• Journal of Digital Convergence
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• v.18 no.2
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• pp.111-119
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• 2020

The purpose of this study is to suggest how to use digital textbooks to cultivate digital citizenship of elementary and secondary students. We analyzed domestic and international research on digital citizenship and analyzed the definition and elements of digital citizenship. Based on the analysis, we formed a council where field teachers, education experts, and government agencies participated. This study devised the elements and competence models of digital citizenship for elementary and secondary school students, and suggested teaching methods using digital textbooks. As a result, we derived five elements of 'Digital Literacy', 'Digital Communication', 'Digital Ethics', 'Digital Responsibility', and 'Digital Creativity & Collaboration', and devised a 'Triangle competency model' for the school site application.

• Korean Journal of Legislative Studies
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• v.26 no.3
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• pp.125-159
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• 2020

Amid global pandemic of covid-19, Korean government's response has drawn wide attention among social scientists as well as medical studies. The role of Korean state and civil society has attracted particular attention among others. Yet, this paper criticizes extant studies on Korean case which focus on the extensive intervention of the strong state and subjective attitude of Korean citizens in coping with covid-19. The concept of the strong state lacks social scientific specification and subjective citizens do not match with Korean realities. This article argues that Korean state's capacity in collecting and mobilizing digital data may offer better understanding for the successful responses to the pandemic. First, Korean state is the ultimate coordinator in collecting, analyzing and applying big data about the expansion of covid-19 with its huge network of dataveillance. Also, such role has been largely based upon relevant legal framework and well prepared manuals and cooperation with civic actors and companies. In other words, Korean digital dataveillance had demonstrated its transparency and cooperative governance. Second, such dataveillance capacity has deep roots in the long-term development of Korean state's big data management. Korean state has evolved about thirty years while enhancing digital data network within governments, companies and private sectors. Third, the relationship between Korean state's dataveillance and civil society can be characterized as a state centered push model. This model demonstrates highly effective governmental responses to covid-19 crisis but fall short of building social consensus in balancing individual freedom, human rights and effective containment policies. It means communitarian solidarity among citizens has not been a major factor in Korea's successful response yet.

• Journal of Digital Convergence
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• v.14 no.5
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• pp.247-262
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• 2016

The importance of coaching leadership has been highlighted to enhance creativity and competence of human resources in convergence environment. This paper was validated through a structural relationships model, the impact of coaching leadership on behavioral dimensions of organizational effectiveness by focusing on mediating role of job characteristics. Coaching leadership activities showed a significant positive effect on job characteristics and turnover intentions. Job characteristics appear to have a mediating effect on the relationship between coaching leadership and organizational effectiveness, especially the coaching leadership itself not necessarily to improve organizational citizenship behavior, can increase organizational citizenship behavior when formed into a positive awareness of the job characteristics of organizational members.

• Journal of The Korean Association of Information Education
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• v.24 no.2
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• pp.189-199
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• 2020

This study aims to emphasize the necessity of strengthening the information subject through the introduction of a new concept of rights called 'digital environmental rights' and proposes an improvement in the educational composition model of the information culture section in the information subject. Through the introduction of the concept of digital environmental rights, we intend to provide a logical basis for making the information subject a required subject. In addition, we intend to enhance the competencies required for living in a digital environment by improving the structure of the information culture section in the information subject. As a study on this, the logic of the concept of rights required in the digital environment is analyzed and the concept of digital environmental rights applied to it is established. Furthermore, by analyzing relevant curricula in major countries, including the United States, Australia, and Japan, which provide the main basis for digital environmental rights, an improvement plan for the educational composition in the information and culture education sector is formulated. The results of the study are as follows: First, digital environment rights are 'rights to enjoy a pleasant and safe digital environment'. Second, the components of digital environmental rights include rights for the environment (cyberethics), rights of the environment (cybersafety), and rights about the environment (cybersecurity). Third, in the major countries studied various educational structures are being implemented with regard to information-related education contents on the digital citizenship, code ethics, and new technology security.

• The Journal of the Convergence on Culture Technology
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• v.7 no.1
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• pp.397-405
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• 2021

With the recent phenomenon of the Intelligence Information Society, the cyber security paradigm has begun to change. In particular, the increase of the interconnectedness of the hyperlinked society has extended the scope of damage that can be caused by cyber threats to the real world. In addition to that, it can also be a risk to any given individual who could accompany a crisis that has to do with public safety or national security. Adolescents who are digital natives are more likely to be exposed to cyber threats, which is mainly due to the fact that they are significantly more involved in cyber activities and they also possess insufficient security comprehension and safety awareness. Therefore, it is necessary to strengthen cyber security capabilities of every young individual, so that they can effectively protect themselves against cyber threats and better manage their cyber activities. It examines the changes of the security paradigm and the necessity for cyber security education, which is in direct accordance to the characteristics of a connected society that further suggests directions and a basic system of cyber security education, through a detailed analysis of the current state of Domestic and Overseas Cyber Security Education. The purpose of this study was to define cybersecurity competencies that are necessary within an intelligent information society, and to propose a regular curriculum for strengthening cybersecurity competencies, through the comparison and meticulous analysis of both domestic and overseas educational systems that are pertinent to cybersecurity competencies. Accordingly, a cybersecurity competency system was constructed, by reflecting C3-Matrix, which is a cyber competency system model of digital citizens. The cybersecurity competency system consists of cyber ethics awareness, cyber ethics behavior, cyber security and cyber safety. In addition to this, based on the basic framework of the cybersecurity competency system, the relevant education that is currently being implemented in the United States, Australia, Japan and Korea were all compared and analyzed. From the insight gained through the analysis, the domestic curriculum was finally presented. The main objective of this new unified understanding, was to create a comprehensive and effective cyber security competency curriculum.

• Journal of Christian Education in Korea
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• v.76
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• pp.173-192
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• 2023

Purpose of study: The purpose of this study is to suggest the direction of Christian self-identity while paying attention to the metaverse era. It suggests the direction of education that forms a Christian self-identity based on the problems of identity crisis that may arise due to the problem of de-realization while accepting the situation of the metaverse that has emerged due to the digital revolution. Research content and method: Focusing on the discussion of metaverse and de-realization, this paper suggests the importance of Christian self-identity and the direction of education. For this purpose, four tasks of practical theology were carried out based on Richard Osmer's consensus model. As the desciptive-empirical task was carried out, the opportunities and risks of the metaverse were brought up. Through the interpretive task, the problem of metaverse and de-realization was presented. The normative task emphasized the importance of Christian self-identity, and the pragmatic task proposed an education oriented towards Christian self-identity. Conclusions and Suggestions: It is important for education in the metaverse era to form a sense of Christian self-identity. The purpose of education is the formation of Christian's self-identity, and the content is to build the Christian relationality self, equality self, and openness self. The teaching method is interactive teaching, and the teacher and learner can be presented as an encounter between interpreters. The environment is any area of interpreted life, and evaluation can manifest itself in Christian life as disciples and citizens. The suggestion is to suggest compedency education methods for acquiring Christian self-identity while considering various generations.