• Journal of The Korean Association of Information Education
• /
• v.20 no.4
• /
• pp.421-432
• /
• 2016

The 21st century computer education is very important for the future generations in the knowledge and information society. Therefore, developed countries that are the US, UK, and Germany, it is very important to find out how the computer education. In the US, the NETS and ACM K12 curriculum are investigated, In the UK and Germany national level computer curriculums are looked out. USA, UK, and Germany's curriculum includes computer science, information technology, digital literacy, and computer curriculum is independent, at least in the elementary schools computer education can be seen that more than 17 hours. After the revised national curriculum at 2015 is amended in korea. compared to the developed countries to derive the problems of the Korean revised national curriculum 2015. The revised 2015 Korean elementary school computer education, has no identity because it is not operated as an independent subject. Software will include education only. A very limited time of 17 hours may be a problem.

• 한국정보교육학회:학술대회논문집
• /
• 2006.08a
• /
• pp.193-198
• /
• 2006

본 논문에서는 다가 올 로봇시대의 변화에 적응할 창의적 인재양성을 위해 기초 기본 교육인 초등교육에서 로봇교육을 운영해야 하며 체계적인 로봇교육과정을 마련하기 위해 인천지역 초등학교에서 시행 중인 특기적성 로봇교육과정을 분석하였다. 분석 결과, 특기적성 로봇교육과정의 가장 큰 문제점은 '로봇 구성요소'를 고려하지 않은 내용체계이며 그 밖의 문제점을 정리하였다.

• 한국정보교육학회:학술대회논문집
• /
• 2010.01a
• /
• pp.37-44
• /
• 2010

현대 사회는 미래의 지식과 정보의 시대에 대비한 인재를 양성하기 위해서 컴퓨터교육에 대한 필요성이 날로 커져가고 있다. 이에 제7차 교육과정에서도 컴퓨터 교육의 활성화를 위하여 연간 34시간 이상 컴퓨터를 교육하도록 명시하고 있지만 가장 기초적이라 할 수 있는 초등학교에서의 컴퓨터 교육이 교사들에 의해 제대로 시행되고 있지 않고 있으며, 그에 대한 교사들의 인식과 실태를 파악하여 개선방안을 제시하는데 목적이 있다. 본 연구에서 얻은 결과를 바탕으로 초등학교 컴퓨터과학 교육 활성화를 위한 개선방안을 다음과 같이 제안하고자 한다. 첫째, 정보통신윤리 개정 지침안에 대한 교사 교육이 의무화되어야 하며, 컴퓨터과학 교수학습 방법 및 교육과정 운영에 필요한 프로그램의 기능 연수가 개설되어야 할 것이다. 둘째, 정보통신기술 교재 교사용 지도서가 전문화, 체계화 되어야 한다. 셋째, 컴퓨터과학 교육을 수업 현장에서 쉽게 실현할 수 있는 다양한 자료를 개발하여 보급해야 한다. 넷째, 초등학교 컴퓨터 교육 과정의 재정비가 필요하다.

• Journal of the Korean BIBLIA Society for library and Information Science
• /
• v.16 no.1
• /
• pp.45-74
• /
• 2005

The study has developed the scope and sequence of information literacy instruction's curriculum for integration strategies of traditional reading education, library use education and information literacy. For this purpose, this study compares and analyze the scope and sequence of reading education, library use education and information literacy instruction's curriculum in Korea, American and Japan. Basing on the comparative result, it proposed the scope and sequence of information literacy instruction's curriculum in Korea. The scope and sequence which it proposes based on the skill and process of information literacy model, it includes contents of traditional reading education, library use education. Also, supposed scope take in all format of information media, the process and strategies of information use, library and information system. the supposed sequence divided into elementary school(1-3), elementary school(1-4), middle school(1-3), high school(1-3)

• The Journal of Korean Association of Computer Education
• /
• v.15 no.4
• /
• pp.1-12
• /
• 2012

This paper has analyzed contents of copyright education in Informatics textbook in middle school curriculum and has proposed ways to enhance copyright education. In this paper, we have analyzed Informatics curriculum, authorized textbook, and teacher's guide book for middle school revised in 2007 and have extracted contents and systems of copyright education in Informatics course. We examined studies on the copyright education and analyzed on the basis of interest, understanding, usage, and practice of copyright. As a result, copyright education has turned out to be focused on 2nd level of information society and information technology. We found that copyright education was necessary both directly and indirectly in various parts and levels in that it is an optional subjects. This paper suggests the possibility of copyright education in Informatics curriculum for middle school and the copyright education is expected to be reinforced.

• Journal of The Korean Association of Information Education
• /
• v.26 no.6
• /
• pp.491-505
• /
• 2022

The importance of information education is recognized at home and abroad, and education policies are changing in the direction of expanding informatics education. Therefore, in this study, an elementary school information curriculum content system was developed by forming an expert group consisting of professors at the University of Education and the College of Education working in the Department of Computer Education and elementary and secondary information teachers with experience in curriculum development. Specifically, a content system was developed for the area of elementary school information education with linkage and hierarchy with the secondary information curriculum in the 2022 revised curriculum, core ideas for each area, content elements for each area, and instructional content for each grade level. Through this study, connectivity was secured in information education in elementary and secondary schools, and it is meaningful that the content elements of digital literacy were included in each content area. It is expected that the content system of the elementary school information curriculum proposed in this study will be helpful as a basic data for the development of certified textbooks and independence of information subjects in the future.

• Proceedings of the Korean Society for Information Management Conference
• /
• 2015.08a
• /
• pp.47-51
• /
• 2015

본 연구는 어린이 전문사서 양성과 관련된 문헌정보학 교육과정 현황을 조사하고 분석해 현재 수준을 이해하는데 필요한 기초자료를 제공하고 어린이 사서의 전문적 역량을 강화하기 위한 교육과정의개선 방안을 제시하는데 목적이 있다. 이를 위해 국내 34개 대학의 2011년과 2014년 문헌정보학과 어린이 전문사서 관련 교육과정과 국외 23개 대학의 어린이 전문사서 양성 관련 교육과정을 조사 분석하여 어린이 전문사서 양성 관련된 문헌정보학 교육과정의 문제점을 밝히고 개선 방안을 제시하였다.

• 한국정보교육학회:학술대회논문집
• /
• 2010.01a
• /
• pp.181-185
• /
• 2010

본 연구는 시 청각 장애인의 정보격차 및 정보 불평등 문제를 해소하기 위해 장애인 정보화 교육의 문제점을 살펴보고 개선 방향을 제시함으로써 향후 장애인 정보화 교육이 보다 효율적으로 시행될 수 있도록 하는데 그 목적이 있다. 시 청각 장애인에게 정보 격차 해소를 위한 교육은 지속적으로 시행되고 있으나 정보화가 진행될수록 신체적 결함으로 인한 정보소외는 존재할 수밖에 없다. 이런 문제점을 극복하기 위해서는 첫째, 시 청각 장애인에게 정보화 교육 기회를 확대해야 한다. 둘째, 장애 특성을 고려하여 개별화 교육을 실현할 수 있도록 정보화 교육과정 및 교수법 개발을 개발해야 한다. 셋째, 교육과정의 정기적인 지도 점검이 요구된다. 넷째, 보조공학 기기 및 S/W에 대한 지원 및 개발을 강화해야 한다. 마지막으로 시 청각 장애인 정보화 교육 과정의 표준화 작업이 매우 시급한 실정이다.

• Journal of Korean Library and Information Science Society
• /
• v.46 no.3
• /
• pp.89-118
• /
• 2015

We had opened a course in the library and information science curriculum, developed and applied a syllabus and some manuals for this course, and analyzed the performance by conducting a survey before and after the training. As the results, first, the necessary components showed a positive relationship of 0.414 with the expected performance effects and showed a positive relationship of 0.452 with the expected learning outcomes. Second, the understanding degree of the Capstone Design course was 3.56 before implementing the curriculum. It was improved to 4.07 after implementing the educational courses. Third, the recognition of the components necessary for the Capstone Design course was improved from 4.13 to 4.39 after carrying out the course. Fourth, the perception of the expected performance effects of the Capstone Design course was improved from 3.77 to 3.88 after the course execution. Fifth, the perception of the expected learning outcomes of the Capstone Design course was improved from 3.79 to 4.22 after the course implementation.

• Journal of The Korean Association of Information Education
• /
• v.13 no.2
• /
• pp.135-144
• /
• 2009

The purpose of this study was to explore strategies for promoting distance education program and for providing total information for teachers about curriculum of distance educational training institute. In 2007, there were 65 institutes of distance education training, but we don't have enough information about curriculum of the institutes. To analyze curriculums of the institutes, it had been selected 33 institutes of 65, and 567 of performance training programs, 317 of optional programs, and 23 of free training programs. The following results were obtained : (1) It calls for easy accessibility to distance educational training institutes (2) It has to overcome biased status that private institutes have more courses than government institutes'. (3) It will be needed to make diverse courses for teacher's capabilities. (4) It calls for course development of several subject matters (5) It will be needed to maintenance for running course continuously. (6) It has to make supporting plan for excellent courses by government.