• Journal of Korean Library and Information Science Society
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• v.35 no.4
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• pp.251-269
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• 2004

This paper recommends the use of information processing models for student's information literacy education. The author mantions that the proper use of an information processing model help enhance students' self-study, creativity, and academic attainment as psychological tools. An information processing model helps also students reach the Information literacy standards set by AASL and AECT. The author attempts to show the important linkage between the practical application of information technologies during the use of an information processing model and the attainment of the Information literacy standards.

• Journal of Korea Multimedia Society
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• v.24 no.11
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• pp.1567-1579
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• 2021

This study describes a multicultural literacy program that can nurture multicultural people who can live in a multicultural society. A total of 10 20-hour programs were conducted for 22 youths in Busan. Through this, the current perception and acceptance of multiculturalism among young people in Busan was investigated, and a curriculum suitable for multicultural awareness, multicultural acceptance, and multicultural competency enhancement was constructed. In accordance with the goal of strengthening the multicultural competency required for multicultural activists through education, learners can exchange opinions through the activity sheet, so that learners can know the difference between themselves and others. Students could learn about each other's culture and values through cultural exchange with others, and through teachers with diverse cultures, they could learn various perspectives and cultures about culture and values. Through the results of the multicultural literacy program, I would like to suggest three methods of multicultural literacy education to strengthen multicultural competence in a multicultural society. Therefore, efforts should be made to develop various multicultural education courses to strengthen the multicultural capabilities of Koreans.

• Journal of Korean Library and Information Science Society
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• v.49 no.3
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• pp.331-359
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• 2018

The purpose of this study is to analyse the Big6 model and the Big6 modification model to find out the characteristics of the Big6 model and to derive implications for applying the Big6 model in the field. For this purpose, the information literacy standards of the AASL and the ACRL were compared with the Big6 model. The Big6 model, influenced by Bloom's taxonomy was analyzed alongside the Big6+3 model, the Big8 model and the modified Big6 model, provided by LG Science Land. As a result, the Big6 model could be used as an information problem-solving model, metacognitive activation strategy, and scaffolding to improve students' information literacy. In addition, it could be used as a model for constructivism, inquiry-based learning, the integration of curriculum, collaborative education, and ICT technology. How teacher-librarians or librarians apply the Big6 model is related to the improvement of critical thinking skills. Teacher-librarians and librarians need to plan situations, subjects, topics, and methods in a systematic and specific way when applying the Big6 model to the information literacy curriculum.

• The Journal of Korean Association of Computer Education
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• v.22 no.2
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• pp.11-20
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• 2019

In Korea, the software education in elementary and middle school is essential to the 2015 revised curriculum, and various software education policies are being implemented. It is necessary to analyze the effects of these changes on computer and information literacy of students. This study investigates and analyzes the present state of computer and information literacy education in 32 middle schools nationwide. For the 640 students, we surveyed the students' status of coding education, confidence in computational thinking based on coding experience, confidence in computational thinking according to the frequency of computer use for learning purposes, and confidence in computational thinking ability according to the frequency of major ICT activities in class. As a result, there was a lack of Computer and Information literacy educational opportunities through school and relatively lack of educational opportunities for students in the rural area. And the more learning experience showed a positive impact on the confidence in computational thinking.

• Journal of The Korean Association of Information Education
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• v.8 no.4
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• pp.481-488
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• 2004

Currently, ICT(Information and Communication Technology) education in elementary school is processed as a discretion class work. Such ICT education needs the research to change to a literacy education. This study is the teachers' recognition about the subject exclusive responsibility of ICT education in elementary school. As a result of a questionnaire, we analyzed that most of the teachers want to change the ICT education as a subject exclusive responsibility. Through these analysis results, this study provided basic data for effective operating of ICT education as the computer education.

• The Journal of Korean Association of Computer Education
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• v.7 no.2
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• pp.1-9
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• 2004

After the computer education become essential in elementary school, computer subject which was absorbed by the other subjects is educating in independent way. However, since the contents of computer education in elementary school is based on the ICT literacy education, sequential disconnection problem appears between elementary school and secondary school computer education curriculum. Therefore, information ethics education that is one part of computer education also has same problems. To solve these problems of information ethics education, it is necessary to set the goal of information ethics education that should be educated through the whole courses of elementary and secondary school and to reorganize the contents. In this study, we analyzed the contents of information ethics education included in ICT literacy education and computer curriculum, and analyzed the contents of information ethics education included in U.S. computer curriculum. Based on these analysis, we designed a curriculum model for information ethics education in computer education.

• KIPS Transactions on Computer and Communication Systems
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• v.7 no.4
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• pp.91-98
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• 2018

As the importance of computing technology is emphasized, Korea has revised the educational curriculum to teach SW education compulsory at the elementary and secondary school level. For successful SW education, it is very important not only to require an educational environment and educational materials, but also to obtain the capacity of the teachers who are responsible for SW education. However, due to the lack of research on specifically examining the present state of teachers' SW competencies, there are many deficiencies in establishing a concrete teacher's training and a support plan for SW education. This study is to develop test tools and apply to measure a common sense about a computer, the latest IT technology algorithm design and a programming ability for the purpose of evaluating the SW competency of current teachers. As a result of the study, the understanding of common sense about a computer and the latest IT technology is very high, on the other hand the algorithm design and programming ability were analyzed as low. Therefore, the implications for SW education teacher's training and a process of prospective teachers' training are derived.

• International Journal of Internet, Broadcasting and Communication
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• v.16 no.1
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• pp.321-329
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• 2024

This study attempted to obtain implications for digital education policy by reviewing the Framework Acts and Enforcement Decrees related to digital education. To this end, the following were explored. First, the concept and components of digital competency were reviewed. Second, the Framework Acts and Enforcement Decrees related to digital education policy were reviewed using the above concepts. Third, the characteristics and implications of the Framework Acts and Enforcement Decrees for digital education were explored. The results are as follows: Korea's digital education policy tried to reflect the categories that digital competency must cover, even its function and dysfunction role. However, to achieve their purpose, it is necessary to maintain consistency with related laws or policies. We identified that amendments to the Basic Act and related articles are essential to effectively enforce the Digital-Based Distance Education Activation Basic Act. A reevaluation of the correlation between Article 10, emphasizing digital media literacy education, and Article 5 of the enforcement decree is necessary. Revision of the enforcement decree to align with Article 10's objectives is vital to ensure proactive measures for promoting digital literacy and competence as mandated by the Basic Act.

• 한국정보교육학회:학술대회논문집
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• 2005.08a
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• pp.51-60
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• 2005

현대 사회에서 정보는 학생들의 생활에 큰 영향을 주고 있으며, 정보화 사회의 주역이 될 학생들에게 정보화 교육은 절실하게 필요하다. 2003년 이후로 초등학교에서 정보통신기술이 전면적으로 실시된 이후 여러 방면에서 활발한 논의가 이루어지고 있지만, 교육 목표에 대한 학생들의 학업 성취 수준을 평가하는 것은 간과되어 왔다. 본 논문에서는 초등학교 2, 4, 6학년 학생들의 정보통신기술교육에 대한 학습 목표 성취도를 살펴보고, 학생들의 학습 경로와 교육목표 성취도 간의 관계를 분석하여 더 나은 ICT 교육의 방향을 제시해 보고자 한다. 먼저, 단계별 학습 영역에 따른 학습 내용을 추출하고 평가 기준을 세운 후 해당 학생들의 학습 정도와 학습 내용의 습득 경로를 평가지를 통하여 조사하였다. 조사 내용을 영역별로 분석한 결과 컴퓨터 교육의 인지적인 부분이 기능적인 부분보다 상대적으로 교육목표 성취도가 낮으며, 학습 경로를 분석한 결과 수업 시간보다는 집에서 가족에게 배우거나 스스로 익히는 경우가 더 많은 것으로 조사되었다.

• 한국벤처창업학회:학술대회논문집
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• 2020.06a
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• pp.65-67
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• 2020

우리사회의 지속적인 ICT 발달과 함께 코로나19 창궐 등의 예상치 못한 사회적 상황이 발생하면서 비대면(untact) 교육을 위한 디지털 기술 사용이 우리 사회에서 차지하는 비중이 더욱 높아졌다. 이와 같은 상황에 적응하는 양상은 디지털 기술을 활용하는 능력 수준에 따라 사람들 간에 많은 차이를 보인다. 이와 같은 디지털 기술을 활용하는 능력 수준은 디지털 기술 활용도에 영향을 주는 요인으로 중요하게 여겨진다. 과거에는 디지털 기술을 활용하는 능력 수준이 연령, 성별 등의 인구통계학적 요소에 따라 결정되는 것으로 인식 되었으나, 최근 연구에서 인구통계학적 요소뿐만 아니라 디지털 기술을 활용하는 능력인 디지털 리터러시 수준이 중요해지고 있다. 특히 우리나라는 다른 나라에 비해 ICT 기술이 발달하였음에도 어떠한 요소들이 ICT기술이 학습에 사용되는데 영향을 미치는지에 대한 연구가 부족하다. 이에 따라 본 연구에서는 우리나라 실정과 다른 나라와의 비교를 위해 핀란드와 우리나라 20-30대를 대상으로 설문한 내용을 분석하여 학습을 위한 디지털 기술 사용의도에 영향을 미치는 요인들을 살펴봄으로써 디지털 기술 사용의도에 대한 보다 깊은 이해를 제공하고자 한다.