• The Journal of Korean Association of Computer Education
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• v.11 no.6
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• pp.77-84
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• 2008

The Teaching & Learning Center plays an important role in increasing the expertise of instructors and for directing the diffusion of innovation not only in primary & secondary education but also in education at the university level. In this study, the Performance Evaluation Model is devised and developed for improving the competency of the Teaching & Learning Center. It consists of three domains - (a) the planning domain, (b) the process domain, and (c) the performance domain - and 11 external indices and 8 internal indices. The Performance Evaluation Index and Guidelines are proposed based on this model.

• Journal of Fisheries and Marine Sciences Education
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• v.21 no.4
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• pp.508-522
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• 2009

A teacher evaluation system is a hot issue of educational policy these days. Many teachers have opposed teacher evaluation system, but government and many parents have agreed teacher evaluation system. And some people agree teacher evaluation system, but some people disagree teacher evaluation system. The approvers of teacher evaluation system insist that teacher evaluation system can provide the quality of instruction, satisfaction of schooling, and nation's competition capacity. But opponents of teacher evaluation system insist that teacher evaluation system can provide dissatisfaction of teachers' job, excessive competition among teachers, and the failure of educational policy. So, comprehensive studies about teacher evaluation system are needed. The purpose of this study was to investigate that elementary and secondary teachers' recognition about teacher evaluation system. The tool of this study was used questionnaire which was made by researcher of this study. This study indicates as follows. Many teachers opposed teacher evaluation system, because of deficit of validity and reliability of teacher evaluation system. Also, many teachers indicated instruction ability as the most important evaluation standard of teacher evaluation system. And many teachers predicted the dissatisfaction of teachers' job and excessive competition among teachers as a result of teacher evaluation system.

• Journal of Creative Information Culture
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• v.6 no.3
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• pp.149-158
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• 2020

Corona19 has experienced radical changes in teaching methods in primary and secondary schools and higher education institutions, and the Ministry of Education has continued various attempts and support to ensure the quality of teaching and to promote learning participation in distance education. In this study, the support policy of the Ministry of Education for the post-Corona era was reviewed, and the professors' experiences in remote education were investigated and analyzed through intensive interviews. As a way to utilize programs to support participation in learning in real-time distance education, first, consideration of the proper period of concentration of learning by learners, second, coping with unexpected problems during learning activities, and using small meeting rooms and chatting as a collaboration tool were presented.

• Journal of the Korea Society of Computer and Information
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• v.27 no.3
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• pp.217-223
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• 2022

In this paper, the needs and environment of the 'AI Convergence Education Method' were analyzed for elementary and secondary teachers, and based on this, teaching efficacy of informatics education was verified. For the research, elementary and secondary teachers who take the subject were selected, and based on the results of analyzing the general characteristics, pre-knowledge level, and needs of the subject, curriculum for 15 weeks was developed. As a result of verifying the teaching efficacy effectiveness of the developed 'AI Convergence Education Method' subject for 15 weeks, the effectiveness of the information education teaching efficacy was verified. Among the factors, there were statistically significant differences in information teaching values and information teaching strategies. In the future, it is necessary to conduct follow-up research to secure teachers' professionalism, such as linking with schools and convergence with other subjects. Various teaching and learning materials and teaching and learning methods such as educational contents and materials, reference literature, and artificial intelligence education platforms need to be prepared.

• Journal of Science Education
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• v.45 no.1
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• pp.1-10
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• 2021

In this study, we analyzed the relationship between the physical science domain of TIMSS 2019 and the Korean science curriculum. Twelve subjects are presented in the physical science domain of the TIMSS 2019 4th grade evaluation framework. Research group consisting of elementary and middle school teachers and science education experts, a total of 12, participated to analyze in which grade these subjects were included in the Korea 2009 revised and 2015 revised science curriculum. As a results of analyzing whether the achievement standards of the TIMSS 2019 evaluation framework and Korean science curriculum are consistent, the subjects pertinent to chemistry like 'chemical changes in everyday life,' 'heat transfer,' and 'electricity and simple electrical circuits' appeared not covered at all until the 4th grade curriculum in Korea. Given that the TIMSS 2019 evaluation framework is an international achievement standard, we are proposing to improve the Korean curriculum as follows: first, for the development of the next science curriculum, there is a need for science curriculum organized from the 1st grade of elementary school to connect the content and scope of chemistry in elementary, middle, and high schools as a whole including the Nuri curriculum. Second, as an alternative to the problem of suitability of learning volume and level of learning, it is possible to think of a method to readjust the grade of dealing with related concepts by lowering the difficulty or simplifying the concept. Third, it is necessary to discuss about introducing essential concepts and standard terms into Korea science curriculum according to international trends.

• Journal of the Korean association of regional geographers
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• v.17 no.5
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• pp.600-616
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• 2011

Since the Shimane Prefecture government in Japan enacted "Takeshima Day" in March 2005, it has held commemorative ceremonies with Japanese politicians present each year on February 22. Japan has marked Dokdo as its territory in elementary and middle high school textbooks, and the number of such references has been increasing in recent years. Shimane Prefecture, which is the area nearest to Dokdo is strengthening Dokdo education in its geography classes at elementary and middle schools as part of regional studies. The study and education on Dokdo was begun by social studies teachers in the Oki Islands in Shimane Prefecture, but now extends throughout the prefecture. The auxiliary educational materials regarding Dokdo produced in Shimane Prefecture include teaching guidelines for teachers, worksheets for students, CDs containing statistics and picture files, and two kinds of DVD movie clips for each grade. In particular, schools teach the damage to the Japanese fishery industry caused by Korea's illegal occupation of Dokdo. This will likely form anti-Korean sentiments among Japanese students. It is hoped that Korean and Japanese scholars will work together to develop Dokdo auxiliary textbooks in order to improve the correct historical understanding of Dokdo.

• The Journal of Korean Association of Computer Education
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• v.12 no.6
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• pp.41-51
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• 2009

The purpose of this study was to suggest policy implications for bridging digital divide of the students of multicultural background. Specifically, through maximizing equity of Information technology, the current study suggested the need for greater intervention and comprehensive strategies in the interests of a socially inclusive information society, of benefit to the IT disadvantaged. To achieve the research goal, I reviewed a variety of policy reports and previous studies related to the issue of digital divide and multicultural education, and draw useful implications for the policy change. The major research results were as the following: a policy change in a support of personal computer toward public place rather than individual home, widening use of e-learning service as a tool for bridging the digital divide, and the training for teachers and parents to provide an effective education to reduce the digital divide.

• The Journal of the Korea Contents Association
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• v.14 no.3
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• pp.500-508
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• 2014

Due to a lack of teachers and available classrooms, high school students are not able to take the elective courses of their choice. In order to solve this problem with online instruction, I have used the following methods: First, I conducted a literature study to examine the concepts and models of online instruction. Second, I compared the number of students who took the CSAT subject tests with the number of students who enrolled in optional courses through KEDI's Education Statistics Services. Using the data gathered from this comparison, I could predict the demand for each optional course. Finally, I proposed amending the Elementary and Secondary Education Act; the Enforcement Decree of the Elementary and Secondary Education Act; the General Statement Curriculum of High Schools; and the Guidelines for Recording School through the expert interviews for on-line instruction in order to establish online instruction for high school students.

• The Journal of Korean Association of Computer Education
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• v.8 no.3
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• pp.77-89
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• 2005

Design of a new information technology curriculum is very difficult work. It has relatively short history of operation. It advances very fast. Furthermore, people have very different understandings between information application and information knowledge. Therefore making decision for information technology contents is very difficult work. So we try to get effectiveness of the curriculum design through the comparison with other countries' cases. In this paper we tried to search and analyze about the historical trends, current states, and characteristics of Chinese information technology curriculum. China has strong focus on information technology education while she makes great success in economic development. We also suggested some good points of Chinese information technology curriculum which can be adapted to the design of a new Korean computer curriculum. The China's information technology curriculum is summarized by four categories. They are (1) educations on the basic knowledges and functions of the stable level of information technology, (2) educations on the information technology applications for the problem solving, (3) educations for the individualized learning through the research and project implementations in depth, and (4) systematic arrangements and integrated operations of the information technology curriculum.

• Korean Journal of Comparative Education
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• v.28 no.1
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• pp.1-24
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• 2018

The objective of the article is to find the research trends and the main traits presented in the keywords on abstracts of research articles of "International Journal of Education Development" from 2002 to 2017. To do this, Text Network Analysis(TNA) was applied targeting 966 papers on the journal and the major research outcomes are as follows. First, the frequency analysis on the keywords showed that the keywords like Administration of education program, Schools and instruction, Regional public administration, Educational support service, Elementary education, and Elementary and secondary school were analyzed more than 100 times and also high in centrality degree. Second, the analysis results of the keywords presented in those research articles by development goal periods showed that several new keywords like Elementary education, Elementary and secondary school, Education quality, Secondary education, Educational planning have emerged frequently after SDGs and these keywords showed high in their centrality analysis. Third, the analysis on education level showed that the keywords like Elementary education, Administration of education program, School children were high in frequency and centrality degree in Elementary level. In secondary level, Schools and instruction, Administration of education program, Academic achievement were high, and in high level, college and university was high, respectively.