• Proceedings of the Korean Society of Computer Information Conference
• /
• 한국컴퓨터정보학회 2022년도 제66차 하계학술대회논문집 30권2호
• /
• pp.413-416
• /
• 2022

본 연구의 목적은 국내외 교육에서 필수역량으로 제시하고 있는 '디지털 리터러시'를 주제로 한 연구 문헌들을 분석하여 동향을 살펴보고, 앞으로의 필요한 연구 주제를 알아보고자 한다. 이를 위해 교육학 분야로 색인한 '디지털 리터러시' 관련 논문들을 찾아 연도별 분포, 연구대상, 연구분야, 연구목적 및 관련 주제에 따라 분석하였다. 분석결과 SW교육의 적용과 코로나19로 디지털 리터러시 교육에 대한 관심이 증가하고 있지만, 연구 대상과 주제가 다양하게 분포되어 있지 않으며 디지털 리터러시의 개념과 영역에 대해 명확히 구분되어 있지 않았다는 점을 알 수 있었다. 이에 디지털 리터러시에 대한 활발한 연구를 위해 교사들을 위한 디지털 리터러시, 정보교과에서의 디지털 리터러시, 타 리터러시와의 명확한 개념과 영역 구분, 리터러시 교수·학습 방법 및 적용 사례, 디지털 리터러시 측정 도구 등의 주제를 제안하였다.

• Proceedings of the Korean Society of Computer Information Conference
• /
• 한국컴퓨터정보학회 2017년도 제56차 하계학술대회논문집 25권2호
• /
• pp.215-216
• /
• 2017

본 연구는 60대 이상 세대와 기초 ICT 리터러시 수준을 50대 이하 세대를 비교 분석하여 노년층을 위한 ICT 리터러시 교육을 위한 내용체계을 제시하기 위해 시행되었다. 오프라인 지필 객관식 문항으로 개발된 조사문항을 분석한 결과를 보면 기초 ICT 리터러시 수준에서 세대별 격차가 드러났으며 이를 해소하기 위해서 컴퓨터 하드웨어 명칭 및 사용법, 운영체제 사용법, 인터넷 검색 및 주소 입력 방법, 저작권 및 정보윤리의 4개 영역을 구분하여 내용체계를 구성해야 한다는 결론을 도출하였다. 또한 노년층을 위한 기초 ICT 리터러시 교육은 컴퓨터 관련 장치 또는 체제에 대한 명칭에 대한 낯섦 해소, 디지털 기능에 대한 활용 빈도나 실생활의 연계성 강화, 노년층의 신체반응 및 인지적 상황을 고려한 반복 학습 등이 고려되어야 한다.

• The Journal of the Korea Contents Association
• /
• 제16권10호
• /
• pp.18-32
• /
• 2016

The purpose of this study was to analyze the differences of elementary and middle school students' ICT literacy by their computer use and information(computer) educational experiences. For this purpose, this study implemented ICT literacy test for students in 300 elementary (4th~6th)- and 300 middle(7th~9th) schools in 2015. The ICT literacy test was composed of two components of 'literacy ability elements' and 'literacy content elements.' The main results of this study are as follows. First, in both of elementary and middle schools, there are positive relationships between students' 'computer use at home' and 'computer outside school,' and their ICT literacy test scores, but their extreme computer use affected their ICT literacy test scores negatively. Second, in both of elementary and middle schools, there are positive relationships between students' information(computer) educational experiences and their ICT literacy test scores.

• Proceedings of the Korean Society of Computer Information Conference
• /
• 한국컴퓨터정보학회 2024년도 제69차 동계학술대회논문집 32권1호
• /
• pp.469-470
• /
• 2024

본 논문에서는 DigComp를 분석하여 데이터 리터러시 수준을 분석하고자 하였다. 이를 위해 DigComp의 구성요소인 데이터 리터러시, 소통 및 협업, 디지털 콘텐츠 제작, 보안, 문제해결 중 데이터 리러터시 영역의 세부 요소를 살펴보았다. 데이터 리터러시는 탐색·검색·필터링, 평가, 관리 3가지로 세분되어 있었고, 각각은 수준에 따라 기초, 중급, 고급, 전문가의 4단계로 구분되어 있었다. 그리고 3가지 영역의 수준을 분석하여 각 수준을 대표하는 핵심 단어를 추출하였다. 향후 이를 바탕으로 한 구체적 적용방안에 관한 연구가 이뤄지길 기대한다.

• Proceedings of the Korean Society of Computer Information Conference
• /
• 한국컴퓨터정보학회 2023년도 제68차 하계학술대회논문집 31권2호
• /
• pp.377-380
• /
• 2023

본 논문에서는 중등 교육에 적합한 데이터 리터러시 핵심 역량을 도출하기 위해 국내외 중등 교육과정의 내용을 분석하였다. 고등 교육 졸업생들을 대상으로 개발된 기존 데이터 리터러시 역량 프레임워크를 분석 매트릭스로하여 한국, 영국, 호주, 싱가포르, CSTA의 교육과정 내용을 분석한 결과, 중등 교육과정에서 공통적으로 나타나는 역량과 기존 프레임워크에 있으나 중등 교육과정에는 포함되지 않은 역량, 기존 프레임워크에 없지만 중등 교육과정에서 공통적으로 나타나는 내용 등을 확인할 수 있었다.

• Journal of The Korean Association of Information Education
• /
• 제21권5호
• /
• pp.595-605
• /
• 2017

In this paper, I analyzed the cause on difference of ICT literacy level according to region scale in elementary school. According to precedent research, ICT literacy score of elementary student in 2016 were higher in order of big city, small city and rural area. To find the cause of difference by region scale, I compared ICT literacy score and ICT use habit. As a result, The cause for this is that students in large areas have more chances to use computers at home, learn more with computers, and have more information (computer) education than students in small areas appear. Therefore, Based on the results of this study, I proposed methods to reduce the regional ICT literacy score difference. The methods are to provide computers for low-income students, to guide learning methods using computers at home, and to provide more computer education opportunities.

• Journal of The Korean Association of Information Education
• /
• 제22권6호
• /
• pp.711-721
• /
• 2018

The development of artificial intelligence technology and the shift to a software-driven society are raising the need for digital literacy education on how to access, understand, use, create and share new open content in a variety of sustainable open content. At this point in time, this paper defines the digital literacy as the subliteracy concept for data, tools, and device elements. It is defined as a concept that includes cognitive and non-cognitive abilities and is stratified by computer literacy, ICT literacy, and information literacy. Open content is also defined as teaching-learning materials that can be used and shared freely by anyone, such as the Open Education Resource (OER) and the Open Access movement. Based on the two definitions, a three-step strategy for digital literacy education was developed to select open content in the digital environment, followed by a digital literacy education plan, and finally, an education frame to foster digital literacy capabilities.

• The Journal of Korean Association of Computer Education
• /
• 제20권4호
• /
• pp.67-75
• /
• 2017

This study analyzed the impact of ICT usage on elementary and secondary school students on the result of ICT literacy levels for finding out why most of students were 'normal' or 'basic'. As a result, we found out that the learning action, information searching and leisure action of student using ICT had correlation with ICT literacy level. The higher the rate using ICT for learning, information searching and leisure, the higher the ICT literacy level of student. But the higher the rate using ICT for communication, the lower the ICT literacy level of student. Accordingly, we proposed the policy not to increase simply ICT using of student, but to teach how to use ICT for learning and information searching.

• The Journal of Korean Association of Computer Education
• /
• 제16권2호
• /
• pp.69-78
• /
• 2013

For the increasingly complicated and technology dependent 21st century, ICT literacy is being emphasized by education authorities as a key ability needed to succeed in a knowledge-based society. Accordingly, since 2007, several studies have been conducted to measure the ICT literacy levels of students. This study aimed at analyzing how ICT literacy levels vary according to students' skill sets from the viewpoint of educational convenience. To fulfill this goal, the ICT literacy abilities of 167 elementary students and 159 middle school students (all receiving education at "gifted students" education centers) were compared with the following results. First, elementary students displayed differences with regards to 'computer and network' and 'information society and ethics' among the content elements, and 'critical mind' and 'information communication' among capability elements according to their skill sets. Second, middle school students displayed differences with regards to 'information society and ethics' and 'information organization and creation' elements according to their skill sets. The significance of this study lies in the fact that it measured the ICT literacy levels of --and made suggestions for education to-- students specially gifted in information, science and mathematics rather than general students.

• Journal of the Korean Society for Library and Information Science
• /
• 제39권4호
• /
• pp.207-231
• /
• 2005

The study Is attempted to identify the factors affecting information literacy among undergraduate students. Through literature review, exposure to related education, use experiences in information resources, advice of the faculty, individual background are considered as variables affecting information literacy attitudes and performance. A questionnaire was devised and collected data from 628 students. Then 24 hypotheses were tested statistically. Descriptive analysis shows differences in information literacy, lower exposure to library instruction, and lack of the faculty advice. Results of the hypotheses testing shows computer and internet education, use experience of the various information resources, gender and major areas of study as factors affecting information literacy. Based on the results, recommendations are suggested to improve the information literacy.