• Journal of Convergence for Information Technology
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• v.9 no.9
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• pp.166-174
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• 2019

This study aims to determine factors influencing pre-service early childhood teachers' perception of technology equipment. Online survey is conducted to 289 students majoring in Early Childhood Education and Child Development located in city A, B, and C. SPSS 25 program analyzes 273 answers. The results show that technology education experience in high school influences TPACK and TPACK's sub-factor technology knowledge; and that technology education experience in college (university?) has a positive influence on computational thinking, perception of technology, TPACK, and TPACK's sub-factors-technology knowledge, early childhood education knowledge, and TPACK knowledge. In addition, perception of technology equipment shows high correlation with TPACK and computational thinking. Indeed, computational thinking and TPACK have 42.3% explanatory power on perception of technology equipment. The results imply that education system supporting computational thinking and TPACK should be prioritized for pre-service early childhood teacher to use technology effectively in the field.

• International Journal of Computer Science & Network Security
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• v.21 no.9
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• pp.185-190
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• 2021

The article is assigned to a prelude to the joke of effective pedagogical technologies in professional education in the minds of її continuity. Analyzed the definitions "innovation", "technology", "pedagogical technology", "Innovation pedagogical technology". Blocks have been added, which are stored in innovation processes in the light. The significant role of innovation in education is stated. Presented warehouses pedagogical technologies: conceptual, conceptual-processual and professional. The purpose of introducing innovative technologies into the educational process of vocational education institutions has been clarified. The reasons for finding and implementing innovative pedagogical technologies in education are analyzed.

• Journal of Convergence for Information Technology
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• v.9 no.4
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• pp.109-117
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• 2019

In this study, it developed and applied a biomimicry robot education program based on technology education, and to examine its effects. To do this, We were developed a biomimetic robot education program and was applied to gifted education in the technology fields to examine changes of the effects along with satisfaction. The results are as follow: First, the biomimicry robot education program conducted over 15 hours in total, comprised of technological problem solving steps. Second, satisfaction as a quantitative research of this program was higher than average, and as a qualitative research also showed positive satisfaction. Third, the changes in the propensity for technological problem solving and attitudes toward robots were statistically significant after participation in the program.

• International Journal of Computer Science & Network Security
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• v.22 no.4
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• pp.169-174
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• 2022

The study aims to discover the scope of pre-service special education teachers' knowledge and perceptions of using computer technology in teaching students with disabilities from a pre-service teacher (PST) perspective in light of the gender and sub-major variables. The sample consisted of 84 MEd students/pre-service teachers at the Department of Special Education, Faculty of Education, Umm Al-Qura University. The descriptive analytical approach is used due to its relevance to the study. A survey consisting of the participant's basic information section and 12 statements was sent to a set of pre-service teachers. Findings showed that pre-service special education teachers had an overall high knowledge of using computer technology (M=3.93). Findings also indicated that there were no gender- or major-related statistically significant differences (α = 0.05), in pre-service special education students' knowledge and perceptions of using computer technology.

• Human Ecology Research
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• v.61 no.1
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• pp.73-90
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• 2023

This study aimed to identify ways to implement pre-parent education for adolescents in regular classes at school. This was achieved by investigating whether the contents of the 2015 revised curriculum high-school technology and home economics textbooks reflected the goals of pre-parent education. The main texts and activities of chapters with 'preparing for parenthood' in the title from 12 high-school technology and home economics education textbooks were analyzed with respect to the three pre-parent education goals of developing perceptions and attitudes toward parenthood, learning parenting knowledge and skills, and reinforcing parental capacity. The results were as follows. First, textbook contents and activities reflected the three goals of pre-parent education in a balanced manner. Second, both the contents and activities of textbooks tried to motivate students to perceive parenthood and parenting through reflection on their relationship with their own parents. Third, because the textbooks encouraged students to consider parenthood and parenting, they acknowledged the importance of undertaking pre-parent education to reinforce their parental capacities. Using such textbooks in regular technology and home economics classes is expected to provide students with an opportunity to consider parenthood and shape their perceptions and attitudes accordingly, thereby allowing adolescents to prepare themselves for parenthood and become good parents.

• International Journal of Internet, Broadcasting and Communication
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• v.11 no.1
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• pp.1-7
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• 2019

Nowadays learning has developed to a new way of anywhere and anytime by using mobile devices called m-learning which can provide flexibility, independency and creativity in academic environment. Most studies about m-learning are for higher education and the most users of m-learning are higher education students. Although developed countries are using m-learning in educational sectors, most of the Middle East countries are far from m-learning, and facing number of challenges. In Iran m-learning is still in early stage of implementation in higher education and in terms of technical and infrastructural aspects there is a vast gap in compare with developed countries. Although technical and infrastructural difficulties are one of the significant aspects in implementation and integration of m-learning technologies in education, the technology will not be successful if could not adopt with users. Due to the importance of user adoption with m-learning, there are limited studies about m-learning adoption in higher education of Iran. This paper attempts to review on technical and infrastructural aspects that facilitate m-learning which have effect on adoption of Iran higher education system. The review of the trend in the literature provides a reference for higher education institutes for decision making in developing m-learning for their students.

• Educational Technology International
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• v.6 no.2
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• pp.1-9
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• 2005

Starting with analyzing the development of cyber-education in China, this article discusses experiences and lessons acquired through making reflections on the following aspects: technology vs. pedagogy, the degree education vs. non-degree education, resource exclusivism vs. resource inclusivism, mono-service system vs. multi-service system, and educational quality vs. economic profit. Finally, the paper puts forward some suggestions on the future development of cyber-education in China.

• Journal of the Korea Society of Computer and Information
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• v.24 no.4
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• pp.185-193
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• 2019

In this paper, we propose the effects of programming-based TPACK educational program on the pre-service teacher's self-efficacy beliefs for technology integration. For this study, pre-service teachers who received programming education and TPACK education based on ICT were set as control group and pre-service teachers who received programming-based TPACK education as experimental group. In order to observe the change, the pre-service teachers conducted the test tool to measure the self-efficacy beliefs for technology integration before and after applying the educational program. As a result of the study, only the pre-service teachers who received the programming-based TPACK education showed significant improvement in the self-efficacy beliefs for technology integration. Furthermore, in the post-test, the experimental group showed a significantly higher difference than the control group. Through this study, it was concluded that programming-based TPACK educational program is effective in enhancing pre-service teacher's self-efficacy beliefs for technology integration.

• The Journal of the Convergence on Culture Technology
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• v.10 no.2
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• pp.1-10
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• 2024

The purpose of this study is to explore the direction of elderly education in the age of science and technology. The research contents to achieve the research purpose are, first, to examine the current status of elderly education, and second, to suggest the direction of elderly education in the age of science and technology. Due to the current status of education for the elderly, education for the elderly continues to change and develop, and various programs and activities are provided to help the elderly enjoy a richer retirement life. According to the survey report on the elderly, 11.9% of all elderly people participate in learning activities. Senior welfare centers accounted for the largest number of institutions conducting learning activities for elderly education learning activities participants at 35.5%. First, in the direction of elderly education in the age of science and technology, education on the use of digital technology and information is necessary in the composition of elderly education contents. Second, in the case of elderly education methods, customized elderly education methods are needed. Third, in the case of operating elderly education institutions, specialized education centers for elderly education must be further strengthened and supported. The international community is already forming a consensus that the establishment of new social systems and financial investment due to the increase in the elderly population should be considered a new growth engine rather than a social crisis. Although there is a burden on the social security sector due to the increase in the elderly population, there is a shift in the direction of recognizing the potential capabilities and experiences of the elderly and returning them to social resources. Elderly education in the age of science and technology needs to change to a direction that can build a healthy and progressive society in the future.

• The Mathematical Education
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• v.48 no.4
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• pp.387-398
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• 2009

In this paper, we investigated the influence of technology, which gave an impact on students through the process of teaching & learning for the proof of an additive law of sine function in the mathematics education for the gifted. We chose students who were taking a course in enrichment mathematics at Science Education Institute for the Gifted in Mokpo National University, and analyzed their processes of a mathematical inference or conjecture, an algebraic description and a proof by visualization using technology. We found the following facts. That is, the visualization using technology is helpful to the gifted students in understanding principles and concepts of mathematics by intuition. Also, it is helpful to ones verifying various cases and generalizing principles. But, using technology can be a factor that disturbs learning of students who are clumsy with operating technology.