• 한국정보교육학회:학술대회논문집
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• 2011.01a
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• pp.125-132
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• 2011

This study discusses the definition of ICT literacy and the new assessment tool for measuring ICT literacy using a computer-based assessment(CBA) system. In particular, this study reviewed the assessment framework and exemplary CBA items which was developed for OECD PIAAC(Programme for the International Assessment of Adult Competencies).

• The Journal of Korean Association of Computer Education
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• v.23 no.1
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• pp.53-61
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• 2020

In the information society, the ability of learners to use computers to conduct self-directed learning is important. Indeed, the higher the computer's ability to use computers, the more the academic achievement needs to be analyzed. The purpose of this study was to identify longitudinal trajectories of student awareness of ICT literacy and frequency of computer use. We also examined the effects of the longitudinal patterns on academic achievement and college major choice. A non-parametric approach, K-means for longitudinal data(KML) algorithm, was conducted using 9-year longitudinal data from Seoul Education Longitudinal Study (2010-2018). Findings indicated that a pattern presenting a higher awareness of ICT literacy and frequency of computer use showed better academic achievements and was likely to prefer to choose engineering-related majors.

• The Journal of Korean Association of Computer Education
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• v.22 no.2
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• pp.11-20
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• 2019

In Korea, the software education in elementary and middle school is essential to the 2015 revised curriculum, and various software education policies are being implemented. It is necessary to analyze the effects of these changes on computer and information literacy of students. This study investigates and analyzes the present state of computer and information literacy education in 32 middle schools nationwide. For the 640 students, we surveyed the students' status of coding education, confidence in computational thinking based on coding experience, confidence in computational thinking according to the frequency of computer use for learning purposes, and confidence in computational thinking ability according to the frequency of major ICT activities in class. As a result, there was a lack of Computer and Information literacy educational opportunities through school and relatively lack of educational opportunities for students in the rural area. And the more learning experience showed a positive impact on the confidence in computational thinking.

• International Journal of Knowledge Content Development & Technology
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• v.14 no.2
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• pp.81-97
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• 2024

The study investigated computer literacy skills as a determinant of electronic reference sources utilization among selected secondary school students in Ado-Odo Ota Local Government, Ogun State, Nigeria. Four specific objectives with conforming research questions guided the study. Descriptive survey research design was adopted for the study. The population of the study comprises of SSS3 students of the three selected Community Secondary Schools in Ado Odo Ota. A sample size of 150 was used for the study. The instrument for data collection was a self-developed structured questionnaire. Data collected was analyzed using frequency and percentages. Findings of the study revealed that majority of secondary school students were not aware of the availability of electronic reference sources. It also revealed that the level of their computer literacy skills was below average. Majority of them have never used computer before and the few of them that have used computer before used it in their homes, their friend's homes or in the cyber café. It was found that lack of formal training on the use of electronic reference sources, lack of access to computer, lack of awareness of availability of electronic reference sources, lack of funds for internet subscriptions, over dependency on printed reference sources and lack of motivation to use electronic reference sources were the major hindrances to the use of electronic reference sources among secondary school students. It was recommended that the school librarians and teachers should play a role in creating awareness among secondary school students about the availability of online/ electronic reference sources among others.

• The Journal of Korean Association of Computer Education
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• v.18 no.1
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• pp.45-54
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• 2015

A whole society has become software-driven and each independent fields has become convergence based on computing as the new digital economy era has come. This change affect computational literacy using computational thinking is emphasized the importance as the core competence for the future living. It means that supply of manpower with understanding software principle will decide the fate of the country. For this reason, each country are reinforcing computer science education or computing education. In this paper, we researched and analysed on new global trends of computer education in school especially focused on national curriculum and policy.

• Journal of The Korean Association of Information Education
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• v.1 no.2
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• pp.84-100
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• 1997

All technology has both intended and unintended effects, we have said, and information technology is no exception. Information technology offers a number of challenges: those of computer education, computer literacy, the ethical and societal impacts of computing and communication systems. Current computer education focuses primarily on the history, parts and usage of a computer, and programming, it does not fully include the moral standards or ethics that help guide behavior and conduct for citizens of Information society. The purpose of this study is to review of the theoretical issues and societal impacts of computers, communication systems and computer ethics; then, to nalyse current curriculum and content of school computer education in Korea: finally, to develop a possible course in computer ethics containing a goal statement and aspects of computer literacy. Contents in computer ethics covers issues of nettiquette, privacy, health, copyright-related software and network piracy, computer crime and viruses. Six suggestions are made for the computer ethics of Information Age in the conclusion.

• Proceedings of the Korean Institute of Information and Commucation Sciences Conference
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• 2013.05a
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• pp.421-426
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• 2013

Under the education system which is shifting to smart circumstances the level of literacy competencies of pre-service teachers who carry out teaching and learning in the future will be drawn in this study. Because above all the role of inservice teachers is so important that smart education may be smoothly carried out and established, this study has been done for the purpose of establishing the understanding of smart literacy of pre-service teachers who carry out smart education in education field in the future and proposing what competencies be needed. To achieve this goal, first, examined the understanding of smart literacy of pre-service teachers on a basic research. Second, analyzed the competencies level of pre-service teachers on the basis of the index of core competencies for smart education. Third, proposed improvement plan for building up smart literacy core competencies of pre-service teachers. The subjects of this study were surveyed pre-service teachers in a college of education. On the grounds of study it is necessary that define a concept of smart literacy applicable to pre-service teachers and derive standard indexes of core competencies for smart education, also study proposed the requisite curriculum which is capable of fulfilling smart literacy core competencies and improvement plan for building up smart literacy core competencies which is able to reinforce field adaptability as smart education carried out in the high-tech learning circumstances like real education field.

• Journal of The Korean Association of Information Education
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• v.21 no.3
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• pp.321-334
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• 2017

The purpose of this study is to investigate teacher factors influencing ICT literacy in elementary and middle school students. For this purpose, ICT literacy was measured in 6,383 students in $4^{th}$, $5^{th}$ and $6^{th}$ graders, 337 teachers in 150 elementary schools, and 9,183 students in $1^{st}$, $2^{nd}$ and $3^{rd}$ graders, 337 teachers in 150 middle schools. Additionally, we conducted multiple regression analysis to explore teachers' influential factors. As a result, our finding indicated that the level of teachers' computer literacy had a positive effect on elementary students' ICT literacy(overall and 7 sub-domains) while ICT utilization during class and teachers' age had a negative effect on elementary students' ICT literacy(overall and 7 sub-domains). In addition, we found that major in ICT education and the level of teacher education had a positive effect on middle students' ICT literacy(overall and 7 sub-domains). Based on the results of this study, we suggested increasing hours in the teachers' professional development and the pre-service and in-service teacher education course and supporting or promoting the self-development of the information school teachers in middle schools.

• The Journal of Korean Association of Computer Education
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• v.20 no.5
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• pp.69-77
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• 2017

In this paper, we analyzed the difference of ICT literacy which can show the educational power of students in the field of information. As a result, the average score of ICT literacy test by elementary school was high in the order of big city, small city, rural area. In case of middle school, the score was high in the order of small city, big city, rural area. ICT literacy in elementary and middle schools differed according to the size of the region. However, in both elementary and middle schools, the scores of rural students were lower than those of urban students. Therefore, it need the policy of ICT education for students of rural area. And, as the ICT literacy level gap between urban and rural students is concerned, it is necessary to develop an education program for this. This study is meaningful as a basic data on the necessity of systematic ICT literacy education policy according to school and region characteristics.

• The Journal of Korean Association of Computer Education
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• v.21 no.1
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• pp.1-10
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• 2018

Korea shifted the focus to competency-based curriculums in the revised national curriculum of 2015, and emphasized training creative convergence talents through informatics education. The informatics education curriculum included information culture literacy as a core competence so that the learners can gain knowledge of information technology-based information ethics and make ethical judgment and practice ethics. This study analyzed the elements related to information culture literacy in the informatics curriculums of the US, the UK, India, Japan, Australia and Germany for the purpose of providing implications with regard to the composition of elements that can foster information culture literacy. According to the analysis results, first, the term information culture literacy was included only in the informatics education curriculum of Korea. Second, the elements common to all countries are (personal) information protection, information security and copyright. Third, Korea's information society and career, India's avoidance of injuries, Germany's protection of health and environment were found only in the curriculums of respective countries. This study is significant in that it provided the orientation of improving the elements for fostering information culture literacy based on the results of analyzing overseas informatics curriculums.