• Proceedings of KHEA Conference
• /
• 1997.07a
• /
• pp.68-68
• /
• 1997

• Asia pacific journal of information systems
• /
• v.26 no.2
• /
• pp.263-267
• /
• 2016

• Journal of Korean Home Economics Education Association
• /
• v.20 no.1
• /
• pp.137-152
• /
• 2008

This study examined the organization and operation of home economics curriculum of specialized middle school in the form of regular school among alternative schools and analyzed the perceptions of teachers and students about home economics class. Interviews were conducted with teachers of 6 specialized schools in order to determine the operations and teachers' perceptions of home economics education. Students' perceptions for home economics class were gathered through surveys with students from the 3 (of the original 6) schools that authorized the questionnaire survey. The final analysis utilized 205 student responses. Survey data were analyzed using the SPSS program. The results of the research were as follows: First, home economics education within specialized middle schools was mostly conducted according to the form of the technology-home economics curriculum, which is the national common basic curriculum. Compared to the 7th national curriculum, the class of technology-home economics curriculum in 4 schools occurred 1 hour less each week. Each school incorporated various specialized curricula related to home economics. Second, as for the operation of home economics education in specialized schools, most home economics classes were conducted by teachers who had majored (or minored) in home economics. Moreover, all but 1 school, which used self-made materials, used the national textbook and dealt with the entire content of the textbook. For teaching-learning methods and instructional media, various means were utilized. For evaluation methods, most schools based grades on paper-and-pencil tests(50-60%) and performance tests(40-50%). Third, among teachers' perceptions of home economics education, the meaning of home economics education was focused on practical help and the pursuit of home happiness; the purpose was to realize the happiness of students and their homes by applying these to actual living, and increase students' ability to see the world. In regards to difficulties in educational operations, most pointed out poor conditions of practice rooms. As for differences from general schools, most teachers mentioned the active communication with students. Fourth, through the home economics class, it was found that students perceived the goal of technology-home economics curricula as lower than average. Among students' perceptions about home economics class, most were negative. Perceptions about goal of technology-home economics curricula and home economics class also showed meaningful differences according to each school. Students of the school, which had more home economics class hours and specialized curricula related to home economics, perceived more positively. Also, students who were more satisfied with school and learned from a teacher who majored in home economics tended to perceive home economics class more positively.

• Proceedings of KHEA Conference
• /
• 1997.07a
• /
• pp.221-221
• /
• 1997

• Journal of Korean Home Economics Education Association
• /
• v.20 no.1
• /
• pp.85-100
• /
• 2008

This study attempted to analyze the contents of Practical Arts(Technology Home Economics)Textbooks written by the 7th national curriculum in a gender equity education. The objective of this study was to suggest some improvements which should be solved in terms of gender equity in Practical Arts, Technology and Home Economics education through analyzing their teaching and learning contents. Quantitative analysis were carried out for the objective of this study, Practical Arts(Technology Home Economics)Textbooks were divided into Technology and Home Economics fields. The pictures and illustration were analyzed in terms of sexual discrimination considering the social status and role. The analysis results were as follows. First, there were few cases of sexual discrimination in the texts. On the other hand, there were some cases of sexual discrimination in the pictures and illustration. Considering the results of some studies carried out in the 6th national curriculum, many problems raised in a gender equity education standpoint in the studies were solved. However, there were some cases of sexual discrimination which should be improved in the textbooks written by the 7th national curriculum. Second, there were few cases of sexual discrimination in Practical Arts textbooks. On the contrary many problems in terms of gender equity education were found in the textbooks of Technology and Home Economics. This result may be caused by the characteristics of Technology and Home Economics. The traditional viewpoint toward Technology and Home economics Textbook needs to be changed. In other words, their textbooks have to include practical contents for the positive sense of value and right sexual roles in terms of gender equity education. The contents of Practical Arts(Technology Home economics)Textbooks should be designed considering the articulation among the subjects and grades especially in terms of gender equity education.

• The Journal of Asian Finance, Economics and Business
• /
• v.7 no.10
• /
• pp.1007-1013
• /
• 2020

This study aims to understand the determinant of the employee's intention to use information system within the framework of the Technology Acceptance Model (TAM) and Information System Success Model (ISSM). This paper also aims to examine the influence of ISSM dimension on the perceived usefulness and the perceived ease of use. The research respondents were 248 employees of Universitas Negeri Semarang (UNNES) who are users of the Financial Information System (SIKEU). Data was obtained using a questionnaire that was distributed online via Google form. The data analysis method used is Structural Equation Model (SEM) analysis using the Warp-PLS software. The results showed that the dimensions of TAM (perceived ease of use and perceived usefulness) had a positive and significant influence on the employee's intention to use SIKEU. The ISSM dimension (system quality and information quality) also had a significant influence, although other ISSM dimensions (service quality) had not been proven to have a significant influence on the employee's intention to use SIKEU. Moreover, the results showed that the employee's intention to use is a determinant of SIKEU's actual usage. Perceived ease of use was significantly determined by system quality, information quality, and service quality. In addition, the perceived usefulness was significantly determined by system quality and information quality.

• 대한공업교육학회지
• /
• v.36 no.2
• /
• pp.25-46
• /
• 2011

The purpose of this study is to develop a teacher-training program to improve the Technology Home Economics teacher's educational activity effects. To accomplish this goal, this study developed a training program for the Technology Home Economics teacher through the literature study and the research. The conclusion drawn from this study is as follows: First, it needs to develop a systematic teacher training program to raise the professionalism related to the Technology Home Economics teacher's instruction. Second, the developed program for the Technology Home Economics teacher organizes the 46 subjects and 121 educational contents, and this educational program is worthwhile to be facilitated when a teacher-training institution like the Ministry of Eduction, Science and Technology, local education offices and universities organizes a teacher-training program. Third, as the result analyzing teachers' training demands about the educational contents of a Technology Home Economics teacher-training program, it was appeared that the most demand was 'development of professional activities for the Technology Home Economics teacher', and following demands were the 'production of various evaluation tools', the 'effectively epilogue strategy', and the 'technology to increase the learning motivation' in order. Therefore a training program for the Technology Home Economics teacher should deal these educational contents importantly, and a future teacher-training program developer need to refer to them.

• The Journal of Asian Finance, Economics and Business
• /
• v.5 no.1
• /
• pp.43-52
• /
• 2018

This research aims to evaluate the current state of technology of enterprises in Vietnam in comparison with several countries in the AEC economic community, thereby to propose several recommendations to Vietnamese enterprises in order able to promote technology innovation activities, create competitiveness with enterprises in the region. Qualitative research methods are used through statistics and comparative descriptions from data collected from various sources: WEF, World Bank, CIEM, General Statistic Office. The study results show that Vietnamese enterprises still have many limitations in technology, originated from their small business scale (capital and labor), the current research capacity is still low, the funding for this activity is not high and the accessibility of the capital is still difficult. According to the Global Competitiveness Index, Vietnam's science and technology indexes are low compared to other AEC-developed countries including the availability of the latest technology; the acquisition of technology at the enterprise level; the capacity of improvement; quality of scientific research organizations..., which shall be a major barrier for Vietnamese enterprises to have to overcome to be able to create the competitiveness when entering the global market. From then on, the authors proposed solutions for two subjects, enterprises and government, to help Vietnamese enterprises to overcome this barrier.

• Journal of Korean Home Economics Education Association
• /
• v.9 no.1
• /
• pp.39-52
• /
• 1997

The purposes of this study are 1) to identify the position and the problems of Home Economics in Elementary School, and 2) to propose orientation for the future curriculum revision. Elementary Home Economics, historically, has been partially practiced as a part of Practical Arts Education. As a results, the nature of Home Economics Education has been distorted and lacked the disciplinary consistency with Middle School Home Economics Education： the curriculum of Home Economics Education ignored the importance of the understanding family life as well as underscored the technical skills. The identified status and problems has on implication for the subject’s further development. The propositions for Elementary Home Economics Education which has the original intention, are as follows：(1) the curriculum of Practical Arts Education must be built on theorectical base and criteria. (2) the name of subject, Practical Arts Education, must be changed to [Technology$.$Home Economics]. (3) the contents of the subject must be practical which to promote motivations and interest of students.

• Journal of Korean Home Economics Education Association
• /
• v.18 no.1 s.39
• /
• pp.17-29
• /
• 2006

The purpose of this research was to examine the problems, confidence and satisfaction of teachers on the subject ${\ulcorner}technology and home economics{\lrcorner}$ in the 7th national curriculm. For this research, questionnaires were sent by post to teachers who teach technology and home economics in middle schools and high schools. The collected questionnaires were technically analyzed by SPSS/WIN 10.0 program, which measured frequency, percentage, average, standard deviation. According to the types of data, they were also analyzed by t-test and cross tabulation analyses. The results of this research were summarized as follows. 1) There were two teaching types of technology and home economics: the partial charge and the whole charge teaching according to teachers' majors, and both types occurred in similar percentage. The partial charge teaching means that teachers majoring in technology teach only the technology part and teachers majoring in home economics teach only the home economics part when they teach the same subject, technology and home economics. These days the partial charge teaching more often occurs in national or public schools than in private schools, and in coeducational schools than in girls' or boys' schools. 2) The major problems of teaching technology and home economics were caused in order by teachers' lack of skills and knowledge which we not their own major, the lack of students' interests and teaching materials, and burden of tests. 3) Teachers' confidence in teaching the contents of the subject, technology and home economics, made a significant difference according to their majors. Teachers whose major was technology felt more confident when they taught the chapters of the textbooks related to their major, technology, while teachers whose major was home economics felt more confident when they taught the chapters of the textbooks related to their major, home economics. According to implementation types, the partial charge teaching gave higher confidence to the teachers than the whole charge one in teaching almost all the chapters of the textbook. 4) According to implementation types, teachers' satisfaction was showed to be higher in the partial charge teaching than in the whole charge one.