• Proceedings of the Korean Institute of Information and Commucation Sciences Conference
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• 2011.10a
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• pp.295-298
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• 2011

This paper is to analyze an app curriculum using smartphone authoring solution for the education of smartphone applications with optimized effectiveness by reducing time period of development. In addition, The best goal will find the effective training methodology for developers to develop application program running on smartphones with quick and easy way. The final goal of the paper is to find the best way on how to develop business application programs using an authoring solution for smartphone application. In conclusion, this paper covers the best solution and education of an high-tech authoring solution design for the effective smartphone applications to be used by experienced developers with perfect knowledge of the field for practical on-site.

• Journal of the Korea Society of Computer and Information
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• v.21 no.9
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• pp.139-147
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• 2016

In recent, android application developments have been done widely that intensify smart phone utilization. In this paper, we propose a curriculum that undergraduate students can improve their mobile programming abilities as well as integrate experiences of application development based on android. And also a series of practices to advance their sense of accomplishment are added by offering an opportunity to carry out a real project to use a variety of sensors embedded in smart phone during the course of study. The project is composed of a series of modules for implementing a trekking App that helpful to people who enjoy spending time in outdoors through their favorite activities such as trekking, cycling, and climbing with their own smart phones. Through practical curriculum operation and project implementation, we show that the proposed curriculum is appropriate to a mobile programming education that combine learning and practice.

• Journal of Convergence for Information Technology
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• v.7 no.1
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• pp.61-66
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• 2017

As the fourth industrial revolution becomes more popular and advanced services such as artificial intelligence and Internet of Things technology are widely commercialized, awareness of the importance of software is spreading. Recently, software education has been taught not only in elementary school and college but also in college. Also, there is a growing interest in computational thinking needed to solve problems through computing methodology and model. The purpose of this study is to design an app inventor course for non-majors software education based on computational thinking. As a result of the study, six detailed competencies of computational thinking were derived, and six detailed competencies were mapped to the app inventor learning elements. In addition, based on the computational thinking modeling, I designed an app inventor class for students who participated in IT curriculum of university liberal arts curriculum.

• Journal of the Korea Institute of Information and Communication Engineering
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• v.17 no.2
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• pp.467-472
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• 2013

Many people are showing interest on computing and computer programming ever as much as the smartphone become more popular. Computer programming languages, however, like Java or C++ being used to teach freshmen in computer science-related majors as the first programming language they will study are so difficult to understand. In this paper, we proposed a short-term curriculum for teaching computer programming using App Inventor for Android to freshmen students major in computer science as the first programming language they will study, which can encourage their interest in computer programming. According to survey from students participated in actual teaching, we found that the proposed curriculum can contribute to increase their interest on computer programming and even self-confidence on development of applications for smarphone.

• Journal of Korean Elementary Science Education
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• v.38 no.1
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• pp.116-129
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• 2019

This study investigated elementary students' spatial thinking and visualization when they learned the shape of volcanoes. For this purpose we used GeoMapApp to design instruction program and assessment items. In the instruction, students were asked to connect the floor plan view of Jeju island with the cross-sectional view of the same figure producted by GeoMapApp. Then they were asked to classify four sets of pictures of volcanoes based on the similarities of figures, that is, dome-shaped and shield volcanoes. In the assessment students solved three questions which examined how they connected the plan view and cross-sectional profile of Kilauea, draw cross-sectional profile of Mt. Fuji, and distinguished a shield volcano and dome-shaped one. Students' discourse data during the class were analyzed according to the amount to showing their spatial thinking and visualization. The instruction program using GeoMapApp assisted students to facilitate their spatial thinking for understanding of volcanoes. The outcomes of assessment showed even elementary students had good spatial thinking and visualization. Therefore, we argued spatial thinking and visualization for geoscientific understanding need to be included in the national science curriculum for elementary students.

• Journal of the Korea Society of Computer and Information
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• v.22 no.1
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• pp.123-134
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• 2017

The ability to use information technology has become increasingly important as technological advances continue to sweep through the computing world, and education for improving computational thinking has become globally instituted. In South Korea, informatics subjects have been modified in the 2015 curriculum and are now compulsory in primary and secondary education. However, despite substantial financial investment and numerous studies promoting informatics education, there continues to be a serious lack of pre-service teachers capable of teaching computational thinking. This study investigated pre-service teacher programming education using App Inventor, their perceptions of App Inventor, and how use of the program affected teacher problem-solving abilities and self-efficacy. In the pre-test, the control group and experimental group showed no statistically significant difference; however, the post-test revealed that the two groups showed statistically significant differences in problem-solving skills and self-efficacy. The participants initially showed interest in using App Inventor; however, after practice-teaching and project-based learning, the participants demonstrated a growing negativity toward the program when they made errors and the functional limits of App Inventor became apparent. Although most participants stated that they would not use App Inventor in their classes, the positive statistically significant differences in problem-solving skills and self-efficacy indicate that this study could be utilized as a basis for building a teaching-learning program using App Inventor and creating an educational plan for teaching computational thinking.

• Journal of Korean Elementary Science Education
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• v.42 no.1
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• pp.17-33
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• 2023

This study examined inservice elementary teachers' thoughts on the development of educational apps by preservice elementary teachers and implications for TPACK education for preservice elementary teachers. A case study was conducted in which preservice elementary teachers developed a science education app, and the three teachers were surveyed for their thoughts regarding this. The results regarding the characteristics of the developed app by preservice teachers were as follows. First, "inquiry" had the highest value among educational goals intended by the preservice teachers. In addition, the scores for tool-type apps and apps in which interaction between learners and instructors occurs were relatively high. Second, most of the preservice teachers developed apps to meet curriculum goals, but their apps showed low-level characteristics in terms of the constructive and cooperative dimensions. The results of the analysis of the thinking of elementary school teachers regarding the education development apps are as follows. First, elementary school teachers assigned the lowest scores to the effectiveness of the apps, and to this problem, the achievement standard with respect to the curriculum and the evaluation and modification activities fir the apps were proposed. Second, the teachers indicated that it would be appropriate to provide the experience of making apps to directly improve the TPACK of preservice teachers. Third, the respondents thought that preservice teachers should develop block coding literacy to create apps using App Inventor. Fourth, the teachers considered it necessary to emphasize simulated instructions, as well as the experience of collecting and handling data through apps to improve preservice teachers' TPACK app development for educational use.

• Journal of Korea Society of Digital Industry and Information Management
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• v.8 no.4
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• pp.19-24
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• 2012

Recently, universities have difficulties in operating the normal curriculum because fresher's basic academic ability is declined. It causes campus misfits so managing students become a rising issue. The education system that focuses only on college entrance exam is one of the reasons why this phenomenon occurred. So, several tries are enacted at university to improve this problem. One of the solutions is enforcing the activity with self-directed Learning Community students to know learning level themselves and execute systematic studying habit is essential for improving this problem. This activity can help students understanding and having interest in class and be motivated to study. But it had burdened tutors with submitting activity report in written form. In this paper, we suggest the Mobile Based Activity Report Submission System which can be the solution of the problem that the Self-directed Learning Community System has. This system reduces the emotional burden to write the reports and manages them efficiently.

• Journal of Digital Convergence
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• v.12 no.6
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• pp.253-258
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• 2014

To ensure excellence in logical software education for smart IT technologies in schools, the study was conducted to determine whether a course on mobile application (app) content creation using an app authoring tool can be introduced as a part of the regular curriculum. As an approach method, five sessions of related training for characterized high school teachers as well as three sessions for elementary, middle and general high school teachers nationwide and a satisfaction survey were conducted for a total of five surveys. The average of 91.4% for more than moderately satisfied' is judged to reflect the perception of a highly successful study. In conclusion, the introduction of an app development education program using an authoring tool in schools is considered essential, and furthermore, the need for establishing new national technical qualifications is still rising.

• The Journal of the Korea Contents Association
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• v.19 no.2
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• pp.88-98
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• 2019

As the 2015 revised curriculum is being implemented from 2018, efforts are being made to cultivate scientific literacy among students in the field of science. Scientific experiments help students to develop their interest in Science and their scientific attitudes. Learning through experimentation rather than learning scientific facts increases learners' understanding, and can be remembered longer. Therefore, experiments in Science subject are very important. However, in middle schools, scientific experiments are not performed due to the lack of time, budget and experimental material. In this research, we analyze middle school science textbooks, conduct questionnaires for students of science pre-service teachers, select the most important science experiments, and develop a mobile App to simulate and experience scientific experiments with the App. The proposed App is developed in a game format using quest-based learning methods to gain learning enhancement. It is also made using Unity. In this paper, after developing the app, we propose the direction of STEAM contents development through analyzing the difference from existing apps and the feedback from users.