• The Journal of Information Technology
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• v.10 no.3
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• pp.1-14
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• 2007

We have studied the methods to connect homes with a digital network and apply home automation to education. We presented the possibility of integrated education where public education at school can be extended to home. The hardwares related with home automation are continuously in development. We have demonstrated the materials appropriate for the levels of individual students with home network information, and studied methods of education.

• Human Ecology Research
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• v.56 no.6
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• pp.603-617
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• 2018

This study analyzed research trends in the field of Practical Arts (Technology & Home Economics) education. From 958 articles published between 2010 and 2018 in the Journal of Korean Practical Arts Education (JKPAE), Journal of Korean Home Economics Education Association (JHEEA), and Korean Journal of Technology Education Association (KJTEA), 958 keywords were extracted and analyzed using NetMiner 4. When the general network structure was analyzed, keywords such as practical arts education, curriculum, textbook, home economics education, and students were high in the degree centrality and closeness centrality, and textbook, practical arts education, curriculum, student, home economics education, and invention were high in the node betweenness centrality. The cluster analysis showed that a four-cluster solution was most appropriate: cluster 1, technology and experiential learning activities; cluster 2, curriculum studies and practical problem; cluster 3, relationships; and cluster 4, creativity and character education. The three journals showed differences in the knowledge network structure: The topics of JKPAE and JKHEEA focused on general content knowledge and curriculum, while the topics of KJTEA were spread across invention and creativity education, and curriculum studies.

• Journal of Information Technology Services
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• v.20 no.6
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• pp.107-123
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• 2021

Recently, there have been a number of researchers in the field of education who are actively exploring the educational applications of Blockchain technology, even though it is still in its infancy. Some researchers have been investigating its application in educational administration to issue academic credentials' or maintain student records with distributed ledger, which is the basis of Blockchain technology. Whereas, others have been examining its application in redesigning learning systems that are being used in various contexts, including online learning and lifelong education. In that vein, this paper aims to discuss a liberal arts education system which will be supported by Blockchain-based 'smart contracts'. At present, active efforts are being made to innovate liberal arts education in Korea, centered around government-funded university innovation projects and there have been reports of great achievements. However, if the Blockchain technology is applied to innovating the liberal arts education, we will innovate not only the liberal arts education but also university education as a whole. In this paper, there are suggestions on how to build a learner-centered educational environment where a liberal arts education system is supported by Blockchain-based smart contracts. First of all, the current innovation in liberal arts education and its limitations are discussed, followed by ways in which Blockchain-based smart contracts can reframe the liberal arts education system. Last but not least, the paper addresses implications of the Blockchain technology applications in liberal arts education, along with their future prospects.

• The Journal of the Convergence on Culture Technology
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• v.9 no.5
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• pp.65-73
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• 2023

With the introduction of lifelong education as a component of national educational policies, public support for it has been expanding more than ever before. The purpose of this study is to explore the direction of lifelong education in the era of science and technology. While various factors need to be considered in determining the orientation of lifelong education in the science and technology era, this study primarily focuses on presenting the directions that are aligned with this era. Firstly, lifelong education is necessary as vocational education. Secondly, lifelong education is needed for digital literacy enhancement. Thirdly, lifelong education is crucial from an ecological transition perspective. It is hoped that these three perspectives will be considered significant in shaping the direction of lifelong education in the era of science and technology, and subsequent discussions will delve into how lifelong education can contribute concretely to these aspects.

• Proceedings of the Korean Magnestics Society Conference
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• 2007.05a
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• pp.285.1-285.1
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• 2007

• Proceedings of the Korean Vacuum Society Conference
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• 2005.08a
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• pp.74-74
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• 2005

• 한국초전도학회:학술대회논문집
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• v.15
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• pp.58-58
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• 2005

• Proceedings of the Korean Magnestics Society Conference
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• 2008.12a
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• pp.264.1-264.1
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• 2008

• Communications of Mathematical Education
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• v.24 no.4
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• pp.843-864
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• 2010

To get an undergraduate degree from mathematics education department, a student not only take a general educational technology course from education department, but also take an educational technology in mathematics education course from mathematics education department. We believe that these two courses can be integrated for preparing better mathematics teachers. For this purpose, we design an educational technology tool called JavaMAL microworld, and study strategy to integrate two courses harmoniously. This kind of approach is good for internationalization of researches on mathematics education by Korean researchers since most SSCI journal prefer an integrated approach in the educational technology related papers. In short, integrating general educational technology course and educational technology in mathematics education course is not only good to student but to professors. But just integrating two courses is not enough. Students must understand the needs and the usefulness of educational technology tool in the learning and teaching of mathematics, and must have such experience from their mathematics courses.

• Journal of Advanced Information Technology and Convergence
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• v.10 no.2
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• pp.111-123
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• 2020

The core competencies for the 21st century are creativity, critical thinking, collaboration, and communication. In recent classes where ICT (information, communication, and technology) is grafted, a lot of efforts are also being made to increase such competencies. According to a research work, ICT is most often used as a communication channel between teachers and students or as an online collaboration tool among students. However, ICT has only played a role as a guideline for instruction, but not included in the curriculum until now. The research on methods how to integrate technology into teaching and learning is in full swing due to the development of technology and the advent of Covid-19. In this paper, we propose a technology integration hierarchy model, namely K-TIHM that can be combined with STEAM education. Since only learning environments have been proposed in the existing research for technology-based STEAM education, our model proposes a series of technology integration hierarchy that can be applied by school age along with STEAM. Also, we analyze the differences in among the Korea's ICT education operation guidelines, the Korea's Software education guidelines, and ours. The proposed model can help developing the primary and secondary school curriculum integrated with technology.