• Educational Technology International
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• v.17 no.2
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• pp.229-251
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• 2016

This study was designed to investigate the relationship between middle school students' smart media competency and online learning outcomes. The context of this study was on online inquiry-based mathematics and science learning environment, and four-hundred and fifty-five (455) 7^th to 9^th grade students in Korea participated in this research. To assess students' smart device competency, Smart Media Literacy Quotient (SMLQ) which consisted of 18 items regarding the operation ability of smart media and its application (14 items) and positive beliefs of smart media (4 items) was administered to each student. The findings of this study first showed that students' smart media literacy varied according to their characteristics such as gender, grade, class (subject), and socio-economic status. Female students' scores were higher in overall smart media literacy operation and learning ability of smart media than male students. 7^th grade middle school students represented lower smart media literacy scores, compared to 8^th and 9^th graders. Also, minority students were significantly lower in smart media literacy, operation and learning ability of smart media, and positive belief of smart media than the non-minority students. Second, overall smart media literacy and operation and learning ability of smart media varied among high, medium, and low score achievers in inquiry tasks. Low scored students in inquiry tasks were significantly lower in overall smart media literacy and operation and learning ability of smart media than medium scored students. Lastly, smart media literacy also varied by students' dropout/completion. Students who dropped out reported significantly lower scores in overall smart media literacy, operation and learning ability of smart media, and positive belief of smart media.

• Educational Technology International
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• v.17 no.1
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• pp.39-57
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• 2016

The present study aims to examine whether the gender and school of students affect smart media literacy in South Korea. For the purpose of this study, data in Korea Youth Competency Measurement and International Comparative research II was analyzed. The data was nationwide data collected from 11,284 students in elementary, middle, high, and undergraduate school in South Korea. The participants were asked to answer 18 items of smart media literacy questionnaire (SMLQ) that consisted of four factors; ability to learn using smart media, ability to operate smart devices, ability to use smart applications, and positive perception of using smart media. As a result, statically significant differences were observed in the participants' gender and school levels. In relation to the gender level, female students scored higher than male students on the smart literacy survey. With regard to the school level, middle school students scored the highest while elementary school students scored the lowest. In addition, a statistically significant difference was found in the gender level of smart media literacy on two dependent measures in terms of the interaction effect of gender and school levels. Based on the findings of the present study, strategies to improve smart media literacy according to students' gender and school levels have been made and suggestions for further research have been proposed in detail.

• Journal of Internet Computing and Services
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• v.14 no.6
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• pp.59-70
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• 2013

With advances in information and communication technologies, many innovative technologies have been developed. Those technologies are changing every aspect of our daily life. Especially smart technologies are changing our life dramatically. Smart devices such as tablet PCs and smart phones are used in education so that new concept called "smart learning" is created and used. Currently smart learning becomes popular in accordance with wide distribution of smart devices and smart contents in schools. In order to compare and check the current status and progress of individuals in smart environment, we need smart literacy standards. However, there has been only few works for smart literacy standards for teachers and students. Also, those standards need to be improved. The purpose of this paper is to develop smart literacy standards for teachers and students in smart learning environment. The proposed literacy standards are developed based on the existing ICT literacy standards. In this work, smart literacy standards consist of four main areas, smart education, smart knowledge, smart application, and smart ethics, respectively. For development of smart literacy, wide experts from teachers, professors, and researchers are selected and surveyed. Their responses are analyzed using through statistical analysis so that final smart literacy standards are obtained.

• The Journal of the Korea Contents Association
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• v.16 no.7
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• pp.122-134
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• 2016

This study is to identify different patterns of childhood's smart media literacy and to predict factors relating to smart media literacy behaviors. Also, the purpose of the present study is to examine parents' and teachers' mediation of childhood's smart media literacy. The data were collected from 400 elementary students in Korea and we presented two patterns of smart media literacy : perception literacy, critical literacy. The results showed positive relationships between perception literacy and parental active and passive mediation. And a teacher's active and passive mediation was positively associated with children's perception literacy. In addition, the results of this study showed that parental active and passive mediation also affected the critical literacy. It was found that there were significant differences in sociological characteristics like in gender, school year, spending time, a double income family on smart media literacy. This suggests that a parent's active and passive mediation may lead to activate children's smart media use.

• Proceedings of the Korean Institute of Information and Commucation Sciences Conference
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• 2013.05a
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• pp.421-426
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• 2013

Under the education system which is shifting to smart circumstances the level of literacy competencies of pre-service teachers who carry out teaching and learning in the future will be drawn in this study. Because above all the role of inservice teachers is so important that smart education may be smoothly carried out and established, this study has been done for the purpose of establishing the understanding of smart literacy of pre-service teachers who carry out smart education in education field in the future and proposing what competencies be needed. To achieve this goal, first, examined the understanding of smart literacy of pre-service teachers on a basic research. Second, analyzed the competencies level of pre-service teachers on the basis of the index of core competencies for smart education. Third, proposed improvement plan for building up smart literacy core competencies of pre-service teachers. The subjects of this study were surveyed pre-service teachers in a college of education. On the grounds of study it is necessary that define a concept of smart literacy applicable to pre-service teachers and derive standard indexes of core competencies for smart education, also study proposed the requisite curriculum which is capable of fulfilling smart literacy core competencies and improvement plan for building up smart literacy core competencies which is able to reinforce field adaptability as smart education carried out in the high-tech learning circumstances like real education field.

• Journal of the Korean Society for information Management
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• v.38 no.2
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• pp.19-38
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• 2021

This study empirically analyzed the effect of media literacy on the formation of the smart divide, which is a multi-faceted digital divide that occurs in the context of the use of smart devices. As a result, most of the factors of media literacy affect the establishment of social relations and social network through the use of smart devices, which, in turn, leads to the expansion of the range of informational and social activities. In addition, media literacy has a significant effect on the competence to evaluate the value of information acquired through the use of smart devices. Based on these results, there can be social disparity between those who have secured media literacy and those who do not from the perspective of informational and social benefits through the use of smart devices, which can function as a mechanism to generate the smart divide.

• Journal of the Korean Society of Earth Science Education
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• v.8 no.3
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• pp.240-250
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• 2015

The purpose of this study is to examine the effects of interest in science and STEAM Literacy through the use of the design based STEAM program utilizing Smart Device for elementary students. For the purpose of this study, a teaching plan and worksheet for students using STEAM Programs was developed and applied. The results of this study are as follows: First, the improvement in the interest in science score has statistically meaningful difference(p<.05). Second, the change in students^{\backprime} STEAM Literacy by applying the design based STEAM program utilizing Smart Device has statistically meaningful difference (p<.05). Third, according to the analysis of a questionnaire used to evaluate the program, students had a positive perception of the STEAM program and gained higher level of satisfaction about the lesson. Therefore, design based STEAM Program utilizing Smart Device applied in this study might be useful to improve STEAM Literacy, and can be expected to improve interest in science and should be widely applied to Science education.

• Korean Educational Research Journal
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• v.43 no.1
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• pp.29-57
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• 2022

This study was conducted to determine the effects of adolescents' media literacy, self-esteem, and cognitive related to on critical media understanding ability using data from the Korea Media Panel Survey 2020. As a result of the study, PC literacy and smart device literacy influenced adolescents' critical media literacy. The mediating effect of cognitive needs between Internet literacy and critical media understanding ability using PCs and smart devices was significant, and the mediating effect of self-esteem between email literacy using PCs and smart devices and critical media understanding ability was significant. Therefore, to improve adolescents' critical media understanding ability, it is necessary to educate them to use PCs and smart devices as tools for interaction. To this end, it is desirable for information and technology subjects to focus on media literacy to increase cognitive needs, and for other subjects, cooperative learning using media is desirable.

• Knowledge Management Research
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• v.24 no.1
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• pp.51-72
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• 2023

Digital literacy is vital knowledge and ability of an individual in the information society. As the level of digital literacy increases, the interest in privacy protection increases. This change may hinder the use of digital technologies and services. This research examines (1) the mediating effect of online social participation and information veracity on smart device literacy and privacy concerns, and (2) the moderating effect of privacy literacy. Using Korean media panel survey data reported in 2020 and in 2021, this study analyzes the responses of 7,737 people who use smart devices and participate in online activities. SPSS and PROCESS Macro are used to test the research model and hypotheses. In the analysis of 2020 and 2021 survey, this research shows that smart device literacy has major effects on privacy concerns; confirms that the mediating effect of online social participation; moderated meditating effect of privacy literacy. Although information veracity is not significant in 2020, mediating and moderated mediating effects are found in 2021.

• Journal of the Korean Society of Radiology
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• v.15 no.5
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• pp.683-690
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• 2021

The purpose of this study was to confirm the degree of academic achievement among university students in the Department of Radiology(science) who are in the continuation of the COVID-19 situation and to investigate the effect of smart media literacy and ego-resilience on academic achievement. The research method was descriptive research. Data was 188 students collected from June 1 to July 31 in 2021 using structured questionnaires as students in the Department of Radiology(science). Collected data was analyzed using descriptive statistics, t-test, ANOVA, Cronbach's pearson's correlation, multiple regression analysis with SPSS/WIN 21.0. The result of the study showed that the academic achievement was 3.43, ego-resilience was 3.37 and smart media literacy was 2.94. There was a significant positive correlation between a academic achievement and smart media literacy, academic achievement and ego-resilience. Factors influencing academic achievement were smart media literacy, ego-resilience, major satisfaction and practice satisfaction. As a result of the above research. it is necessary to develop and apply curriculums, extra curriculums and educational programs that improve the smart media literacy and ego-resilience in order to improve the academic achievement. In addition, it is necessary to improve major satisfaction and practice satisfaction.