• Journal of Digital Convergence
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• v.11 no.2
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• pp.9-18
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• 2013

In 2014, third and fourth graders in primary schools will start using digital textbooks for social science, science, and English. Fifth and sixth graders will follow the next year. Given this situation, this study investigated the awareness of digital textbooks by primary school teachers who did not have direct experience with digital textbooks. Also studied was the teachers' acceptance of digital textbooks, based on the Technology Acceptance Model. The results showed that most respondents were not ready to use digital textbooks, and they were apprehensive about their use. However, if the teachers were required to use digital textbooks, usefulness and playfulness were key factors in their acceptance.

• Journal of the Korean Society for information Management
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• v.31 no.3
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• pp.29-63
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• 2014

This study attempted to reveal the characteristics of the Y generation, to derive the services of the next generation digital library, and to compare differences between the demands of the baby boom generation and the Y generation to some extent. As a result, first, it is shown that the digital device the Y generation uses the most, was a cell phone or smartphone, followed by desktop PC, notebook PC, and digital camera. Although there were some differences, the Y generation's use ratio of digital devices was substantially similar to the baby boomers'. Second, there was a significant difference between the Y generation and baby boom generation in terms of using digital services. While the Y generation used internet portals the most, the baby boom generation used e-mail service the most. Third, we surveyed the services which the Y generation and baby boom generation require for the next generation digital libraries, by grouping as follows: the cloud service, infinite creative space (maker space), big data, augmented reality, Google Glass, context-aware technologies, semantic services, SNS service, digital textbook service, RFID and QRCode service, library space configuration, a state-of-the-art display technology, and other innovative services. While the most demanded service by the Y generation was big data service, the baby boom generation most demanded digital textbook service.

• Journal of Korea Society of Digital Industry and Information Management
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• v.10 no.2
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• pp.131-141
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• 2014

UX design e-learning systems in order to establish the reasonable structured modules that are based on interdisciplinary research. E-learning by focusing on technology-related education, information technology and psychology, business administration, etc. has been studied in the field. However, an important part of smart education, one of the students in the field of self-directed research is lacking UX design. UX Design the User Interface and Visual Identity is central to the success of the content of the important research areas in modern smart society. This case study is for smart education digital textbooks considered the characteristics of the study. Presented by the Ministry of Education on the basis of the standard of digital textbook content of the e-learning features, including multi-disciplinary analysis of UX design requires a structured model is proposed. Research data on the smart education and virtual education in UX design being used as the basis for studies forward.

• Journal of Korean Library and Information Science Society
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• v.52 no.1
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• pp.229-254
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• 2021

The purpose of this study is to construct contents of elementary and secondary education which will be included in the information literacy education and to obtain basic information and implications necessary for developing new textbooks. For this study, three types of previously developed textbooks for information literacy education were analyzed, and curriculum content structure, and textbook structure of the draft version of the textbook 'Media and Information Life' developed in 2019-2020 were analyzed. The analysis results are as follows. the information literacy education textbook applied the information problem solving process model and contained the contents of print, and digital media and the media literacy necessary for democratic citizens, but it was necessary to add the types of libraries and media in sequence. Second, library, media, information, and reading literacy were major learning elements that made up the contents of the information literacy curriculum. Third, the "media and information life" textbook needed to present subject competencies, generalized knowledge, content system, and achievement standards in accordance with the system of the 2015 revised curriculum. In addition, social discussion was needed to derive the name of the information literacy curriculum.

• Journal of the Korean BIBLIA Society for library and Information Science
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• v.20 no.4
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• pp.67-84
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• 2009

Cyber Textbook Museum is created by the Korean Educational Development Institute in part of the project to manage the knowledge and information of Korea to promote understanding of Korean education and its history. The original and full text of textbooks dating from the 1890s to the present have been digitized and arranged for easy access over internet. An exclusive portal site dealing with Korean textbooks and curriculum materials was made to provide not only the directory service of textbooks and curriculums in diverse data classifications, school levels, years/periods and subjects but also the keyword search by searching engine. Users can search the necessary materials easily and systematically over the screen and use all the functions except save, capture and print. The management system for textbook image(DjVu format), search system and DRM(Digital Rights Management) system were developed. Finally, four suggestions are proposed which are related in the aspects of policy, technical, systematic aspects for active and tremendous use of the site.

• The Journal of Korean Association of Computer Education
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• v.11 no.3
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• pp.13-20
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• 2008

The Ministry of Education, Science and Technology has been developing the digital textbooks from 2007. But the evaluation criteria on the digital textbooks is not prepared, so it is difficult to develop excellent digital textbooks and to select superior ones. In this study, we researched into the concept, attributes and functions of the digital textbook in order to select the evaluation indicators, based on the literature reviews of digital textbooks, core evaluation measures and criteria were identified. And three methods were employed: a Delphi study, expert forums, and simulation tests. The results of these studies led the development of an evaluation criteria which consisted of four evaluation areas and 74 questions. The four evaluation areas consisted of content area, instrument design area, platform area and user area.

• Journal of the Korean Society of Earth Science Education
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• v.10 no.3
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• pp.262-277
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• 2017

Digital textbooks enable learning that is appropriate to the characteristics and level of learners through various interactions. The purpose of this study was to develop an instruction model that can more effectively use digital textbooks in elementary science classes and to verify its effectiveness. The results were as follows. The instruction model for helping learners complete their learning by using digital textbooks needs to receive diagnostic assessment and feedback on entry behavior, to build a self-directed learning environment, and to interact with teachers, students, and digital textbooks as scaffolding. In this study, we developed an instruction model using digital textbooks reflecting these characteristic. The instructional model consists of preparation, practice and solidity step. In the preparation step, the learner performs a diagnostic evaluation using digital textbooks. Based on the results, feedback provided at each level can complement the entry behavior and maintain interest in learning activities. In the practice step, self-directed learning is implemented using diverse functions of digital textbooks and various types of data. In the solidity step, learners can internalize the learning contents by reviewing video clips which are provided by teachers, performing problem-solving activities, and accessing outcomes accumulated by learners in the community online. In order to verify the effectiveness of this model, we selected the "Weather and our Life" unit. This experiment was conducted using 101 students in the 5th grade in B Elementary School in Gwangju Metropolitan City. In the experimental group, 50 students learned using a smart device that embodies digital textbooks applied with the instruction model. In the comparative group, 51 students were taught using the paper textbooks. The results were as follows. First, there was a significant effect on the improvement of the learning achievement in the experimental group with low academic ability compared with the comparative group with low academic ability. Second, there was a significant effect on self-directed learning attitude in the experimental group. Third, in the experimental group, the number of interactions with the learner, teacher, and digital textbook was higher than the comparative group. In conclusion, the digital textbooks based on the instruction model in elementary science classes developed in this study helped to improve learners' learning achievement and self-directed learning attitudes.

• Education of Primary School Mathematics
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• v.27 no.1
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• pp.57-74
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• 2024

This paper analyzed the programming education specialized lessons presented in two types of elementary school mathematics textbooks according to the revised Japanese curriculum in 2017. First, this paper presented in detail how each activity is connected to Korean mathematics areas, what elements of mathematics can be learned through programming education, how each activity is structured, and how the actual programming according to the textbook activities is structured. In Japanese textbooks, geometry and measurement areas were presented the most among Korean mathematics content areas, and mathematical elements such as sequences, rules, and algorithms were most implemented for learning. Digital learning tools that make up actual programming present more elements than those presented in the textbooks and are presented in great detail so that students can do actual programming. Lastly, in blocks, motion, control, and calculation blocks were used a lot. Based on these research results, this study provides implications when conducting programming-related education in Korea.

• Journal of Digital Convergence
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• v.11 no.4
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• pp.35-44
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• 2013

This article is exploring on the concept and realization conditions of 'Smart Education' including the propulsion environment and problems about 'Smart Education'. Based on the concept and realization conditions of 'Smart Education', this paper will review various aspects, such as the technology, infrastructure, school teachers' preparation situation, ecosystem and distribution system, and propose further policy alternatives of 'Smart Education'.

• International journal of advanced smart convergence
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• v.9 no.2
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• pp.140-146
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• 2020

This study aimed to provide basic data for enhancing the structural relationship among learning motivation, learning confidence, critical thinking skill and problem-solving ability in junior high school students and factors influencing problem-solving ability, by closely examining them. To this end, it investigated the causality among variables, for 390 junior high school students in Gangwondo, based on the outcomes of a questionnaire survey conducted to verify the effectiveness of digital textbooks. Although learning motivation did not have a significant effect on critical thinking skill, learning confidence had a direct effect on it. In addition, learning motivation, learning confidence and critical thinking skill had direct effects on problem-solving ability. In order to enhance problem-solving ability, therefore, We may be necessary to make efforts to support learning capabilities and provide opportunities for them to experience rich learning and resources.