• Title/Summary/Keyword: 컴퓨터.정보 소양

Search Result 8, Processing Time 0.073 seconds

Analysis of Perception and Needs of Elementary School teachers on Computer and Information Literacy Education (컴퓨터·정보 소양 교육에 관한 초등학교 교사의 인식 및 요구 분석)

  • Jeon, Seongkyun;Park, Sangwook;Lee, Eunkyoung
    • The Journal of Korean Association of Computer Education
    • /
    • v.22 no.4
    • /
    • pp.11-20
    • /
    • 2019
  • This research aims to investigate elementary school teacher's perception and needs of computer and information literacy education to provide basic materials so that computer and information literacy education converges with related subject and can be done in various educational contexts. In order to achieve the goal for this research, we conducted an online questionnaire survey on the current status of teachers, the perception and status of convergence education for computer and information literacy, and the needs for convergence education for computer and information literacy. As a result of the analysis, when the teacher majored in computer and information education or had experience in software education, the percentage of respondents who said that it is possible to converge for computer and information literacy is high. Also, It was found that the burden of following the class progress according to the curriculum was high. In the school environment, preparation for software tool was found to be insufficient. we suggested the strategic implications in terms of education direction, teacher training, education program, and learning tool based on the analysis results.

Analysis of the Current Status of Computer and Information Literacy Education in middle school students (중학교 학생들의 컴퓨터·정보 소양 교육 현황 분석)

  • Jeon, Seongkyun;Sang, Kyongah;Park, Sangwook
    • The Journal of Korean Association of Computer Education
    • /
    • v.22 no.2
    • /
    • pp.11-20
    • /
    • 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.

Analysis of Secondary School Teachers' Perceptions and Needs on Computer and Information Literacy Convergence Education (컴퓨터· 정보 소양 함양을 위한 융합 교육에 관한 중등학교 교사의 인식 및 요구 분석)

  • Lee, Eunkyoung;Park, Sangwook;Jeon, Seongkyun
    • The Journal of Korean Association of Computer Education
    • /
    • v.22 no.6
    • /
    • pp.35-42
    • /
    • 2019
  • The purpose of this study is to investigate secondary school teacher's perceptions and needs of computer and information literacy(CIL) convergence education and to suggest implications for promoting CIL convergence education in the actual school fields. We conducted a survey on teachers perceptions and the needs for CIL convergence education and analysed 227 secondary school teachers responses. As a result, we found that the perception of the necessity of CIL convergence education was very high while understanding level of the CIL convergence education and the actual frequency of teaching experiences were relatively low. In addition, CIL convergence education activities are mainly conducted through Informatics curriculum rather than various subjects. We identified that the main constrains of CIL convergence education were the burden on the progress of subject based curriculum as well as the lacking of teaching and learning equipments including computers. We identified that the needs for empowering teachers professional developments and constructing the physical and institutional environments of school sites were high. In discussion, we suggested the support strategies in terms of teacher professional development, institutional supports, and physical environments.

The status of software education in participating schools of ICILS 2018 field trial (ICILS 2018 예비검사 참여 학교의 소프트웨어 교육 현황)

  • Jeon, Seongkyun;Lee, Eunkyung;Park, Sangwook
    • Proceedings of The KACE
    • /
    • /
    • pp.33-34
    • /
    • 2018
  • 우리나라는 2015 개정 교육 과정에 초 중학교에서의 소프트웨어 교육을 필수화하고, 다양한 소프트웨어 교육 정책을 펼치며 컴퓨터 정보 소양 교육을 강화하고 있다. 이러한 변화에 따라 실제 우리나라 학생들의 컴퓨터 정보 소양에 미치는 영향을 분석할 필요가 있다. 또한, ICILS 2013 이후 우리나라의 컴퓨터 정보 소양 교육 환경은 급격한 변화를 맞이하였기 때문에 이러한 교육 환경의 변화를 면밀히 파악할 필요가 있다. 본 연구는 ICILS 2018 예비검사에 참여한 전국 32개 중학교를 대상으로 소프트웨어 교육 현황을 조사하고 분석하였다.

  • PDF

Analysis of the ICILS 2018 Results by Korean Students' Educational Experience in Computer and Information Literacy and Computational Thinking (우리나라 학생들의 컴퓨터·정보 소양 및 컴퓨팅 사고력 교육 경험에 따른 ICILS 2018 결과 분석)

  • Jeon, Seongkyun;Son, Yoonhee;Park, Sangwook
    • The Journal of Korean Association of Computer Education
    • /
    • v.23 no.3
    • /
    • pp.1-8
    • /
    • 2020
  • Korean 8-grade-students who participated in the ICILS 2018 were educated in the 2009 revised curriculum, where the 'Informatics' subject was an optional course in the regular curriculum. In order to closely analyze the ICILS 2018 results, it was necessary to take into account the situation in Korea that related educational experiences may differ among students. This study surveyed the students' educational experiences related to Informatics subject in the context of individual and schools. The average scores of computer and information literacy (CIL) and computational thinking (CT) of the ICILS 2018 were analyzed and compared by students' educational experiences. As a result, the average CT score of students who experienced the coding and programming education was higher than those who did not. Also, the more time students took the Informatics subject, the higher the average CT scores were. Based on these results, this study discussed implications in terms of expanding computational thinking education for elementary and secondary education.

International Comparative Study of the Use of ICT by Middle School Teachers (중학교 과학 교사의 ICT 활용 실태 국제 비교)

  • Lee, Jaebong
    • Journal of The Korean Association For Science Education
    • /
    • v.35 no.5
    • /
    • pp.885-893
    • /
    • 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.

Analysis of Teaching and Learning Process in Physical Computing Class for Elementary Gifted Students in Science (코딩블록을 활용한 초등 과학영재 대상 피지컬 컴퓨팅수업의 교수·학습 과정 분석)

  • Kim, Jiye;Jhun, Youngseok
    • Journal of The Korean Association of Information Education
    • /
    • v.22 no.6
    • /
    • pp.613-628
    • /
    • 2018
  • The purpose of this study is to analyze the teaching and learning process of physical computing using coding block for elementary gifted students in science. In order to obtain implications for teaching physical computing, we set the learning objectives from the Computer and Information Literacy Evaluation Standards developed by the International Association for the Evaluation of Educational Achievement(IEA) and developed a teaching and learning program for physical computing through collaboration between science education and computer education experts according to learning objectives. The developed program was related to the use of the coding block MODI(TM) and 32 classes of physical computing instruction were conducted for 15 students of the 4th to 6th grade who belong to an education institute for the gifted in science affiliated to the University. In the physical computing class, the teaching and learning process was analyzed by collecting data such as classroom videos, class observation logs, teacher and student questionnaires, and interviews. Based on the results of the study, the implications of the teaching and learning process of physical computing using the coded blocks in the school education field were suggested. And we also explored the strategy of expanding the computational thinking through the activities of coding instruction to realize creative ideas.

A Design of an UDDPAAP Competence Teaching-Learning Model to Improve Computational Thinking in College Students (대학생들의 컴퓨팅 사고력 향상을 위한 UDDPAAP 역량 교수·학습 모델 설계)

  • Jeon, Mi-Yeon;Kim, Eui-Jeong;Kang, Shin-Cheon;Kim, Chang-Suk;Chung, Jong-In
    • Proceedings of the Korean Institute of Information and Commucation Sciences Conference
    • /
    • /
    • pp.327-331
    • /
    • 2018
  • The purpose of this study was to design a competence teaching-learning model that could help college students improve their computational thinking among core competences in SW education. A competence teaching-learning model, UDDPAAP (Unplugged-Demonstration-Decomposition-Pattern Recognition-Abstraction-Algorithm-Programming), was designed by analyzing competences of learners with no experience in software coding, by reconstructing DMM, DDD, and DPAA among the five existing SW-based teaching-learning models, and by analyzing unplugged activity and the Bebras challenge computational thinking scale carefully. The unplugged activity partially adapted to instruction for college students and some items chosen from the Bebras challenge computational thinking scale were applied to the existing teaching-learning model. To determine the effects of the study, pretest was conducted in freshmen for computational thinking and self-confidence on the basis of the experience in SW and computer information literacy education, and posttest following instruction applying the UDDPAAP teaching-learning model. The students provided with SW education based on the UDDPAAP teaching-learning model saw their computational thinking competence improved.

  • PDF