• 한국정보기술학회 영문논문지
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• 제10권2호
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• pp.111-123
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• 2020

The core competencies for the 21st century are creativity, critical thinking, collaboration, and communication. In recent classes where ICT (information, communication, and technology) is grafted, a lot of efforts are also being made to increase such competencies. According to a research work, ICT is most often used as a communication channel between teachers and students or as an online collaboration tool among students. However, ICT has only played a role as a guideline for instruction, but not included in the curriculum until now. The research on methods how to integrate technology into teaching and learning is in full swing due to the development of technology and the advent of Covid-19. In this paper, we propose a technology integration hierarchy model, namely K-TIHM that can be combined with STEAM education. Since only learning environments have been proposed in the existing research for technology-based STEAM education, our model proposes a series of technology integration hierarchy that can be applied by school age along with STEAM. Also, we analyze the differences in among the Korea's ICT education operation guidelines, the Korea's Software education guidelines, and ours. The proposed model can help developing the primary and secondary school curriculum integrated with technology.

• Educational Technology International
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• 제15권2호
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• pp.143-170
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• 2014

As it was argued that students' cognitive engagement can be, at least in part, modified by individual or learning environmental factors, prior studies have attempted to identify the factors explaining the variability of students' cognitive engagement. This literature review has shown that students' cognitive engagement can be altered by various elements in the learning environment design such as factors related students' perceptions of teaching quality, characteristics of tasks and learning activities, teachers' behaviors during instruction, classroom goal structures, the integration of student oriented learning, action learning, problem-based learning, and constructivist learning, and academic disciplines. Based on the review, this study suggests that more studies are required to focus on understandings how the integration of instructional design principles into courses and the levels of student cognitive engagement in these courses are related. Also, an investigation of direct and indirect effect of learning environments taking into account students' personal factors would provide a more accurate picture of the relationship between learning environmental factors and students' cognitive engagement.

• 한국과학교육학회지
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• 제31권3호
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• pp.475-489
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• 2011

The purposes of this study were to inform the exemplary models of integrated science and mathematics and to analyze and discuss their similarities and differences of the models. There were two steps to select the exemplary models of integrated science and mathematics. First, the second volume (Berlin & Lee, 2003) of the bibliography of integrated science and mathematics was analyzed to identify the models. As a second step, we selected the models that are dealt with in the School Science Mathematics journal and were cited more than three times. The findings showed that the following four exemplary theoretical models were identified and published in the SSM journal: the Berlin-White Integrated Science and Mathematics (BWISM) Model, the Mathematics/Science Continuum Model, the Continuum Model of Integration, and the Five Types of Science and Mathematics Integration. The Berlin-White Integrated Science and Mathematics (BWISM) Model focused an interpretive or framework theory for integrated science and mathematics teaching and learning. BWISM focused on a conceptual base and a common language for integrated science and mathematics teaching and learning. The Mathematics/Science Continuum Model provided five categories and ways to clarify the extent of overlap or coordination between science and mathematics during instructional practice. The Continuum Model of Integration included five categories and clarified the nature of the relationship between the mathematics and science being taught and the curricular goals for the disciplines. These five types of science and mathematics integrations described the method, type, and instructional implications of five different approaches to integration. The five categories focused on clarifying various forms of integrated science and mathematics education. Several differences and similarities among the models were identified on the basis of the analysis of the content and characteristics of the models. Theoretically, there is strong support for the integration of science and mathematics education as a way to enhance science and mathematics learning experiences. It is expected that these instructional models for integration of science and mathematics could be used to develop and evaluate integration programs and to disseminate integration approaches to curriculum and instruction.

• Journal of Information Technology Applications and Management
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• 제21권3호
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• pp.79-96
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• 2014

In Kenya during the last one decade, public and private sectors have invested a lot of resources in computer based Information and Communication Technologies (ICT) to improve the quality of education in schools. The main objective has been to integrate ICT in the delivery of curriculum in order to improve the quality of teaching-learning and to produce ICT literate workforce. The computer based technologies are used in management, pedagogy, and communication. This paper presents results from a study that was conducted in Nairobi County in Kenya to determine the key factors in the integration of computer based ICT in teaching-learning in pre-primary and lower primary schools. Results had revealed that the use of computer based ICT in teaching-learning by both pre-primary and lower primary schools was influenced by accessibility of resources, capacity to use the technology, availability of time, and provision of technical support.

• 지식경영연구
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• 제6권1호
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• pp.105-122
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• 2005

The LG Electronics case shows the process whereby an organization evolves as a learning organization through the integration of e-learning and knowledge management. In other words, it shows the process whereby e-learning is recognized as an important means of solving a problem concerning actual worksite operations, as it became one of the daily activities in the organization. In terms of organizational learning, this process points to the fact that e-learning is emerging as the fastest and most effective means of transferring the internally shared value of a company. Recently, advanced corporations and organizations have been endeavoring to boost their internal and external customer satisfaction and customer loyalty, paving the way for changes in their organizational cultures, and establishing learning organizations through e-learning. Therefore, from an advanced viewpoint, e-learning within a company is not a simple system of transferring educational contents, but is a knowledge portal concept connected with knowledge management. To achieve this end, the organization is required to undergo changes that is, it should make the acquisition of learning possible through e-learning and a knowledge management system (KMS) in order to improve corporate performance. Since LG Electronics is utilizing e-learning as a strategic means to change the paradigm of corporate education, and, in particular, is attempting to integrate this with knowledge management, insights that will facilitate the understanding of the core success factors in and challenges to the integration of knowledge management and e-learning can be obtained through this case.

• Journal of information and communication convergence engineering
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• 제14권2호
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• pp.97-105
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• 2016

With the increasing demand for interoperability among existing learning resource systems in order to enable the sharing of learning resources, such resources need to be annotated with ontologies that use different metadata standards. These different ontologies must be reconciled through ontology mediation, so as to cope with information heterogeneity problems, such as semantic and structural conflicts. In this paper, we propose an ontology-mapping technique using Semantic Web Rule Language (SWRL) to generate semantic mapping rules that integrate learning resources from different systems and that cope with semantic and structural conflicts. Reasoning rules are defined to support a semantic search for heterogeneous learning resources, which are deduced by rule-based inference. Experimental results demonstrate that the proposed approach enables the integration of learning resources originating from multiple sources and helps users to search across heterogeneous learning resource systems.

• International Journal of Human Ecology
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• 제9권1호
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• pp.71-79
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• 2008

Service-Learning pedagogy includes community service and reflection as main components. Students can learn integration and application of knowledge beyond specific fields through experiences and reflection. The purpose of family and Consumer Sciences Education is related to connect theory and practice to improve individual, family, and community life. The curriculum focuses not only on content mastery in subjects, but also application of that knowledge to the real lives of students. Considering the purpose of service-learning as integration and application of knowledge, service- learning pedagogy can contribute to rethink family and Consumer Sciences Education. Reflection as a key component is examined for service-learning pedagogy. Exploring a deeper meaning of reflection in aspects of community connection, critical thinking, and transformative learning would extend the value of it and provide implications for implementing reflection in service-learning pedagogy in Family and Consumer Sciences Education.

• 한국치위생학회지
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• 제16권2호
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• pp.165-172
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• 2016

The purpose of the study is to develop the integrated basic dental hygiene curriculum after reviewing and analyzing the traditional curriculum. First, the standardization of curriculum in three years and four years dental hygiene department curriculum is needed. Second, integration between subjects should include learning objectives of the curriculum. Third, the basic subjects of dental hygiene should provide and satisfy the learning goals of dental biochemistry, nutrition, dentistry and dental pharmacology, and the basic subjects should be integrated into clinical considerations. Fourth, the integration of the curriculum should make the students dental hygiene experts by nurturing and integration of basic sciences. The integration of curriculum is able to provide the unified subject that does not same and duplicated contents.

• 한국콘텐츠학회논문지
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• 제18권2호
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• pp.320-333
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• 2018

본 연구는 대학의 교과과정을 통한 학생들의 디지털 기반 교수-학습 개발 프로그램을 지식 측면에 집중하여, 미국의 실제 교육사례를 소개함으로 한국의 디지털 기반 교수-학습 교사교육 실태와 더불어 시사점을 찾고자 수행되었다. 2015년 가을학기 미국 N대학 교수시스템공학 석사 프로그램에 등록한 학생들 전원을 대상으로 설문하여 디지털 기반 교수-학습 지식, 전략 및 활용에 대하여 그 학습결과를 조사하였으며, 학기말 이들의 실제 업무와 관련해 디지털 기반 교수-학습 역량에 대한 심층적인 내용을 인터뷰하였다. 또한, 실제로 사용한 강의 계획안을 수집하여 연구 참여 학생들의 실제 수업 과정을 구조적으로 파악하였다. 이와 같이 다각화를 통해 프로그램 교과과정의 디지털 기반 교수-학습 교육의 실효성을 분석 및 평가하였다. 그 결과 학생들이 디지털 기반 교수-학습 활용 지식을 충분히 습득하였으며, 이를 그들이 실제 근무지에서 적용하여 역량을 발휘하는 데 적절한 도움이 되었음을 확인할 수 있었다. 이 사례와 준하여 국내 학술연구 속의 한국 현직교사 및 예비교사들의 교육 프로그램의 실태 및 실제 사례를 바탕으로 한국의 디지털기반 교수-학습 교사교육에 대한 시사점 및 후속연구에 대한 제언을 논의하였다.

• International Journal of Computer Science & Network Security
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• 제21권1호
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• pp.125-136
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• 2021

The development of systems that can generate automatically instructional material is a challenging goal for the e-learning community. These systems pave the way towards large scale e-learning deployment as they produce instruction on-demand for users requesting to learn about any topic, anywhere and anytime. However, realizing such systems is possible with the availability of vast repositories of web information in different formats that can be searched, reused and integrated into information-rich environments for interactive learning. This paradigm of learning relieves instructors from the tedious authoring task, making them focusing more on the design and quality of instruction. This paper presents a mobile learning system (Mole) that supports the generation of instructional material in M-Learning (Mobile Learning) contexts, by reusing and integrating heterogeneous hypermedia web resources. Mole uses open hypermedia repositories to build a Learning Web and to generate learning objects including various hypermedia resources that are adapted to the user context. Learning is delivered through a nice graphical user interface allowing the user to navigate conveniently while building their own learning path. A test case scenario illustrating Mole is presented along with a system evaluation which shows that in 90% of the cases Mole was able to generate learning objects that are related to the user query.