• The Journal of Korean Association of Computer Education
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• 제20권4호
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• pp.67-75
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• 2017

This study analyzed the impact of ICT usage on elementary and secondary school students on the result of ICT literacy levels for finding out why most of students were 'normal' or 'basic'. As a result, we found out that the learning action, information searching and leisure action of student using ICT had correlation with ICT literacy level. The higher the rate using ICT for learning, information searching and leisure, the higher the ICT literacy level of student. But the higher the rate using ICT for communication, the lower the ICT literacy level of student. Accordingly, we proposed the policy not to increase simply ICT using of student, but to teach how to use ICT for learning and information searching.

• Journal of Korean Home Economics Education Association
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• 제14권2호
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• pp.37-52
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• 2002

This study was made on the concerns and implementation of the ICT(Inormation and Communication Technology)-utilized lesson by home economics teacher. The objective of this study is to investigate the stages of concern and the level of use of the ICT-utilized lesson by home economics teachers in Kyunggi Province through the concerns based adoption model(CBAM) and to provide assistance for ICT-utilizing lesson to be efficiently adopted to home economics. This study made selected 200 schools by random sampling among 233 middle schools which have two or more home economic teachers and 21 or more classes in Kyunggi Province which has a total of 395 middle schools and mail-surveyed on 400 home economics teachers by means of questionnaire. The stages of concern. the levels of use and the types of implementation were used as instruments in this survey. The results of this study on the stages of concern. the levels of use and the type of implementation of the ICT-utilized lesson by home economics teachers in Kyunggi Province were as following: First. the highest point of the concern of home economics teachers of ICT-utilized lesson was the stage of awareness. the second highest point was the stage of management. the 3rd stage. and the stage of information. the lst stage. Second. the highest level of implementation of ICT-utilized lesson by home economics teachers was the level of mechanical use. the 3rd stage(30.4％), which followed by the level of orientation. the 1st stage(22.5％). and the level of nonuse(16.7％). the level of rountine use. the 4th stage(13.7％) the level of integration. the 5th stage(11.8％). the level of preparation 2(3.9％). and the level of renewal. the 6th stage(1.0％) Third, information search was the most in the type of ICT-use and in the course of lesson CD-ROM was used the most.. During ICT-utilized lesson. most of teachers used computer one to two hours a week mainly in the lessons of clothing life and eating life. Home economics teachers took the most training of how to use word-processor(68.6％) during computer education. and 60 teachers(66.0％) gave positive response about the effect of computer education on teacher's learning. Finally. the biggest problem with ICT-use in the teacher's learning was the long preparation time for lesson. and problem with ICT-utilized lesson was the burden of time and effort spent to buy needed materials and to recompose the existing materials for the lesson. Therefore. so as to adopt ICT-utilized lesson efficiently into school it is needed that active promotion for the lesson should be made to teachers. training teachers to raise their ability to use computer and various kinds of software should be expanded. and school authorities' financial and administrative assistance should be given for the smooth proceeding of the lesson.

• The Journal of the Korea Contents Association
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• 제16권10호
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• pp.18-32
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• 2016

The purpose of this study was to analyze the differences of elementary and middle school students' ICT literacy by their computer use and information(computer) educational experiences. For this purpose, this study implemented ICT literacy test for students in 300 elementary (4th~6th)- and 300 middle(7th~9th) schools in 2015. The ICT literacy test was composed of two components of 'literacy ability elements' and 'literacy content elements.' The main results of this study are as follows. First, in both of elementary and middle schools, there are positive relationships between students' 'computer use at home' and 'computer outside school,' and their ICT literacy test scores, but their extreme computer use affected their ICT literacy test scores negatively. Second, in both of elementary and middle schools, there are positive relationships between students' information(computer) educational experiences and their ICT literacy test scores.

• Journal of Information Science Theory and Practice
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• 제5권4호
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• pp.39-48
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• 2017

This study aims to investigate gender differences in the use of ICT by the students of urban schools. The objectives of the study are to find out the use of computers and Internet by the students and also the problems encountered by them while using computers and Internet. The study found that there is a significant association between the place (p=.005) and frequency (p=.002) of use of computers and gender. It is also found that there are significant differences in the problems faced by students while using computers (p=.002), use of Internet (p=.004), and the gender. This clearly indicates that there exists a gender disparity in the use of ICT by the male and female students in the urban schools. In order to overcome this disparity, the school authority should provide the basic and necessary ICT infrastructure in schools which can be equally used by male and female students.

• Journal of The Korean Association of Information Education
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• 제21권1호
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• pp.151-160
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• 2017

The purpose of this study was to investigate the current status of information and communications technology(ICT) uses of the faculty members at national universities of education and to provide guidelines for ICT in education. The survey was conducted to examine factors related to the use of ICT, including faculty members' abilities to use ICT with respect to gender, age, and previous experiences with computers and to analyze their relevance to instructional methods. The results of the survey showed that female faculty members and male faculty members in their sixties and those with less years of teaching career were more likely to need support for using ICT than the others. The direct instructional method and discussion were the most frequently used; discussion was positively correlated with ICT uses. It was also found that faculty members anticipated more difficulties in using ICT in class and needed to work in a collaborative way and learn more effective use of ICT in the teaching and learning process.

• International Journal of Knowledge Content Development & Technology
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• 제12권3호
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• pp.19-29
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• 2022

The new age is characterised by information communication technology, where computers, laptops, mobile gadgets such as palmtops, tablets, mobile phones and the internet have made their way to every sphere of life from our domestic environments such a homes, small retail shops, banks to large industries and the world at large. Over time, so many questions about the ethical use of Information and Communication Technology (ICT) have emerged on who has access to what technology and the use of it and like every other technological invention. This paper will look at the morality involved in making use of ICT to promote ethical use of data or information in a virtual environment. ICT also possesses both positive and negative impacts; the questions that these impacts raise are what this piece attempts to answer, providing global scrutiny to these ethical issues, situations and questions; and providing recommendations in line with global best practices.

• Journal of The Korean Association of Information Education
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• 제19권2호
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• pp.233-242
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• 2015

In the 21st century knowledge and information society, students' ICT skills is a necessary tool. So, the OECD PISA survey and compares students' ICT skills across OECD countries by every three years. As a result, we are looking forward to reflecting on education. In this study, I analyzed the 2009 and 2012 PISA ICT statistics. Analysis items are as follows. Is any of these devices available for students to use at home or at school? How often do students use a computer for following activities at school? Analysis tools adopted a method to compare the ratios of the average. The results are as follows. In 2008, five items of availability of ICT at schools were evenly by five groups In 2012, all five items is very low group. Except for one of the eight items of use of ICT at school, and all items are the lowest group. In 2012, all eight items are the lowest group. Korea ICT indicators have been very down in 2012 than in 2009.

• Journal of The Korean Association of Information Education
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• 제21권5호
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• pp.595-605
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• 2017

In this paper, I analyzed the cause on difference of ICT literacy level according to region scale in elementary school. According to precedent research, ICT literacy score of elementary student in 2016 were higher in order of big city, small city and rural area. To find the cause of difference by region scale, I compared ICT literacy score and ICT use habit. As a result, The cause for this is that students in large areas have more chances to use computers at home, learn more with computers, and have more information (computer) education than students in small areas appear. Therefore, Based on the results of this study, I proposed methods to reduce the regional ICT literacy score difference. The methods are to provide computers for low-income students, to guide learning methods using computers at home, and to provide more computer education opportunities.

• Convergence Security Journal
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• 제16권5호
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• pp.17-22
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• 2016

This study examined the current state of ICT utilization in physical education and presented the available physical education ICT contents configuration model. Using ICT in physical education is expected to be an alternative of overcome the bad physical education facilities and environment, also highly utilized as a valuable material that can provide specific feedback in learning motor skill. The types of ICT use in physical education classes are being utilized divided by web-use learning and application program-use learning. In composing physical education ICT contents, the server presents a problem to be solved by each student and encourage cooperative learning. If one team determines the solving idea about learning problem through team discussion, they solve the problem by repeating the process of giving teacher and other team's feedback on determining opinion. On the other hand, the class begins after learning the principle of specific movement utilizing the VTR or computer S/W in the practical training lesson of physical education. If the good hardware and software environment combine with the transformation of the recognition on physical education which has been away from the ICT, it will be able expected a broad using of ICT in physical education.

• Advances in Energy Research
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• 제5권1호
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• pp.1-12
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• 2017

The world today has reached a certain level where it is impossible to get the quality education at the tertiary level without the use of Information and Communication Technology (ICT). ICT has made life better, communication easier and faster, teaching and learning more practical through computers and other technology based learning tools. However, despite these benefits ICT has equally contributed immensely to environmental problems. Therefore there is the need to use ICT resources efficiently in universities for environmental sustainability so as to save both the university environment and the world at large from the effects of global warming. This paper evaluates the carbon footprints from the use of ICT devices and comes up with a proposed green ICT framework to reduce the carbon footprints in universities. The framework contains techniques and approaches to achieve greenness in the data center, personal computers (PCs) and monitors, and printing in order to make ICT more environmentally friendly, cheaper, safer and ultimately more efficient. Concerned experts in their respective departments at Asia Pacific University of Technology and Innovation (APU) Malaysia evaluated the proposed framework. It was found to be effective for achieving efficiency, reducing energy consumption and carbon emissions.