• Journal of Gifted/Talented Education
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• v.11 no.3
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• pp.221-244
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• 2001

The purpose of this study is to examine the gifted education system in North Korea. The study analysed various literature, articles, and internet resources concerning education in general and gifted education in North Korea. The findings of the study are as follows: First, in recent years North Korea has emphasized gifted education to advance the level of science and technology, especially in the field of information technology and computer science. Second, North Korea already introduced the gifted education system by establishing music schools, foreign language schools, art schools, dance schools, and athletics schools in 1960. Third, North Korea has established special schools for the gifted in science since 1984. The schools play an important role in advancing the country's science and technology. Fourth, in North Korea there are special courses in colleges and universities for the gifted in various fields. Fifth, North Korea has implemented the consistent and interrelated system of gifted education from kindergarten level to higher education level.

• 한국정보교육학회:학술대회논문집
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• 2011.01a
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• pp.159-166
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• 2011

This study was performed to compare and to analyze the contents validity on the unit related in computer of practical arts education text of the 7th national curriculum, to look deep into the problem on contents and to propose the strategy of reformation, to suggest in strategies for development of subject for the 8th national curriculum in our society on current IT-based. And this thesis suggests the revised operating guide of ICT education according to 2009 curriculum and new IT-environment.

• The Journal of Sustainable Design and Educational Environment Research
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• v.19 no.4
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• pp.78-87
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• 2020

This study proposed the basic data that contributes to inducing an effective construction plan through the application of the 4th industrial technology to construct a school building that can guarantee the five goals of construction management: cost, process, quality, safety, and environmental management. To this end, 3D printing, drones, robot automation, and augmented reality technologies that are highly usable in construction sites were identified for construction workers. As part of this, related literature and research data were investigated. The selected 4th industrial technology was investigated and analyzed on how it was used for cost, process, quality, safety, and environmental management in a detailed school construction process. As a result of the analysis, significant results were found for the application plan of the 4th industrial technology in school construction for cost, process, quality, safety, and environmental management.

• 학교보건
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• s.22
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• pp.126-138
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• 1999

전염성 질환의 발생이 계속 감소되어 왔음에도 불구하고, 최근 우리나라 일부 지역에서 전염성 질환이 산발적으로 발생하고 있으며, 특히 학교 급식의 확대 실시에 따른 학교에서의 세균성 이질 등 집단 환자 발생의 빈도가 예년보다 증가되고 있는 실정을 감안할 때, 전염병 관리에 대한 각별한 주의가 요구된다. 따라서 학교보건 관계자가 전염병 발생의 역학적 특성을 이해하고, 이들 질환을 관리하는 데 도움을 주기 위해, 전염병 및 식중독 예방에 대해 간단히 기술하였다.

• Proceedings of the Korean Institute of Information and Commucation Sciences Conference
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• 2014.10a
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• pp.557-558
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• 2014

ICT 기술발전으로 웨어러블 디바이스(wearable device)와 증강현실(augmented reality: AR) 및 가상현실(virtual reality: VR)등은 차세대 게임 산업에 새로운 재미와 가치를 부여할 기술로 주목받고 있다. 특히 가상현실 기술은 컴퓨터 시뮬레이션으로 창출된 3차원 가상공간으로 사용자가 현실 세계에서는 직접 경험하지 못하는 상황을 간접 체험할 수 있어 실재감과 몰입감을 경험하게 한다. 게임에서의 몰입과 실재감은 게임이용과 만족도에 큰 영향을 미치는 것으로 연구되고 있다. 따라서 본 논문에서는 가상현실을 이용하여 유저와 상호작용하고, 사용자에게 현실과 유사한 긴장감을 줄 수 있는 극한 도망 게임을 개발하였다.

• Communications of Mathematical Education
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• v.24 no.1
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• pp.29-48
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• 2010

The purpose of this paper is to discuss about the use of technology in teaching-learning school mathematics. In this paper, we study the theoretical background of teaching-learning school mathematics by the use of technology. For the purpose of successful use of technology in teaching-learning school mathematics, we research the present states of it appeared in textbooks of high school mathematics And we give suggestions for the effective use of technology in teaching-learning school mathematics. Furthermore, we introduce models for teaching-learning school mathematics in areas of mathematics by the use of computer programs such as GSP, Maple, and GrafEq.

• 대한공업교육학회지
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• v.38 no.1
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• pp.125-143
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• 2013

The purpose of this study was to investigate the current Status and practical use of technology laboratory at the junior high school in Chungbuk Province in order to give some suggestions on hands-on activities for technology education. First, concerning present actual conditions of technology laboratory, There was a large disparity between the urban and rural schools in the possession of a technology laboratory, as the rate of the schools equipped with the rooms respectively stood at 69.84 percent and 33.38 percent in the urban and rural regions. By the type of foundation, every national school, 86.24 percent of the public schools and 37.50 percent of the private schools were equipped with the technology laboratory. By school size, 35.59 of the schools with fewer than 10 classes, 62.11 percent of the schools with 10 to fewer than 30 classes and 85.71 percent of the schools with 31 classes or more were in possession of the laboratory. Thus, the type of foundation and school size made differences to that. As a result of asking the schools without the laboratory about the reason, as many as 88.52 percent had been equipped with the laboratory in the past but converted them into spaces for another purpose. When the schools that had no such laboratory were asked a question whether they had any plans to install a technology laboratory, just five schools(8.19%) had that plan. Second, as for the practical use of the technology laboratory, for what the rooms were actually used was asked, and most of the schools made use of them as Comprehensive General laboratory. As to the size of the rooms, each of the rooms was as large as a classroom($66m^2$) in 62.12 percent of the schools, and their region, type of foundation and student gender made little significant differences to that. Regarding the time for utilizing the laboratory, the majority of the schools used the laboratory approximately once or twice a year, and their region, type of foundation, student gender and school size made few distinctive differences to that. In terms of budget for practice in the rooms, the largest number of the schools that accounted for 36.36 percent earmarked three thousand won to less than five thousand won per student.

• Journal of Science and Technology Studies
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• v.19 no.3
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• pp.201-246
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• 2019

Information technology is sometimes considered as a cause that puts education in a big crisis, or it can be seen as a savior. In 2011, the Korean government announced that it would innovate education and build a talented nation by bringing IT into schools of public education system through the SMART education policy. The policy initiative aimed to establish a standard classroom models that can be diffused all over the country's schools so that teachers and students may become familiar of using devices such as tablet PCs and laptops. This paper analyzes how the smart classrooms caused friction in the actual education practices. To this end, I analyzed the direction and ideals of the SMART education policy by reading government policy document and design guidelines officially published, and visited three elementary schools that are actually building and operating a smart classroom environment to visit the facilities and have in-depth interviews with teachers and technicians. The ideal type of classroom proposed by the smart education policy was a package equipped with various functions at once in a neatly designed space like a "model house", but it was difficult to be used as a normal classroom in everyday life of school. Instead of copying and installing the model, each school decided to get "smart" in its own way, depending on how factors such as size, local characteristics, socioeconomic conditions of students and teachers, teacher experiences, and the level of existing infrastructure were combined. In Elementary School A, the machines tamed specific space of the school to create their own space, while following the rules of the school for being mobile. Although Elementary School B could not construct fully supported environment that encompassed the entire school, the system was organized with the help of well trained teacher's experiences in other schools. In Elementary School C, the machines are concentrated on specific classrooms and they promote teacher's professionalism. The components of the smart classroom were disassembled and recombined in context to make each school's classroom "smart".

• 한국정보교육학회:학술대회논문집
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• 2007.01a
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• pp.227-233
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• 2007

교육부 "초 중등학교 정보통신기술 교육 운영지침(2000. 8. 1)"에 따라 2001학년도부터 초 중등학교에서는 필수적으로 정보통신기술 소양 및 활용 교육을 연간 34시간 이상(1학년은 30시간)씩 확보하여 운영하고 있다. 하지만 운영지침만 나와 있을 뿐 구체적인 실천 방법이 나와 있지 않아서 일선학교에서는 정보통신기술 교육과정을 운영하는데 많은 어려움을 겪고 있다. 이에 본 연구에서는 최근에 개정된 "초 중등학교 정보통신기술 교육 운영지침(2005.12)"을 바탕으로 창의성과 문제해결력을 신장시키길 수 있는 컴퓨터 재량활동 교재(2단계: 3, 4학년 중심)를 개발하게 되었다.

• 베이커리
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• no.1 s.306
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• pp.126-127
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• 1994