• Journal of Korean Library and Information Science Society
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• v.52 no.3
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• pp.177-196
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• 2021

The purpose of this study is to analyze priorities of competencies and to find the direction of development of teacher librarian training and retraining program. A total of 238 subjects were used for the final analysis. They were analayzed using IPA, Borich's needs analysis and the Locus for Focus model. As a result, First, teacher librarians perceived that the importance and performance of teacher and manager competency were higher than information specialist and cooperative leader. Second, they needed competencies of data-science, coding, Internet of Things in the field of information specialist as changing educational environment. Third, they needed competencies of information ethics, copyright instruction, and digital and media literacy education in the field of teacher. Fourth, they needed competencies of facility designing for future education, online and offline school library marketing skills, and establishment of makerspaces and learning commons in the field of ibrary manager. Fifth, they needed competencies of library based instruction, library cooperative instruction, and building a collection related to subject in the field of cooperative leader. Sixth, the highest required competency for teacher librarians was suggested for teacher librarians' role area.

• Journal of the Korean School Mathematics Society
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• v.21 no.4
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• pp.343-376
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• 2018

The purpose of this study is to compare and analyze the perceptions of TPACK for mathematics teachers who practice the technology-using lessons. In addition, by looking at the part where the perception is expressed in the actual class and the part where the difference of recognition can be revealed, it is possible to provide the direction to teachers who want to practice the technology-using lessons in the future. To do this, two mathematics teachers were selected using purposeful sampling. And we conducted research study and interview in order to analyze the characteristics of the teacher's general background and TPACK recognition, and we analyzed the video, the class materials, and the interview contents for teaching practices from the perspective of TPACK. As a result, the two mathematics teachers practicing the technology-using lessons were connected with the actual class situation focusing on the sub-knowledges of TPACK recognizes as having a lot of them. In addition, technology-based lessons were able to confirm that the functional capabilities of technology alone were not sufficient conditions to lead effective instruction. Finally, teaching method using technology has been confirmed that experience-based field practice can be more important than simply knowing mathematics content, technology, teaching method. Based on the results of this study, it is possible not only to provide methodological guidance to teachers who practice the technology-based instruction, but also to suggest the direction of TPACK research or the development of teacher training program in the future.

• The Journal of Korean Association of Computer Education
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• v.9 no.5
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• pp.65-75
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• 2006

With rapid developments in technology and communications' many teachers are increasingly exposed to a variety of e-Learning environments that they must develop new competencies and skills to be successful e-Learning teachers. The purpose of this training program, sponsored by HRD Korea (Human Resources Development Services of Korea), is to provide e-Learning teachers with meaningful opportunities for promoting quality e-Learning teaching. This program covers pedagogical issues as well as technical and practical aspects of the e-Learning environments. Before starting the program development the survey and the current e-Learning program assessments were conducted. The training program is divided into three modules as follows: 1) theoretical issues of e-Learning, 2) development of e-Learning contents, and 3) implementation of e-Learning environments. These three modules can be selectively reorganized in response to teacher requirements and demands. ln each module, there are five subtopics that include creative teaching and interaction strategies for promoting the effective e-Learning teaching. ln conclusion, teachers will gain greater understanding of teacher roles in e-Learning instruction, more flexibility in teaching jobs, increased confidence and knowledge to act as e-Learning facilitators through the completion of this training program.

• Journal of Science Education
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• v.42 no.2
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• pp.214-229
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• 2018

The purpose of this study was to investigate the effect of science-based STEAM program on the positive science experience of elementary school students. The participants of this study were 64 fourth graders of S elementary school located in Gyeonggi-do. They were divided into the experimental group of 30 students and the comparative group of 34 students. The program was reorganized into the STEAM program, which emphasized communication with students in the second semester of 4th grade, centered on 'Earth and Moon' unit which were carried out in total 16 times. The experimental group was giving the science-centered STEAM program, and the comparative group was giving the general instruction model based on the instructional book guidelines. The results of the study are as follows. The science-centered STEAM program showed a further influence on the positive science experience of elementary school students. Based on these results, it can be confirmed that the class using the science-centered STEAM program positively influenced the improvement of students' positive science experience.

• The Mathematical Education
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• v.27 no.1
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• pp.15-23
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• 1988

We are at the onset of a major revolution in education, a revolution unparalleled since the invention of the printing press. The computer will be the instrument of this revolution. Computers and computer application are everywhere these days. Everyone can't avoid the influence of the computer in today's world. The computer is no longer a magical, unfamiliar tool that is used only by researchers or scholars or scientists. The computer helps us do our jobs and even routine tasks more effectively and efficiently. More importantly, it gives us power never before available to solve complex problems. Mathematics instruction in secondary schools is frequently perceived to be more a amendable to the use of computers than are other areas of the school curriculum. This is based on the perception of mathematics as a subject with clearly defined objectives and outcomes that can be reliably measured by devices readily at hand or easily constructed by teachers or researchers. Because of this reason, the first large-scale computerized curriculum projects were in mathematics, and the first educational computer games were mathematics games. And now, the entire mathematics curriculum appears to be the first of the traditional school curriculum areas to be undergoing substantial trasformation because of computers. Recently, many research-Institutes of our country are going to study on computers in orders to use it in mathematics education, but the study is still start ing-step. In order to keep abreast of this trend necessity, and to enhance mathematics teaching/learning which is instructed lecture-based teaching/learning at the present time, this study aims to develop/present practical method of computer-using. This is devided into three methods. 1. Programming teaching/learning method This part is presented the following five types which can teach/learn the mathematical concepts and principle through concise program. (Type 1) Complete a program. (Type 2) Know the given program's content and predict the output. (Type 3) Write a program of the given flow-chart and solve the problem. (Type 4) Make an inference from an error message, find errors and correct them. (Type 5) Investigate complex mathematical fact through program and annotate a program. 2. Problem-solving teaching/learning method solving This part is illustrated how a computer can be used as a tool to help students solve realistic mathematical problems while simultaneously reinforcing their understanding of problem-solving processes. Here, four different problems are presented. For each problem, a four-stage problem-solving model of polya is given: Problem statement, Problem analysis, Computer program, and Looking back/Looking ahead. 3. CAI program teaching/learning method This part is developed/presented courseware of sine theorem section (Mathematics I for high school) in order to avail individualized learning or interactive learning with teacher. (Appendix I, II)

• Child Health Nursing Research
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• v.21 no.1
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• pp.11-19
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• 2015

Purpose: The purposes of this study were to develop an infant sleep health education program using a video for SIDS prevention education and to measure the effects of the program. Methods: The infant sleep health education program consisted of presentations and motor images. The formation of educational material was directed by the systematic design of instruction. Participants in this study were 59 primiparous women from postpartum care centers. The instruments used in this study were criterion referenced test items for knowledge about infant sleep health and confidence inventory. Experimental group I was given the treatment of infant sleep health education program. Experimental group II was given the program using a video reinforcement after 2 weeks. On the other hand, control group was given no treatment. Results: There was a significant increase in knowledge and confidence in the performance of mother's roles of both experimental group I and experimental group II over the control group. No significant difference was founds for knowledge and confidence in the performance of mother's roles between experimental group I and II. Conclusion: The results indicate that this program is a very effective intervention for better sleep health in infants by helping the mothers increase confidence in their role performance.

• Journal of Korean Elementary Science Education
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• v.36 no.3
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• pp.273-285
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• 2017

The purpose of this study is to develop a program that enables students to participate in various experiential learning places in order to provide various experiences to students for solve the problem of prejudice to specific places such as science museum, zoo and botanical garden. For this purpose, the surveys were conducted about experiential places and awareness of experiential learning. 88 elementary school teachers participated in the survey. As a result, they were positive about the use of experiential learning in elementary science instruction, but there were responses that a lot of preparations for the progress and efforts were needed. Therefore, if instructional materials and teaching materials for experiential learning are given, it is confirmed that the intention of using is increased. And the results were analyzed and the experiential sites were categorized into 12 types. We could present basic data that can diversify not only the science museum but also science related experiential places. We developed a learning program related to 'The Liquid and Gas' unit of the third grade, And 'Life unit of Plant' unit of the third $4^{th}$ grade. Through this study, we intend to help science experiential learning to be activated and student - centered experiential learning to be realized.

• 대한공업교육학회지
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• v.34 no.2
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• pp.42-61
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• 2009

This study was to develop improving vocational basic skill program and content which are basic of instruction-learning ability for the vocational education substantiality. To pursue this goal, 'interpersonal relation capability' among vocational basic skills was developed through the research methodology and procedure. The interpersonal relation capability was selected as one of vocational basic skill areas when it was more effective by e-learning contents through literature review, expert conference etc. The interpersonal relation capability can be harmony with persons under performing business tasks. In this study, interpersonal relation capability was programmed a interpersonal scheme, a cooperative capability, a leadership capability, a conflict management, negotiation capability, a customer service capability. Especially this program was developed as a form of e-Learning contents focusing on improving problem solving under real case using multimedia strategies such as movies, simulation, game.

• Journal of Korean Library and Information Science Society
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• v.49 no.3
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• pp.263-282
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• 2018

This study analyzed nineteen best-practices (161 sub-programs) regarding school library media program. The authors conducted content analysis based on The Library Media Specialist's Taxonomy and the CIPP Model. In the analysis of taxonomy showing the degree of involvement of librarian teachers, Level Seven indicating a concerted effort to promote school library program was the most important (37.6%). Among the ten levels of taxonomy, the highest level (levels 6 to 10, high involvement of librarians) accounted for 65.9%. According to the analysis of the CIPP Model, (Context) most of the excellent programs were aimed at reading education (41.5%) and library use education (11.3%), and more than half (53.8%) cases were initiated by learners' needs. (Input) excellence programs employed various teaching materials and were operated at fixed time. (Process) the programs were run in a variety of ways, mainly with reading instruction (30.4%) and cultural activities (17.3%). (Product) As a fruit of programs, students and parents' satisfaction, students' achievement, self-confidence, and self-improvement were reported.

• KIPS Transactions on Computer and Communication Systems
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• v.2 no.5
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• pp.217-222
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• 2013

Return-Oriented Programming(ROP) is an advanced code-reuse attack like a return-to-libc attack. ROP attacks combine gadgets in program code area and make functions like a Turing-complete language. Some of previous defense methods against ROP attacks show high performance overhead because of dynamic execution flow analysis and can defend against only certain types of ROP attacks. In this paper, we propose Indirect Branch Target Address Verification (IBTAV). IBTAV detects ROP attacks by checking if target addresses of indirect branches are valid. IBTAV can defends against almost all ROP attacks because it verifies a target address of every indirect branch instruction. Since IBTAV does not require dynamic execution flow analysis, the performance overhead of IBTAV is relatively low. Our evaluation of IBTAV on SPEC CPU 2006 shows less than 15% performance overhead.