• Journal of Korea Society of Digital Industry and Information Management
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• v.7 no.4
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• pp.141-152
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• 2011

The Internet is changing old organizational schemes, including education. A growing number of universities are creating curriculums to reflect these changes. Economic market is being opened to the international world, and in order to overcome the difficulties are demanding continuous supply of men power from university to efficiently manage human resource and implement superior e-business model. Technology innovation plays an important role in the sustainable grows of the firm in the global economy. The objective of this study is to suggest an e-business curriculum for e-business department. We will analyze what kind of people is needed for e-business, and provide appropriate curriculum for educating suitable human resources, which could be for university program. This study may contribute to the much needed systematic analysis for e-business curriculum. We prioritize e-business curriculum selected and rank their importance through an exploratory study for suggesting the undergraduate curriculum.

• Journal of the Korean Society for information Management
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• v.21 no.4 s.54
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• pp.67-88
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• 2004

Information skill, which means information technology skill and information handling skill, is related to the aims and processes of higher education as a knowledge creation activity. In this study, a curriculum design is proposed for the development of the information literate student. The framework of this curriculum derives form the US Information literacy standards for higher education 2000, the UK Information skills in higher education 2004, and Australian and New Zealand Information literacy framework 2004. The teaching plan and content is based on the information literacy programs of NMSU, CSU Hayward, and IUE. It is proposed that the development of the idea of information literacy requires a collaborative and integrated approach to curriculum design and delivery based on investigation of user's satisfaction with the curriculum.

• Journal of the Korean Society for information Management
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• v.7 no.2
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• pp.94-107
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• 1990

This paper focuses on the programs of education in information science offered by library science schools in United States. If reviews what components consist of information science curriculum and how the curriculum has been developed since it initialization in library science schools. Also associated problems in the curriculum and new trends are discussed.

• Journal of the Korean School Mathematics Society
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• v.12 no.3
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• pp.231-245
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• 2009

The purpose of this study is to develop a contents when we are going to introduce cryptography and information security for vocational high school students. For this we do a survey of the students' level for understanding of information security and the 7th curriculum for school mathematics, 2007 revised curriculum for school mathematics, the curriculum for vocational high school, and we search for the material that connects between mathematics subjects and vocational subjects. We develop a text book that introduces information security and cryptography. After we teach vocational high school students by using this developed book, we get the result that learning cryptography with computer programming makes a good motivation of learning mathematics and roles a parameter between mathematics curriculum and vocational curriculum. As a result we propose that the developed contents can be used in 'Practical Mathematics' in the 7th curriculum for school mathematics or 'Application of Mathematics' in 2007 revised curriculum for school mathematics.

• Journal of the Korean Society for Library and Information Science
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• v.43 no.4
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• pp.451-468
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• 2009

Since the curriculum of the department of library and information science for nurturing librarians and teacher-librarians is not standardized and the education scope and content of subjects for each exam to recruit librarians and teacher-librarians is also not standardized, the objectivity and credibility required for national exam are not guaranteed. This study is for developing a standard curriculum as one of the solutions regarding the foregoing problem. To achieve the goal of this study, first of all, the requirements for librarians and teacher-librarians and a national exam related to Teacher Certification Examination, regulation, and implementation rules were reviewed. Secondly, the justification of the suggested subjects through analyzing prior studies for developing a curriculum for library and information science was reviewed. Thirdly, the subjects resulted from the two foregoing methods were confirmed as a standard curriculum for library and information science through a focus group discussion among practicing librarians.

• Journal of the Korea Society of Computer and Information
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• v.19 no.2
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• pp.253-261
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• 2014

Recently as the focal point of interdisciplinary integration of learner's key competencies have been increased, it was the real solution to avoid excessive curriculum and reconfiguration of curriculum to provide actual learning opportunities. The purpose of this paper was to investigate information subject-centered inclusive education strategies for 21st century key competencies extension by Delphi study. As a result by a total 3 round Delphi method, information subject-centered curriculum integration for key competencies extension was to understand why they should be integrated and what can makes it com true. This elicited the consensual agreements of experts about information subject-centered curriculum integration aims, methods, contents, and evaluations ets. As a result, this study offers strategies of information subject-centered curriculum integration applicable to elementary and middle schools.

• Journal of Creative Information Culture
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• v.5 no.1
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• pp.63-70
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• 2019

In this paper, we analyzed 2015 revised curriculum for elementary school's practical art and middle school's information subject based on core competency. As a result, in 2015 revised curriculum for practical art subject, the ability to use information was well reflected in all achievement criteria and learning objectives. Also, problem solving ability and creativity·convergence ability were well reflected. In 2015 revised curriculum for information subject, the ability to use information was well reflected in all achievement criteria and learning objectives as like practical art subject. However, there were fewer learning elements to develop self-management ability. Therefore, it is proposed in this paper that the learning elements and teaching, learning activities and evaluation contents should be included in the SW curriculum, which can further enhance cooperative capabilities, self-management ability and communication ability.

• Journal of the Korean BIBLIA Society for library and Information Science
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• v.22 no.2
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• pp.101-122
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• 2011

Information literacy(IL) is the essential skill in the knowledge information society in the 21st century. Spreading the awareness of importance of IL across the world, the efforts to develop and implement IL standards or instructions are expanded around United States, United Kingdom, and Australia. In this study, Author extracts the core elements of IL from domestic and foreign IL standards and integrates those with Kuhlthau's Information Search Process(ISP) Model in order to develop the curriculum model of IL for undergraduates. The curriculum model has been constructed by consideration of capability of application to practice and expressed as the syllabus for the structure of university education. In the curriculum model, major instructional contents are extracted from 6 core elements of IL and the contents are organized by 6 ISP stages. Author suggests some successive studies based on the curriculum model for expansion and advancement of IL instruction.

• Journal of the Korea Computer Industry Society
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• v.5 no.8
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• pp.811-818
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• 2004

The spreading of internet, combined with the computerization of industry and the life whole has created an incereased demand on the private life protection and information portection, but due to the lack of specialty manpower on the information protection industry field there are many difficulties. Therefore, in this paper a curriculum for an information protection specialty manpower training is proposed. The proposed curriculum indispensability 1,2 and classified with a selection 1,2 and classified with a selection 1,2. The information protection application field into 9 segments of domains, and to carry out the curriculum in a ring structure. The curriculum based on the information security field's 9 domains and related field practical business, and the course offered after graduation to deepen the specialty, need to be carried out by each domain in order to continuously carry out the information security deepening process.

• The Mathematical Education
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• v.45 no.2 s.113
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• pp.205-215
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• 2006

One of the most important concepts in the 7th curriculum of Korea is the student-centered education. Since educational evaluation has significant influence on the whole curriculum, if we realize the importance of the student-center education on the curriculum we should establish the student-centered educational evaluation system. Educational evaluation is defined by the theory of information to permit information users to identify, to measure, to manipulate and to communicate useful educational information concerning an educational curriculum for making decisions. If we accept the above definitions, the demands of information users are significant in the light of conceptual framework of educational evaluation. The purpose of this study is to analyze the conceptual framework of educational evaluation from information users' perspectives and to investigate the qualitative characteristics which satisfy information users' need for making decisions. We also show that students aren't provided sufficient evaluation results information to decide for their study plans by analyzing an evaluation study of the 7th primary curriculum. Finally, this study suggests how to improve an evaluation system for students in mathematics.