• Title/Summary/Keyword: Technology Integrated Education

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Integrated System of Mobile Manipulator with Speech Recognition and Deep Learning-based Object Detection (음성인식과 딥러닝 기반 객체 인식 기술이 접목된 모바일 매니퓰레이터 통합 시스템)

  • Jang, Dongyeol;Yoo, Seungryeol
    • The Journal of Korea Robotics Society
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    • v.16 no.3
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    • pp.270-275
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    • 2021
  • Most of the initial forms of cooperative robots were intended to repeat simple tasks in a given space. So, they showed no significant difference from industrial robots. However, research for improving worker's productivity and supplementing human's limited working hours is expanding. Also, there have been active attempts to use it as a service robot by applying AI technology. In line with these social changes, we produced a mobile manipulator that can improve the worker's efficiency and completely replace one person. First, we combined cooperative robot with mobile robot. Second, we applied speech recognition technology and deep learning based object detection. Finally, we integrated all the systems by ROS (robot operating system). This system can communicate with workers by voice and drive autonomously and perform the Pick & Place task.

What should be Taught in Environmental Education as a Separate Subject? Problems of Contamination-Focused Environmental Education (중등학교 환경 교과의 방향에 대한 제언 : 오염과 공해 그리고 환경 문제)

  • Jeung Min-Gull
    • Hwankyungkyoyuk
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    • v.19 no.2 s.30
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    • pp.1-11
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    • 2006
  • In Korea nearly all the subjects teach environmental education in the secondary school. In addition we have a separate environmental education subject (environmental subject). This could be a very strong point in the Korean environmental education. The environmental subject and the other subjects, however, overlap in teaching materials and methods in almost all aspects. Because of this, the environmental subject has not done its job effectively, and is sometimes considered as an unnecessary surplus. To effectively play its own role in environmental education, the subject should focus on environmental issues rather than on contamination, which it is focusing on now. The contamination-focused environmental subject simply teaches nearly the same contents that the other subjects teach. In addition, it makes students visit actual sites related to pollution in order to encourage them to be aware of the severity of pollution. However, it has difficulty in teaching how environmental problems occur in a society and how the social decisions are made to resolve the problems. To overcome this difficulty the environmental subject should employ discussion classes more substantially, which let students investigate social aspects as well as scientific aspects of environmental problems and make integrated decisions through interdisciplinary approaches, to make students understand social mechanisms of environmental problems. The subject should focus on teaching what factors influence producers' and consumers' behavior and what factors they should consider when they have to make decisions on environmental issues. It should leave teaching technical knowledge and skill to the other subjects, and train students by the integrated approach which makes them see technology through a sociologist's eye. Although such integrated approach is emphasized in the environmental subject, environmental teachers should be trained to understand technological knowledge and skill in profound depth.

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A Study on the Computer Education Curriculums for the Application of Integrated Instruction in Industrial High School (실업계 고등학교의 통합교과 활용을 위한 컴퓨터 교육과정에 관한 연구)

  • Kim, Chang-Soo;Kim, Bong-Je;Kown, Oh-Hyun
    • Journal of Fisheries and Marine Sciences Education
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    • v.13 no.1
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    • pp.19-36
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    • 2001
  • The Government revised the sixth education curriculum plan because of rapid growth of information and communication technology, variance of computer applicable fields and curriculum plan related intelligence information. In according to this principle, the seventh curriculum plan remodeled not only knowledge cultivation as cultured person but also new curriculum correspond to special character of industrial high schools. The revised main contents are organized practicable subjects considering actual educational environments, deleted duplicated subjects and also added practicable another contents of multimedia and telecommunication fields. In this paper, we study curriculum for integrated computer education of industrial high schools according to the seventh education plan. For this research, it is searched opening classes and completion models of special subjects related computer fields of industrial high schools in Busan, we propose completion model for each school year and new curriculum of industrial high schools. We also recommend another approach methods for training and election of teachers. Therefore, this research can apply to the basis research data for the future curriculum model related computer science of industrial high schools.

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Integrating Math and Music: Teaching Ideas

  • NOH, Jihwa;HUH, Nan
    • Research in Mathematical Education
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    • v.19 no.3
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    • pp.177-193
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    • 2015
  • Mathematical creativity, an important goal in mathematics education, can be promoted through an integrated learning environment where students explore mathematics with other subject areas such as science, technology, engineering and art. Establishing such learning environments is not a trivial task. Therefore, this creates a need for the development of instructional resources promoting meaningful integration. This paper focuses on integration of the fields of mathematics and music. Beginning with some of the historical discoveries and views of the connections between mathematics and music, this paper attends to several musical concepts correlating to middle school mathematical content and then provides ideas for teaching.

Design of School Management Information System Based on the Indonesian National Education Standard

  • Kornelis, Marsella;Ock, Young Seok
    • International Journal of Contents
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    • v.10 no.2
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    • pp.67-73
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    • 2014
  • With a population of around 237,424,363 in 33 provinces, Indonesia is one developing countries that needs an excellent School Management Information System (SMIS) to accomplish its educational mission. To reach the goal, it is necessary to know the rules, culture of school and related data prior to building the SMIS. This study is focused on the Indonesian National Education Standards. It is has nine standards that are described by the Regulation of Education Ministry. To manage the schools' organization, this paper aims to develop a SMIS based on the Indonesian National Education Standards by using ARIS(Architecture of Integrated Information System) to help schools run efficiently. The new system will be built using UML(Unified Modeling Language), this new system conforms to the education rules of the government. Finally, the conclusion and future research are described.

The Effect of Robots in Education based on STEAM (융합적 사고를 기반으로 한 로봇활용 교육의 효과)

  • Cho, Seong-Hwan
    • The Journal of Korea Robotics Society
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    • v.8 no.1
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    • pp.58-65
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    • 2013
  • The purpose of this paper is to improve scientific attitude and interest of the elementary school students by using STEAM-based robots in education. In this work, we analyzed PDIE model that describes methodology for generating STEAM integrated education materials and then we also developed teaching materials utilizing STEAM-based robots. The effect of the STEM-based robots in education was analyzed through a test class which demonstrated the robots indeed help improving scientific attitude and interest of students. During the class, individual knowledge and experience of the students were integrated into the STEAM-based robots which then provide customized help for each student so that they have better understanding and interest in science, technology, and engineering field.

Exploring the Exemplary STEAM Education in the U.S. as a Practical Educational Framework for Korea

  • Yakman, Georgette;Lee, Hyonyong
    • Journal of The Korean Association For Science Education
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    • v.32 no.6
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    • pp.1072-1086
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    • 2012
  • Science, Technology, Engineering, and Mathematics (STEM) education in the U.S. has been identified as a significant national reform in K-16 education and curriculum in order to prepare students for the global economy of the 21st century. Korea has been facing very similar challenges to improve science, technology and mathematics education, in particular, the affective aspect of learning science and mathematics. Science, Technology, Engineering, Arts, and Mathematics (STEAM) education has become a crucial issue in Korean education system. The major purpose of this exploratory study is to inform the exemplary framework of STEAM education in the U.S. for Korea and to provide descriptive and analytical accounts on STEAM teaching and learning as an innovative integrated convergence education. This study integrates the outcomes of research papers on STEM education and recent literature. It employs content analysis methodology qualitatively by analyzing and synthesizing the findings, conclusions, discussions, and recommendations of accumulated research works related to STEM/STEAM education. This study will help gain a stronger sense of the STEAM framework and will guide to develop the educational programs for Korea.

The Role of Science Knowledge Application in Improving Engineering Problem Solving Skills

  • Nam, Younkyeong;Chae, Jimin
    • Journal of the Korean earth science society
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    • v.40 no.4
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    • pp.436-445
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    • 2019
  • This study presents how two types of integrated science and engineering lessons affect students' engineering problem solving skills and their perceptions of engineering. In total, 146 middle school students participated in this study. Eighty-six students participated in the Type I lesson (complete engineering design lesson with a science knowledge application) and 60 students participated in the Type II lesson (engineering design without a science knowledge application). Two main datasets, (1) students' Creative Engineering Problem Solving Propensity (CEPSP) measurement scores and (2) open-ended survey questions about students' perceptions of engineering, were collected before and after the lessons. The results of this study show that after participating in the Type I lesson, students' CEPSP scores significantly increased, whereas the CEPSP scores of the students who participated in the Type II lesson did not increase significantly. In addition, students who participated in the Type I lesson perceived engineering and the engineering integrated science lesson differently compared to the students who participated in the Type II lesson. The results of this study show that engineering integrated science, technology, engineering & mathematics (STEM) lessons should include a complete engineering design and a science knowledge application to improve students' engineering problem solving skills.

Designing and Implementing Integrated Lessons for Pre-service Elementary Teachers' Technological Pedagogical Content Knowledge Development (예비 초등교사의 테크놀로지 교수학적 내용지식을 향상하기 위한 프로그램의 개발 및 적용)

  • Choi, Youngmi;Hong, Seung-Ho
    • Journal of Korean Elementary Science Education
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    • v.38 no.2
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    • pp.287-304
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    • 2019
  • Teaching with technology has been widespread in practical classroom settings, and increased the needs to enhance pre-service teachers' capability with a variety of technologies. The purpose of this study is focused on designing and implementing a training program to develop pre-service teachers' Technological Pedagogical Content Knowledge(TPACK) which promotes them use technologies tactically in integrated science classes. Based on the theoretical framework of TPACK and Practitioner's Guide to TPACK, the authors developed ten periods of lessons comprised instructional skills in elementary science education. Subsequently, the program was applied into a teacher trainee course in Korea. The results of this study indicate that the TPACK training program for pre-service teachers significantly influenced on attitude toward convergence, TPACK, and science teaching efficacy of the engaged participants. The developed program, meanwhile, caused a significant TPACK improvement of female participants of the teachers college more effectively. Furthermore, it mitigated the gap between science and humanity tracks coming from their high schools. Consequently, there are possibilities to improve pre-service teachers' teaching strategies for integrated classes, if they have opportunities to review the comprehensibility of technological, pedagogical, content knowledge, and intersected areas with metacognitive perspectives.