• 한국정보교육학회:학술대회논문집
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• 2007.01a
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• pp.227-233
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• 2007

교육부 "초 중등학교 정보통신기술 교육 운영지침(2000. 8. 1)"에 따라 2001학년도부터 초 중등학교에서는 필수적으로 정보통신기술 소양 및 활용 교육을 연간 34시간 이상(1학년은 30시간)씩 확보하여 운영하고 있다. 하지만 운영지침만 나와 있을 뿐 구체적인 실천 방법이 나와 있지 않아서 일선학교에서는 정보통신기술 교육과정을 운영하는데 많은 어려움을 겪고 있다. 이에 본 연구에서는 최근에 개정된 "초 중등학교 정보통신기술 교육 운영지침(2005.12)"을 바탕으로 창의성과 문제해결력을 신장시키길 수 있는 컴퓨터 재량활동 교재(2단계: 3, 4학년 중심)를 개발하게 되었다.

• 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.

• Proceedings of the Korean Institute of Information and Commucation Sciences Conference
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• 2003.05a
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• pp.791-794
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• 2003

Today, knowledge increase explosively on a rapid growth of information technology due to computer and network. We got knowledge from a library before, but from internet substitute for a library now. In Web-based Reading System, it needs the interactional communication between students. This paper proposes Design and Implementation for Web-based Reading System, it is possible to integrate.

• The Journal of Korean Association of Computer Education
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• v.16 no.1
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• pp.23-32
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• 2013

Although Internet provides a lot of convenience such as easy accessibility, interactivity, concurrency, openness, subsequent dysfunction causes serious problems. Especially elementary school students are indiscriminately exposed to the problems, and thus information communication ethics education is needed for the students. This study conducted a survey with randomly selected 5th and 6th graders in Chungbuk area, and analyzed 'students' experience and perception related to information dysfunction' and 'their experience and perception related to information & communication ethics education at school'. In addition, for the detailed understanding of students' current status and accompanying instructional approach, an additional analysis was conducted to examine the existence of the difference according to students' gender and grade. As a result, significant differences were found according to students' gender and grade in their experience and perception related to the information dysfunction and information & communication ethics education. Considering such differences according to students' gender and grade, appropriate instructional approach needs to be prepared to satisfy students' needs for more effective information & communication ethics education.

• The Journal of Korean Institute of Communications and Information Sciences
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• v.4 no.1
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• pp.47-51
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• 1979

This report aims at the new development of curriculum and contents of Telecommunication depant ment of Junior colleges compared with that of it, the research was conducted in JAPAN.

• The monthly packaging world
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• s.267
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• pp.77-79
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• 2015

(사)한국포장협회(회장 신동호)가 올해 3월 23일부터 6월 6일까지 총 11주간 진행한 제23기 포장기술관리사(Packaging Professional) 통신 교육 결과, 총 116명의 포장기술관리사를 배출했다. 이번 제23기 포장기술관리사 통신교육에서는 김두영 삼성SDI 책임연구원이 총점 1백점 만점에 96.1을 획득, 최고 성적 우수자로 선정됐으며 타라TPS 생산기획팀 김정우 씨가 95.8점으로 2등으로 수료했다. 또한 서영석 태경농산(주) 구매1팀 차장이 95.1점으로 3등으로 수료했다. 본 고에서는 제23기 포장기술관리사 우수성적수료자들의 통신교육에 대한 견해를 살펴보도록 한다.

• The monthly packaging world
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• s.286
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• pp.78-83
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• 2017

(사)한국포장협회(회장 신동호)가 지난해 9월 19일부터 12월 3일까지 총 11주간 진행한 제26기 포장기술관리사(Packaging Professional) 통신 교육 결과, 총 92명의 포장기술관리사를 배출했다. 이번 제26기 포장기술관리사 통신교육에서는 신진욱 신흥글로벌(주) 과장이 총 1백점 만점에 96.3점을 획득해 최고 성적 우수자로 선정됐으며, 윤정운 플레어코리아(주) 사원이 94.6점으로 2등으로 수료했다. 또한 한지석 (주)데시칸트 영업팀 과장과 정광신 동원시스템즈(주) 압연영업팀 부장이 91.1점으로 3등으로 수료했다. 다음에 제26기 포장기술관리사 우수성적수료자들의 통신교육에 대한 견해를 살펴보도록 한다.

• Journal of The Korean Association of Information Education
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• v.9 no.4
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• pp.583-593
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• 2005

Ministry of Education ＆amp; Human Resources Development has drawn up and carried out various plans to improve the education of the information communication technology application of teachers, who are the most central forces leading the education of the information communication technology. But this current efforts of teachers have put emphasis on the skill-trained abilities. In this study, I compare the internal with the external evaluation tools about the current abilities of the information communication technology application of teachers and have developed the self-evaluation tools for this based on a good point of these tools. Through these evaluation tools, teachers will be able to integrate and evaluate the abilities of the real teaching-learning instruction and the abilities of the information communication technology application on the whole.

• Journal of The Korean Association of Information Education
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• v.10 no.3
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• pp.353-361
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• 2006

Necessity and importance of ethical education for information and communication have been increased, as the age of people who are using internet is lowering progressively. Even though various of text developments and the teacher training to ethical education for information and communication have been done, most teachers and parents of students have been not quite enough satisfied by the ethical education for information and communication in school, society and home. This paper also aims to develop and apply the system of ethical education to each student by presenting suitable ways according to the diagnose to not only students but also teachers and parents of students. After this system applies to students, students could have felt ethical awareness for information and communication and got the information to solve some problems themselves. Futhermore, teachers and parents of students could have felt students' level of awareness and obtained various teaching materials and ways, that is, it has become an opportunity for an efficient ethical education of information and communication.

• Journal of Practical Engineering Education
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• v.13 no.2
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• pp.321-326
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• 2021

Wireless communication is a core technology constituting the Internet of Things (IoT), but there is no suitable educational equipment to learn various wireless communication technologies used in the Internet of Things through practice. This paper deals with the development of advanced education and training equipment that can perform various IoT wireless communication practices. It uses an Arduino mega board as a device to control various sensors. As wireless network technologies to send and receive the sensing date wirelessly, it makes use of RFID/NFC and Bluetooth among WPAN technologies, WiFi among WLAN technologies and LoRa and 2.4GHz wireless transceiver among WWAN technologies. In addition, GPS, infrared communication, I2C communication, and SPI communication are organized so that various IoT wireless communication technologies can be learned through practice. In addition, since the educational equipment developed in this paper is equipped with two devices, it is designed to perform transmission and reception experiments for wireless network technology within the equipment.