software education are needed regardless of general students and students with disabilities. However, studies on software education for general students have been actively conducted, but studies on software education for students with disabilities are insufficient. In this study, we developed a robot education software education program for students with developmental disabilities. Developing robot-enabled software education programs for students with developmental disabilities is meaningful in terms of expanding software education opportunities for all. In addition, the robot-based software education program is easy to motivate students with developmental disabilities with low task concentration, short-term memory, and low sociality. Significant changes will be made not only in terms of management capacity, but also in terms of self-efficacy and confidence.

• Journal of The Korean Association of Information Education
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• v.20 no.6
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• pp.553-562
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• 2016

Although software education pursues developing learners' computational thinking skills, more studies are needed in terms of designing software education lessons to enhance CT skills and to measure the effects of the lessons. This study aims to investigate the effects of a course designed to enhance pre-service teachers' CT skills by using CT-based teaching materials. Through a literature review the study has selected the five core competencies of CT: algorithmic thinking, evaluation, problem decompositions, abstraction, and generalization. The participants of the study are 47 pre-service teachers who took the one-semester course in a national university of education. A survey was developed and conducted and qualitative analyses on the team projects were performed focusing on the core competencies of CT. The results revealed pre-service teachers' perceived degree of experiencing CT and their competencies represented in their projects. The present study provides important implications to future software education programs in terms of designing and implementing of software education.