• Journal of Digital Contents Society
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• v.10 no.2
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• pp.269-278
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• 2009

This study was conducted to provide standards for the development of contents and systems for digital textbooks by examining the learners' satisfaction from digital textbooks, which are now being distributed to schools, in terms of ubiquitous learning, and by verifying the moderation effect of learners' computer self efficacy and digital textbook usage. SPSS win 13.0 was used for technical statistics, Cronbach's $\alpha$ coefficient calculation and correlation analysis for empirical analysis, and the MMR (moderated multiple regression) analysis was conducted for the hypothesis test. The following principal results were obtained from the hypothesis tests. First, the ubiquitous learning features had direct effects on the learning satisfaction from the digital textbooks. Second, when the ubiquitous learning features had positive effects on the learning satisfaction from digital textbooks, both the computer self efficacy and digital textbook usage reacted with the ubiquitous learning feature and showed moderation effects. These results were statistically significant.

• The Journal of Korean Association of Computer Education
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• v.10 no.3
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• pp.9-17
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• 2007

This study compared and analysed computer textbooks of the middle school from South Korea and North Korea for preparing the unification of the Korean Peninsula. According to the result of this study, the contents of South Korea textbook were equally selected from all scopes. By contrast, the contents of North Korea mostly consisted of the basic knowledge of computer, word-processing excluding the newest contents as Internet or Multimedia. But with the BASIC programming and algorithm for enhancement of the creative solving ability, prospective IT brains had been trained in North Korea. Moreover, due to differences of language policy and country that delivered IT technology, significant differences were found between South and North Korea in IT terminology. For preparing IT education after unification of the Korean Peninsula, both efforts of people who work in the fields of IT and school system in South and North Korea should be taken in order to relieve these differences.

• Review of KIISC
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• v.14 no.6
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• pp.62-69
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• 2004

21세기 들어 컴퓨터와 통신 기술의 급속한 발전과 정부의 보급 의지로 인하여 정보기기 및 통신 장비는 급속한 발전을 이루게 되었다. 이에 정부에서는 중ㆍ고등학교의 컴퓨터 교육을 강화하기 위한 방안으로 현재 고등학교에서 추진하고 있는 정보소양인증 제도를 중학교까지 확대 시행하고 학교 교육과정에서 적극 반영하도록 하여 중 고등학교에서 컴퓨터 교육을 필수적으로 실시하도록 유도하고 있으며 현재 시행되고 있는 제7차 교육 과정에서는 모든 교과의 수업에서 10% 이상에서 컴퓨터를 비롯한 정보통신기술 활용을 목표로 각 교과별 정보통신기술 활용 내용을 개발하여 교과서 편찬시 반영하도록 하여 이를 보급하려 하고 있다. 또한 2001년부터 컴퓨터 교육이 필수화됨에 따라 초등학교에서도 교사 교육 및 시설의 확충 등 체계적이고 지속적인 지원을 하기 위하여 노력하고 있다. 그러나 정보보호 측면에서 이들 교재를 분석하여 보면 그 내용과 구성이 너무나도 미흡하며 보강이 필요한 것이 현실이다. 이에 본 논문에서는 현 초등학교 교과서를 분석하여 담고 있는 내용과 이를 개선하기 위한 방법을 제시하였다.

• The Journal of Korean Association of Computer Education
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• v.12 no.2
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• pp.47-59
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• 2009

Informatics textbooks for elementary school students have been developed by cities, provinces, and private publishers respectively, and instructional objectives differ depending on the textbook selected by each school. Therefore, discussion on the analysis of instructional objectives is highly needed. The purpose of this study is to develop standards of instructional objectives for Informatics textbooks in elementary school based on the analysis of instructional objectives. To do so, first, an analysis frame was made based on preceding studies for instructional objectives. Second, instructional objectives of current Informatics textbooks were analyzed. Finally, standards of instructional objectives were developed applying Delphi method. It is expected that the standards of instructional objectives suggested here will be referred to as a guideline for developing the curricula and textbooks for Informatics subject in elementary school and to contribute to the normalization of production for qualified textbooks and education in Informatics subject in the future.

• Proceedings of the Korea Information Processing Society Conference
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• 2013.05a
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• pp.1093-1096
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• 2013

교육과학기술부는 2006년에 학교교육에 새로운 패러다임의 변화를 받아들이는 방법으로 디지털교과서의 사용을 시도하였다. 2007년 이후 일부 초등학교에서 디지털교과서가 시범적으로 운영 되었으며 2015년 초중고등학교 모든 교과서를 디지털 교과서로 변환을 발표하였다. 따라서 본 논문에서는 이에 대처하기 위해 디지털 교과서의 서비스 구성, 구조, 시스템, 플랫폼등에 대해 분석하고 향후 발전 방향을 연구 한다.

• The Journal of Korean Association of Computer Education
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• v.19 no.2
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• pp.31-40
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• 2016

Textbook is a tool that helps achieve the learning objectives based on the content of the curriculum. The contents of the textbook will be constructed newly because revised curriculum 2015 was announced. The aim at this study is to provide an indication of the textbook writing. To achieve the objectives, we conducted a pilot study in order to analyze the content of the textbook of informatics currently being used in middle schools and to derive the direction of access to the newly configured physical computing unit. Analysis of content elements was used Romey. The pilot studied makes lesson harmonized with H/W and S/W by utilizing the robot. According to the results of the analysis, there is one textbook among the currently used textbooks that is suitable to help students develop their thinking and in the case of physical computing unit, inquiry instruction showed positive results. This study suggestions necessity of writing types that sets importance on activities in the form of textbook.

• The Journal of Korean Association of Computer Education
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• v.15 no.4
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• pp.51-59
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• 2012

In this paper, inquisitive tendency was analyzed within the 'problem solving method and process' section in high school informatics textbooks, which were adopted starting from 2011. Romey analysis was applied to each four section - text, data, activity, evaluation - in six textbooks. The results showed that the textbooks displayed a low level of inquisitive tendency since they were written without much of participation from students. Out of the sections that were analyzed, the section 'activity' showed the highest degree of inquisitive tendency. Also, based on the obtained results, we proposed ways to improve high school informatics textbooks.

• The Journal of Korean Association of Computer Education
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• v.13 no.2
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• pp.35-43
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• 2010

The "Information and Communication Technology Education Guidelines" was revised in December, 2005. However, students are still not taught the contents in the "Information and Communication Technology Education Guidelines Rev." and are not taught the contents in the "Understanding of the Information Processing" area among them in particular. Therefore, we analyzed the contents in the "Understanding of the Information Processing" area of the elementary ICT textbooks published on and after June 2006. In the result, the contents of many textbooks are not based on the "Information and Communication Technology Education Revised Guidelines" and programming languages using elementary school are too many. The revision of the elementary ICT textbooks must be settled without delay and the certification systems of elementary ICT textbooks must be improved.

• KIPS Transactions on Computer and Communication Systems
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• v.8 no.5
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• pp.103-110
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• 2019

In this research, one common chapter, Problem Solving and Programming, in seven different types of high school informatics textbooks was analyzed in terms of the aspect of learners' explorations. These textbooks were newly developed based on the 2015 revised national curriculum. Romey's analysis was used to the textbooks along with four analytic elements: texts, data, activities, and evaluation. The study results showed that the textbooks can highly encourage learners' further explorations according to the four analytic elements reflected in the seven textbooks: one out of the six textbooks well designed for texts, three for data, six for activities, two for evaluation. In terms of Romey's involvement index points, six of the seven textbooks had low indexes of texts, ranging from 0.175 to 0.393. Data indexes were extremely low in four out of the seven textbooks, ranging from 0.058 to 0.226. Five out of the seven textbooks had very high indexes of evaluation in the broad range of 2 to 6.333 points. Furthermore, these newly designed textbooks can more greatly facilitate students' explorations than previously existing textbooks in three elements: texts, data, and activities. Evaluation indexes significantly increased in these new textbooks from 0.916 to 3.914, which had excessive points in terms of promoting students' explorations. Further methods to improve the textbook quality is proposed based on the results from this analysis.

• The Journal of Korean Association of Computer Education
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• v.11 no.3
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• pp.13-20
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• 2008

The Ministry of Education, Science and Technology has been developing the digital textbooks from 2007. But the evaluation criteria on the digital textbooks is not prepared, so it is difficult to develop excellent digital textbooks and to select superior ones. In this study, we researched into the concept, attributes and functions of the digital textbook in order to select the evaluation indicators, based on the literature reviews of digital textbooks, core evaluation measures and criteria were identified. And three methods were employed: a Delphi study, expert forums, and simulation tests. The results of these studies led the development of an evaluation criteria which consisted of four evaluation areas and 74 questions. The four evaluation areas consisted of content area, instrument design area, platform area and user area.