• The Journal of the Convergence on Culture Technology
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• v.9 no.1
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• pp.799-805
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• 2023

During the pandemic period, when non-face-to-face education became commonplace, the discourse on digital education increased rapidly. And this is reflected in education policy. This is because most policies are influenced by public discourse. Therefore, this study analyzed influential newspaper articles to analyze public discourse on digital education. The results are as follows. First, in 2020, when COVID-19 peaked, the discourse on digital education surged, which originated from the need for efficient management of learning and students in non-face-to-face education situations. Second, the discourse discussed the problem of digital competency mainly about the problem of acquiring new skills and dealt with it most importantly. Third, the discourse of digital education was dominated by discourse from the current perspective. However, it is necessary to consider the perspective of what capabilities are needed for a future society. This is just because acquiring new technologies or cultivating functions cannot be seen as the whole of digital literacy. Therefore, it is necessary to revitalize the discussion on what digital competencies are needed in the future society and reflect them in education policies.

• Journal of Digital Convergence
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• v.19 no.9
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• pp.201-207
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• 2021

As artificial intelligence gradually expands into jobs, iIt is necessary to nurture talents with AI literacy capabilities required for non-majors. Therefore, in this study, based on the necessity and current status of AI education, AI literacy competency improvement education was conducted for non-majors so that AI learning could be sustainable in relation to future majors. For non-majors at University D, problem-solving solutions through project-based data analysis and visualization were applied over 15 weeks, and the AI ability improvement and effectiveness of learners before and after education were analyzed and verified. As a result, it was possible to confirm a statistically significant level of positive change in the learners' data analysis and utilization ability, AI literacy ability, and AI self-efficacy. In particular, it not only improved the learners' ability to directly utilize public data to analyze and visualize it, but also improved their self-efficacy to solve problems by linking this with the use of AI.

• Knowledge Management Research
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• v.23 no.4
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• pp.1-19
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• 2022

As the untact culture spreads, the digital divide, which is a problem of access to digital information for the vulnerable, can appear as information inequality in various fields, including the social and cultural field. This study identified the digital divide level for the vulnerable population and analyzed the effects of information accessibility, demographic and social characteristics, and physical and mental health characteristics on the information level. As a result, the higher the accessibility of information, the smaller the digital divide and the greater the digital utilization, so it is necessary to increase the accessibility of information devices and increase the ability to utilize them. In addition, the higher the age, the more women than men, and the lower the income level, the greater the digital divide, so it is necessary to increase digital capabilities through detailed class-specific programs for the vulnerable. Finally, it was found that the digital divide and the level of digital literacy had a significant effect on the life satisfaction and daily life satisfaction of the vulnerable. The expansion of competency-building education programs to enhance information utilization capabilities by changing the paradigm to a digital inclusion policy should be continuously operated.

• Journal of Digital Convergence
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• v.19 no.5
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• pp.285-293
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• 2021

With the advent of the 4th Industrial Revolution, AI utilization capabilities are being emphasized in various industries, but AI education design and curriculum research as universal education is currently lacking. This study offers a design for universal AI education to further cultivate its use in universities. For the AI basic education design, a questionnaire was conducted for experts three times, and the reliability of the derived design contents was verified by reflecting the results. As a result, the main competencies for cultivating AI literacy were data literacy, AI understanding and utilization, and the main detailed areas derived were data structure understanding and processing, visualization, word cloud, public data utilization, and machine learning concept understanding and utilization. The educational design content derived through this study is expected to increase the value of competency-centered AI universal education in the future.

• Industry Promotion Research
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• v.8 no.3
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• pp.37-50
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• 2023

The purpose of this study is to study the impact of knowledge sharing behavior, self-efficacy, team collaboration, and job autonomy on organizational innovation among the smart work characteristic factors for members of small and medium-sized venture companies, and to study the differences according to generation/digital literacy level. It is to provide implications so that it can be reflected in the organizational innovation of venture companies. As a result of the analysis, it was found that knowledge sharing behavior and team collaboration had an effect on organizational innovation, while self-efficacy and job autonomy did not affect organizational innovation. In addition, as a moderating effect, it was confirmed that there were differences in self-efficacy and team collaboration according to the level of digital literacy, and differences in knowledge sharing behavior, self-efficacy, and team collaboration by generation. Therefore, in this study, we identified important influencing factors for organizational innovation according to changes in the smart work environment of small and medium-sized venture companies, and suggested ways to secure corporate competitiveness. It suggests that organizational innovation can be strengthened only by confirming the relationship between organizational innovation and finding ways to develop and utilize differentiated capabilities.

• Journal of the Korea Society of Computer and Information
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• v.29 no.2
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• pp.137-144
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• 2024

The purpose of this study is to suggest action directions for preventing social isolation and improving life satisfaction of the elderly by verifying the mediating effect of social capital in the relationship between the elderly's digital information self-efficacy and their life satisfaction. For this purpose, the 2022 digital information gap survey data were used to analyze the relationship between digital information self-efficacy, social capital, and the elderly's life satisfaction using SPSS 26.0 and AMOS 24.0. As a result, first, the elderly's digital information self-efficacy was found to have a positive (+) effect on life satisfaction. Second, the elderly's digital information self-efficacy was found to have a positive (+) effect on social capital. Third, the social capital of the elderly was found to have a positive effect on life satisfaction. Fourth, the social capital of the elderly was found to have an indirect mediating effect in the relationship between digital information self-efficacy and life satisfaction. Based on this, practical and policy measures were presented to revitalize digital information education that older people can apply in real life, develop a digital platform for forming online-based social capital, communities suited to the digital information capabilities of older people, and revitalize information groups.

• Journal of The Korean Association of Information Education
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• v.17 no.3
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• pp.277-290
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• 2013

As the deployment of digital learning environment has been accelerating in rapid changes in information and communications technology, a tool is required to practically measure and evaluate the level of information education (IE) for freshmen in the University in order to propose an appropriate direction of IE in a teachers college. According to such current trends, ICT literacy is a tool to assess a specific level of capabilities such as a variety of real-world problem-solving skills, creativity, critical thinking, analytic reasoning, and communication skills. This study has developed a test tool to measure ICT literacy competence on the basis of the concept of test questions defined from the previous research. It was used to measure ICT literacy competence of 360 university freshmen of education and analyze if there is a difference among them depending on overall ICT literacy levels and genders, content areas, competence factors, and completion of IE course in high school. The result of this study would be expected to determine the current location of IE for freshmen in the University of Education and to be able to take advantage of basic data of the direction for IE course that university students need to essentially acquire in preparation for the coming future.

• Journal of Information Technology Services
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• v.23 no.3
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• pp.91-101
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• 2024

Based on the analysis of 174 Young Startups Project Papers from university students majoring in entrepreneurship, this study aimed to identify the thoughts and characteristics of prospective entrepreneurs and derive their main agendas. Detailed information was collected on their preparation and ambitions for entrepreneurship, market research in their fields of interest, analysis of potential target users, requirements, and team management. We refined, categorized, and interpreted 84,818 words across 396 digital pages on LMS, and visualized using word clouds program. Additionally, interviews about peer learning were conducted by Zoom. The analysis revealed unique differences in students' perspectives on entrepreneurship based on their major, academic year, and gender. Also we could find that they actively utilize AI tech with a strong spirit of challenge in the startups. Interestingly, they emphasized horizontal communication and collaboration capabilities to improve productivity. This suggests the need to consider diversity in the design of entrepreneurship incubating content and programs for generation Z technically and academically.

• Journal of English Language & Literature
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• v.57 no.6
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• pp.1111-1130
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• 2011

Reading postmodern texts certainly situates readers in roles different from the ones we have been used to. Recently, postmodern metafiction forms a significant body of children's literature that is intended to challenge and transform the conventions of books in the digital age. While many studies have been done as to how child readers have capabilities to appreciate and interpret postmodern metafiction picture books, few studies on teachers and preservice teachers' reactions are not readily available. The role of teachers and preservice teachers are crucial for child readers to have access to affluent reading resources. This study discusses how preservice teachers read and respond to postmodern metafiction picture books using a deconstructive approach by means of binary opposites. Data was collected with 14 preservice teachers as to their likes/dislikes, reading levels, and reading paths about postmodern metafiction picture books. Expected pedagogical implications for literacy and language education were requested to address in their reading diaries and response papers. With their likes/ dislikes, since binary opposites always imply the hierarchy of power and value, the likes is apparently more valued and appreciated over their dislikes. This differentiated values are discussed in more detail with three recurring themes-Education, Morals and Behavior, and Tradition. With reading levels, there seems to be a gap existing between the authors' implied reader and literary critics' and the preservice teachers' ideal readers for the postmodern metafiction picture books. Although many studies have already revealed young readers' capability of appreciating postmodern metafiction, it depends a lot more on the teachers and preservice teachers whether children's right to have access to affluent literacy resources is respected or not. Preservice teachers' awareness of the potential of postmodern metafiction will work as an initial step to bring and realize the new reading path and new literacies in classrooms. By challenging metanarratives of children's literature, preservice teachers' readings of postmodern picture books reveals potentials to raise different reading paths and develop new literacies and other educational implications.

• Journal of the Korea Society of Computer and Information
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• v.29 no.4
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• pp.47-54
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• 2024

The importance of cultural arts education utilizing digital tools is increasing in terms of enhancing tech literacy, self-expression, and developing convergent capabilities. The creation process and evaluation of innovative multi-modal AI, provides expanded creative audio-visual experiences in users. In particular, the process of creating music with AI provides innovative experiences in all areas, from musical ideas to improving lyrics, editing and variations. In this study, we attempted to empirically analyze the process of performing tasks using an Audio and Music Generative AI platform and discussing with fellow learners. As a result, 12 services and 10 types of evaluation criteria were collected through voluntary participation, and divided into usage patterns and purposes. The academic, technological, and policy implications were presented for AI-powered liberal arts education with learners' perspectives.