• Journal of The Korean Association For Science Education
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• v.35 no.5
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• pp.885-893
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• 2015

In this study, we compared the use of information and communications technology (ICT) by middle school teachers in Korea and other countries utilizing the teacher survey data of the IEA International Computer and Information Literacy Study (ICILS) 2013. The ICILS target population consisted of all students in the eighth grade. We compared Korea with Australia, the Czech Republic, Norway, and Poland, which are nations showing the highest achievements in computer and information literacy. We selected nine questions from the teacher questionnaire and divided them into the categories of computer use, use of ICT for teaching and learning, and the ICT support environment in school. In comparison to their counterparts in other countries, Korean middle school science teachers used computers frequently and also had high ICT self-efficacy. They were confident in their ability to use computers for general tasks, but not in their ability to use computers for teaching and learning. The Korean teachers also had a high percentage of utilization of presentation and graphics software. Also, the proportion of activities concerning the information provided and teacher-led tasks was high, but the proportion of activities for student collaboration or peer interaction was low. In Korea, middle school science teachers had more negative than positive views of using ICT in teaching and learning. The teachers thought that computer-related resource support and digital learning materials were insufficient and that the computer model was outdated in schools. Therefore, we propose to build an ICT infrastructure and to develop and disseminate ICT teaching and learning methods for student activities.

• International Journal of Internet, Broadcasting and Communication
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• v.12 no.1
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• pp.73-80
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• 2020

The OECD surveys the questionnaire on the background of ICT every three years since 2003. In this study, we compare and analyze the changes in ICT accessibility and ICT usability of Korean students in 2015 and 2018 using the ICT background data of OECD PISA. ICT accessibility refers to the degree of access to ICT equipment at school or at home. There are 10 items of accessibility surveys at schools used by PISA, and 11 items at home. ICT usability refers to how much ICT equipment is used at or outside of school for learning or non-learning purposes. There are ten items for surveying usability at school, and twenty-four items for surveying usability outside of school. In the analysis of this study, the arithmetic mean of the items is used. As a result, Korean students' accessibility at school improved from 25.48% in 2015 to 40.40% in 2018, and from the lowest group in 2015 to below-average group in 2018. In terms of students' usability at school, we analyzed the percentage of students who use the ICT equipment 'almost every day' and the students who use it 'everyday'. Both 2015 and 2018 are among the lowest. Accessibility at home is higher in 2018 than in 2015, and belongs to the average group of OECD countries in 2018. ICT Usability for learning purposes outside of school is the lowest group in both 2015 and 2018. ICT Usability outside of school for non-learning purposes is in the average group of OECD countries. As a result of this study, we can see that Korea's digital literacy education is weak compared to other OECD countries. Prior to education about the Fourth Industrial Revolution, investment in digital literacy education is needed.

• Proceedings of the Korean Society of Computer Information Conference
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• 2023.07a
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• pp.277-278
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• 2023

본 논문은 머신러닝 학습 도구인 Teachable Machine을 활용하여 모션 인식 러닝 액션 게임인 Dino Run Game을 개발하는 것을 목표로 한다. JavaScript, HTML, CSS를 사용하여 기본적인 게임 프레임워크를 구현하고, Google에서 개발한 Teachable Machine의 이미지 인식 모델을 활용하여 웹캠을 통해 사용자의 손 이미지를 인식한다. 이를 기반으로 게임 캐릭터를 제어함으로써 키보드를 사용하지 않고도 게임을 즐길 수 있도록 구현한다.

• The Journal of Korean Association of Computer Education
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• v.7 no.6
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• pp.107-116
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• 2004

The purpose of the present study was to identify how and how much teachers utilize ICT in their instruction and to analyze teachers' perception about the environmental factors to promote ICT implementation after their participation in a teacher training for Project-Based Learning (PBL) with ICT. The results showed that there was a significant change in the application of PBL into classroom and the class preparation before and after the training. Lack of time to prepare the instruction using ICT was identified as the most important reason not to utilize ICT in their classroom. While teachers perceived time and rewards among the environmental factors were lack, dissatisfaction with status quo, incentives, knowledge and skill, participation and leadership were perceived as being present in their school.

• Journal of Internet Computing and Services
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• v.7 no.1
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• pp.101-110
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• 2006

Recently substantial learning model is strongly demanded through which ICT could be effectively used at PBL, teaching and learning method, based on constructivism putting an emphasis on learner centered education. This thesis is designed to introduce the way to make the most of ICT when teachers try to make teaching plan applying PBL to science class. PBL courseware is designed to make teacher and student use by applying traditional science class model to the model for problem solving of PBL. analysing class according to the degree of connecting ICT with contents of learning. This paper suggests 8 stages of PBL package development and 5 stages of teaching pattern to grasp whole procedure.

• International journal of advanced smart convergence
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• v.8 no.2
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• pp.170-182
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• 2019

In this paper, we use scratch to design and develop non-formal learning experiences that are linked with contents of secondary science textbook to educational programs. The goal of this paper is to develop a convenient and interesting program for non-formal learning in a learning environment using various smart device. Theoretical approaches to mobile education, such as smartphones, and smart education support policies continue to lead to various research efforts. Although most of the smart education systems developed for students who have difficulty in academic performance are utilized, they are limited to general students. To solve the problem, the learning environment was implanted by combining the scratch, which is an educational programming that can be easily written. The science education program proposed in this paper shows the result of process of programming using ICT device using scratch programming. In the evaluation stage, we were able to display the creations and evaluate each other, so that we could refine them more by sharing the completed ideas.

• Journal for History of Mathematics
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• v.16 no.4
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• pp.91-106
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• 2003

We seek the possibility of application of ICT(Information ＆ Communication Technology) to the experience learning in mathematics. Especially we focused on regular polyhedron in the middle school mathematics and on geodesic dome. We investigate related historical tales about the subjects which seem quite helpful of motivating to understand them. Then by using them and by ICT we develop an experience learning program for geodesic dome as an application of regular polyhedron. Through the program we expect that students show positive attitude in mathematical tendency and curiosity about mathematics and that the application of ICT to the experience learning in mathematics is very effective to improve their learning skill in mathematics.

• Journal of The Korean Association of Information Education
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• v.5 no.3
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• pp.415-431
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• 2001

Recently, the biggest interest in education, education using ICT(Information and Communication Technology) is being emphasized excessively and only the practical side is being embossed on the research about it, so it is causing worry that it is inclined to technical use. In this study, we tried to prepare the strategy for efficient use of ICT in search of theoretical level on use of ICT as an alternative plan for these problems. First, we defined the concept of efficient use of ICT and fixed high thinking of human as basic authority cited for deduction of strategy and analyzed Integrated Thinking Model of Iowa State Dept. of Education. We categorized synthetic thinking for efficient use of ICT through these works. In addition, we classified ICT for efficient use into software area, hardware area, and use skill area, and observed each concepts and interrelationship. And we argued 'Decision Authority of Relation between Thinking Area and ICT Area' to examine relation between synthetic thinking category and each area of ICT, and we established concretization of that, 'Analysis Matrix for Deduction of ICE-EUS'. We tried to guarantee the propriety of deduction process and the clearness of deduction result through this works. Through this process we finally deduct the ICT-EUS(Efficient-Use Strategy of ICT) about learning resources, learning tools, tutee, searching, communication, production and presentation of ICT area. ICT-EUS is expected to provide possibility of being able to enhance the efficiency and effectiveness of achievement of learning goals through cognitive analysis about learning resources, tools and use skills beyond simple use of ICT.

• Hwankyungkyoyuk
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• v.17 no.1
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• pp.43-56
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• 2004

The purpose of environmental education is to cultivate democracy citizens suitable for sustainable society. Suitable citizens for sustainable society are fostered person of environmental literacy, environmental sensibility, ecological and synthetic sights of environmental problems, decision making of environmental problems, and environmental responsibility etc. by environmental education. To achieve this purpose of environmental education effectively, it is desirable that produces and utilizes ICT(Information and Communication Technologies) works and methods that can show efficiently special sides(inter-relation, long-term effects etc.) of environmental problems. ICT environmental education materials and methods are raising the interest and participate of teenagers to environmental education because they are accustomed to the Internet in South Korea. Students can easily conversation with the person of similar interests and environment experts through cyber ICT environmental education. The directions of developing ICT teaching materials for environmental education to enforce self-directed learning, cooperation studying etc.

• Journal of Industrial Convergence
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• v.19 no.3
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• pp.27-34
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• 2021

In the era of the 4th industrial revolution, the age of artificial intelligence, the development of ICT technology is having various effects on the online and offline educational environment. The universal access of online education changes the educational paradigm and converts it to a learner-centered service. At the time when a new educational environment is required to change, interest in flip learning is increasing. Even adult learner's online learning needs is also shown very high. The purpose of this study was to investigate how repetitive learning activities through flip learning for middle-aged online learners of K-Cyber University has a relationship and structural relationship between the effects of learning immersion and learning interest on learning satisfaction. Through this study, there is significance in research to suggest direction for learning satisfaction based on flip learning. For further studies, if a model of analysis of various factors that can be measured is specified and applied, it can be used as a research background that can maximize learning satisfaction based on flip learning.