• KSII Transactions on Internet and Information Systems (TIIS)
• /
• v.6 no.6
• /
• pp.1707-1717
• /
• 2012

Digital textbooks, considered as core textbooks tailored to the abilities and interests of students, provide them with a combination of textbooks, reference books, workbooks, dictionaries and multimedia contents. In this paper, we employ a modified version of the Technology Acceptance Model(TAM), a model which has been widely used and empirically validated to explain why individuals use a particular information technology(IT). This paper proposes that additional variables, such as educational impacts, contents quality, interaction and enjoyment, enhance our understanding of behaviors of pilot school teachers in using multimedia-based digital textbooks as a substitute for traditional paper-version of textbooks. A structural equation model is employed with survey data from 157 pilot school teachers in pilot program supported by Korean government and KERIS(Korea Education & Research Information Service), to empirically assess the strength of the relationships in the proposed model. It is hoped that the results from this study provide meaningful insight into the development and delivery of high quality digital textbooks.

• KSII Transactions on Internet and Information Systems (TIIS)
• /
• v.12 no.7
• /
• pp.3307-3321
• /
• 2018

With the ever-increasing queries related to temporal (or time-related) information, such as the product launching time, in search engine, most web pages will be augmented with such information in the future. Meanwhile, the gradual emergence of the use of electronic textbooks (or e-Textbooks), which enrich the traditional paper-based textbooks with multimedia contents such as interactive quizzes and multimedia-based simulations, has led us to infer that e-Textbooks will be blended with temporal information to support learning. The use of temporal information helps teachers and students to understand the level of prior knowledge required to study a topic, as well as the sequence of learning activities and related sub-topics, that best attains the educational goals. This paper presents a simple yet efficient tool called TimeMap, which is based on mind mapping, to create an e-Textbook called TimeBook that takes account of time-related curriculum and the ability of students to learn via collaboration.

• Journal of Digital Convergence
• /
• v.11 no.2
• /
• pp.33-42
• /
• 2013

The study looks for keys to provide development direction of digital textbooks based on educational meaning and roles for increasing satisfaction of teacher and student uses in educational activities. In the paradigm shift toward learner-centered pedagogy, digital textbooks have been actively discussed in exploiting the pedagogical ideas, such as multimedia learning, self-regulated learning, deeper learning, and collaborative learning, offered by the technology. In the study, we discuss the concept and historical background of digital textbooks based on the changes of pedagogical paradigm, and then we discuss fundamental functionality, effectiveness, physical and psychological impact, and cognitive aspects to empower the use of digital textbooks in public education system.

• Journal of Korea Multimedia Society
• /
• v.19 no.6
• /
• pp.1065-1073
• /
• 2016

In this paper, we examined informatics textbooks for middle school students in accordance with 2009 revised curriculum through conducting both content analysis and surveys. The content analysis was analyzed the composition and contents of textbooks. Survey questionnaires were based on the authorization criteria and selection standards of informatics textbooks. The content analysis demonstrated that there were discrepancies among textbooks in areas such as the total number of pages, related material, the number of core concepts introduced in each chapter, and the application of software. The survey results showed that two sections - 'Expression and Modification' and 'Text' exhibited the most positive results, and the 'Creativity' section the least. Using the findings above, we present alternative ways to improve qualities of these textbooks.

• KIPS Transactions on Software and Data Engineering
• /
• v.7 no.4
• /
• pp.145-152
• /
• 2018

In electronic textbooks (or e-Textbooks) the traditional paper-based textbooks are enriched with multimedia contents and new features such as interactive multimedia-based simulation, interactive quizzes, and content sharing. It has been envisioned that e-Textbooks will gradually replace the traditional paper-based textbooks in classrooms in the near future. HTML5 is an emerging and promising standard that enables web applications (or apps) to incorporate rich multimedia contents such as video clips, flash movies and simulation-based demonstration, as well as to provide cross-platform functionality which allows the apps to run on a diverse range of platforms. To support rich multimedia contents and cross-platform functionality, with respect to HTML5, this paper presents the new features, compares the current trend of mobile apps (e.g., native, web-based and hybrid apps) for e-Textbook development. In order to investigate the suitability of these three development approaches for e-Textbooks, we present a case study on our recent work in developing e-Textbooks using HTML5 and JavaScript, as well as analyses the challenges associated with HTML5 features (e.g, compatibility with web browsers) for developing e-Textbooks.

• School Mathematics
• /
• v.4 no.2
• /
• pp.161-192
• /
• 2002

This paper investigated the teaching and teaming of contents-related graphing in Korean secondary textbooks and suggested the improved methods of graph instruction through this analysis. reification-the case of function, In Harel, G., Dubinsky(Eds.), The Concept of Function : Aspects of Epistemology and Pedagogy Textbooks are analyzed from the viewpoint of the proportion of graphing contents, their sequencing, the proportion of each domain in graphing activities (interpretation vs. construction, quantitative vs. qualitative aspect, local vs. global aspect) and tasks (prediction, translation, scaling), and the difference in the graphing contents between the sixth and the seventh curriculum. This analysis demonstrates that graphing contents are increasing in textbooks, therefore the high school textbooks appear in almost every content area. The graphing activities concentrate on the construction, the quantitative aspects, and the local aspects, and are gradually focusing on the interpretation and global aspects of high school textbooks. Furthermore, most of graphing tasks favor translation. In contrast, the current seventh curriculum includes a balance of interpretation and construction activities and has more global aspects than the sixth curriculum based textbooks; however, the qualitative approach still rarely appears. For the graphing tasks, translation is still prevalent, but the importances of prediction tasks based on graph have increased in comparison with the sixth curriculum textbooks. Further, the seventh curriculum based textbooks are designed to stimulate more dynamic graphing instruction by introducing new tools such as graphing calculators and computer software. We suggest that the qualitative and global aspects should be emphasized in early graph instruction, a variety of graph activities in realistic contexts should be performed, and educational technology such as graphing calculator and computer can be efficient to implement these ideas.

• Journal of the Korean Home Economics Association
• /
• v.40 no.12
• /
• pp.1-11
• /
• 2002

This paper is intended as an analysis of the Chapter on Family in textbooks of a Middle school course at the aspect of Parson's Structural Functionalism Theory. In this analysis, We'd like to explore how the value of family is expressed in the Art-Home Economics textbooks. Generally, family is a subsystem in the structural system of whole society and family has two main functions to promote stability and equilibrium from the Parson's Structural Functionalism Theory point of view. Today, the concern with the Structural Functionalism Theory is dominantly reflected in textbooks, even though it has been proposed that the Structural Functionalism is not appropriate to explain family of modem society. Like that, the question now arises: the family history and interaction is ignored in the Structural Functionalism Theory. That is to say, There are limitations of Structural Functionalism Theory. The textbooks of Art-Home Economics was based on the revised curriculum has been severely changed in terms of external system of textbooks. But, we didn't know how much the view of the Structural Functionalism Theory is involved in textbooks. In this article, we analyze the view of the Structural Functionalism Theory in the Art- Home Economics textbooks using the Contents Analysis. At the same time, we find the confusion of family value revealed in textbooks.

• Educational Technology International
• /
• v.20 no.2
• /
• pp.195-221
• /
• 2019

This study explored middle and high school students' learning experiences using e-textbooks in online learning courses. Data were collected from in-depth interviews. The interviewees for this study were 19 students who enrolled voluntarily in an online mathematics and science inquiry program, actively participated in the online learning. The students generally have high academic achievement and motivation for learning in science and mathematics. Data were analyzed based on a grounded theory approach. As a result, the characteristics of the online learning environment using e-textbooks were conceptualized via three different categories including temporal, spatial, and technical. Such characteristics of the learning environment were able to provoke self-directed learning, extended learning, interactive learning, in-depth learning, improved ICT literacy, and formation of positive emotions and learning habits. Most of the learners showed positive feedback towards the use of e-textbooks, while some mentioned the technical limitations compared to conventional paper-based learning. This study suggested that e-textbooks are likely to induce positive experiences for learners in the context of online learning, so it is necessary to design contents that utilize various functions and advantages of electronic teaching materials in order to use e-textbooks effectively.

• Journal of the Korean Society for Library and Information Science
• /
• v.50 no.3
• /
• pp.5-23
• /
• 2016

As new technologies change a society, librarians need to understand and adapt to technology innovations. However, most innovations that librarians are supposed to adopt are government-driven or top-down changes; and there have been very few studies conducted to identify any patterns or consistencies in librarians' perceptions of innovation. This paper, therefore, has two research purposes. First, it introduces the Concern Based Adoption Model (CBAM) as one method to gain a deeper understanding of how librarians see such changes. Second, this study identifies school librarians' concerns regarding digital textbooks in South Korea applying the CBAM theory. The test signifies that school librarians present a typical non-user profile, and the pattern anticipates a potential resistance to digital textbooks. Also, it discovers the less experienced and innovator librarians had higher concerns across every stage. The findings underscore a need of various interventions. The CBAM theory suggests, in terms of intense Stage 0 and 1, it is required for school librarians to have events to gain information about digital textbook implementation. Regarding targeted interventions, since the biggest gaps occurs in Stage 4, Consequence and Stage 5, Collaboration, according to school librarians' experience and adoption style, new school librarians need stronger engagement with the community, which including associations, mentors or peer support, and collaborating with public libraries; innovator school librarians require opportunities to test and present their use of digital textbooks (Hall and Hord 1987).

• The Journal of Korean Association of Computer Education
• /
• v.13 no.5
• /
• pp.1-13
• /
• 2010

According to the 2007 national curriculum amendment, new 'informatics' textbooks have been used since 2010 as a textbook for middle school first graders and will eventually be used in other grades. However, only a few studies that have evaluated the 'informatics' textbooks, have been performed. What is worse is the fact that none of the evaluating tools even exist. Therefore, we propose the criteria of selecting 'informatics' textbooks in middle school. Its contents can be summarized as follows: First, this paper classifies previous studies on textbook evaluation into general criteria of selecting textbooks, method of textbook analysis based on how inquisitively students can learn and previous studies which analyzed existing secondary school 'informatics' textbooks and propose the criteria of selecting 'informatics' textbooks in middle school. Second, using the proposed selection criteria for 'informatics' textbooks and other evaluation criteria, five kinds of informatics textbooks were analyzed. Furthermore, it is expected that we can use the selection criteria as a material to choose the new 'Information science' textbooks, and to suggest alternative directions of future studies in the area of evaluating 'Information science' textbooks.