• The Korean Nurse
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• v.12 no.2 s.64
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• pp.83-88
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• 1973

• Journal of Multimedia Information System
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• v.6 no.4
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• pp.259-264
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• 2019

In this paper, the prototyping process for developing syllable-initial consonant-based game 'Korean Guards' is described. Users may effectively learn Korean words using alphabetically sequential approaches, but the easiness of access bestowed on the smart environments and game algorithms could be fully utilized for the functional advantages for educational purposes. This functional game is developed on Android OS and the prototypical outcome is shown.

• The Journal of the Korea Contents Association
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• v.7 no.8
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• pp.207-214
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• 2007

The special educational technology is the combination term of special education and educational technology. These days, the applications of educational technology in special education field is very increasing through the development of IT and the progress of teaching methods. The development of IT bring out the applications of assistive technology. The various development and operation strategies of the individualized educational program have promoted the advancement of teaching methods for the children with disabilities. The purpose of this paper is to inquiry and to present the applicable contents of special educational technology for the children with disabilities. The important study problems of this study are to examine the differences between educational technology and special educational technology, to categorize special educational technology in the view of application and to develop the contents of instructional design and assistive technology device. Finally it is to suggest the progress tasks for the development of the special educational technology.

• Human Ecology Research
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• v.51 no.6
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• pp.637-647
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• 2013

This study aims to develop an educational program for healthy families using Christoph's team performance coaching (TPC) model and evaluate the program by program participant feedback. The educational program is unique in terms of helping the program participants measure the health level of their families, setting goals for the health improvement of their families based upon minimum family performance and seeking ways to achieve these goals. The educational program was designed as 3-hour-course for the convenience of implementing education and recruiting participants. The overall program was based on the characteristics and principles of coaching. Those with a master's degree or above and professional coaches were recruited as instructors. The first workshop for the instructors was conducted in 2 sessions, for 12 hours each (Dec 29-30, 2010 and Feb 12-13, 2011) and the second workshop was conducted Mar 25-26, 2011, for 12 hours. During the workshop for the instructors, the final education program was completed based upon the instructors' impression and evaluation. 8 instructors conducted the educational programs in educational institutions and facilities across the nation. The results of the program evaluated by 419 adults of education participants demonstrated the applicability of Christoph's team performance coaching model to the educational program for healthy family and its effects. If various educational programs with flexible education hours and content according to the needs of subject groups are developed, this educational program can be used as a basic educational program for in-depth education and further service for the improvement of family health.

• Proceedings of The Korean Society of Health Promotion Conference
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• 1999.07a
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• pp.165-183
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• 1999

This paper will discuss about how we can foster educational support mechanisms to facilitate health promotion programs at the local level. Health promotion in Korea is in the early developmental stage; it has only been since the Health Promotion Act was legislated in 1995, the health promotion programs have been planned and implemented. In the context of the recent decentralization process, local health departments have a major responsibility for developing and implementing health promotion programs at the local level. The short history of health promotion in Korea has meant that local public health departments have limited experience and organizational capacity for health promotion planning ＆ practice. The results of one survey for investigating the progress of health promotion at the local level are instructive. The survey demonstrated that the public health workers recognized that the lack of personnels, insufficient budget, the lack of policy ＆ the organizational support, the lack of skill ＆ knowledge to be effective health promotors, the lack of guidance for health promotion practice were major barriers to implementing health promotion programs at the local level. The object of this paper is to suggest some ways of overcoming barriers to implementing health promotion programs at the local level This paper emphasizes on the importance of educational supports as well as environmental supports - legislative, policy, organizational, economical - in building the organizational capacity and infrastructure of local health department for health promotion. It suggests some ways of providing educational supports to the public health workers at the local level. and supports the positions that educational opportunities for training in health promotion can be better provided to the public health workers at the provincial level rather than at the national level. It argues that the educational ＆ training programs should be developed and based on the educational need assessment; that the application of the main educational principles ＆ theoretical models for health promotion be used to develop educational programs for the public health workers; and that professional health organizations should make plans to provide more educational programs at their annual conferences or at other convenient times. These kinds of educational supports facilitate the ability of public health workers to improve their capacity for health promotion practice at the local level and help to alleviate some of the pressure on state resources.

• The Mathematical Education
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• v.60 no.3
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• pp.387-407
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• 2021

The present study was conducted on the assumptions that both progressivist and constructivist education emphasized the subjective knowledge of learners and confronted similar problems when the derived educational principles from the two perspectives were adopted and applied to mathematics research and practice. We argue that progressivism and constructivism should have clarified the meaning, purpose, and direction of 'emphasizing subjective knowledge' in application to the particular educational field. For the issue, we reflected Dewey's theory on the application of past progressivism, and aligned with it, we took a critical view of the educational applications of current constructivism. As a result, first, the meaning of emphasizing subjective knowledge is that each of the students constructs a unique mathematical reality based on his or her experience of situations and cognitive structures, and emphasizes our understanding of this subjective knowledge as researchers/observers. Second, the purpose of emphasizing subjective knowledge is not to emphasize subjective knowledge itself. Rather, it concerns the meaningful learning of objective knowledge: internalization of objective knowledge and objectification of subjective knowledge. Third, the application of the emphasis on subjective knowledge does not specify certain teaching/learning methods as appropriate, but orients us toward a genuine learner-centered reform from below. The introspections, we wish, will provide new momentum for discussion to establish constructivism as a coherent theory in mathematics classrooms.

• The Journal of the Convergence on Culture Technology
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• v.7 no.3
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• pp.19-25
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• 2021

The purpose of this study is to explore the effectiveness of teacher education using applications. To do this, we conducted research on pre-school teachers. To summarize the performance of the study, it is as follows. Teacher training was conducted through music creation activities. The subjects of the study were 56 students(29 experimental group, 27 control group) in early childhood education of A University located at Gyeonggi, Korea. The music creation activities using the application were conducted on the 10th week and the experimental research was carried out. Analysis of the difference between the experimental and control groups in the pre-test and post-test, showed a statistically significant effect on belief in musical teaching efficacy of the control group. The results showed that the teachers' positive attitude toward the role of teacher in the teacher education program using the application was positively influenced. The results of this study by taking advantage of new educational media of applications in teacher education and to provide a basis for exploring concrete action plans for utilizing the application in the teacher training curriculum for future educational.

• Journal of The Korean Association of Information Education
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• v.18 no.2
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• pp.285-294
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• 2014

Recently, research using robots as a learning tool has increasingly been conducted in K-12 education area. It has been known that hands-on robots give positive educational effect not only on science and mathematics, but on STEAM activity, and help improve the abilities necessary in the 21 century, such as critical thinking, creativity, communication skills, and team work. Despite many research achievements, there is still few research on robot based curriculum to improve the instrumental application of robots in the primary and secondary education fields. In other words, there is a lack of studies of systematic educational contents, educational methods and educational evaluation to increase the instrumental application according to schools and class years. Therefore, this study analyzed domestic and foreign robot based curriculums and relevant cases to develop 'robot' related educational programs in primary school and middle school, suggested the achievement objectives in the robot area as a sub category of the computer science curriculum which will be revised, and proposed teaching-learning method and evaluation method.

• Journal of Educational Research in Mathematics
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• v.9 no.1
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• pp.217-228
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• 1999

The fundamental theorem of calculus is the most 'fundamental' content in teaching calculus. Since the aim of teaching the theorem goes beyond simple application of it, it is difficult to teach it meaningfully. Hence, for the meaningful teaching of the fundamental theorem of calculus, this article seeks to find the educational implication of the fundamental theorem of calculus through reviewing the genetic history of it. A genetic history of the fundamental theorem of calculus can be divided into the following five phases: 1. The deductive discovery of the fundamental theorem of calculus 2. Galileo's Law of falling body and the idea of the fundamental theorem of calculus 3. The discovery of the fundamental theorem of calculus and Barrow's proof 4. Newton's mensuration 5. the development of calculus in 19th century and the fundamental theorem of calculus The developmental phases of the fundamental theorem of calculus discussed above provides the three educational implications. first, we can rediscover this theorem through deductive methods and get the ideas of it in relation to kinetic problems. Second, the developmental phases of the fundamental theorem of calculus shows that the value of this theorem lies in the harmony of its theoretical beauty and practicality. Third, Newton's dynamic image of this theorem can be a typical way of understanding the theorem. We have different aims of teaching the fundamental theorem of calculus, according to which the teaching methods can be adopted. But it is self-evident that the simple application of the theorem is just a part of teaching the fundamental theorem of calculus. Hence we must try to put the educational implications reviewed above into practice.

• The Mathematical Education
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• v.63 no.2
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• pp.295-318
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• 2024

This narrative review explores the transformative potential of immersive virtual reality (IVR) in enhancing high school students' mathematics competence, viewed through the lens of the technological, pedagogical, and content knowledge (TPACK) framework. This review comprehensively illustrates how IVR technologies have not only fostered a deeper understanding and engagement with mathematical concepts but have also enhanced the practical application of these skills. Through the careful examination of seminal papers, this study carefully explores the integration of IVR in high school mathematics education. It highlights significant contributions of IVR in improving students' computational proficiency, problem-solving skills, and spatial visualization abilities. These enhancements are crucial for developing a robust mathematical understanding and aptitude, positioning students for success in an increasingly technology-driven educational landscape. This review emphasizes the pivotal role of teachers in facilitating IVR-based learning experiences. It points to the necessity for comprehensive teacher training and professional development to fully harness the educational potential of IVR technologies. Equipping educators with the right tools and knowledge is essential for maximizing the effectiveness of this innovative teaching approach. The findings also indicate that while IVR holds promising prospects for enriching mathematics education, more research is needed to elaborate on instructional integration approaches that effectively overcome existing barriers. This includes technological limitations, access issues, and the need for curriculum adjustments to accommodate new teaching methods. In conclusion, this review calls for continued exploration into the effective use of IVR in educational settings, aiming to inform future practices and contribute to the evolving landscape of educational technology. The potential of IVR to transform educational experiences offers a compelling avenue for research and application in the field of mathematics education.