• 대한공업교육학회지
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• 제30권1호
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• pp.68-83
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• 2005

The purpose of the study were to analyze of the curriculum and textbooks for technology & home economics in the 7th national curriculum, and to suggest the revision direction of them. This study was carried out through literature research of national curriculum and textbooks of Korea and Japan, respectively. The findings of the study were as follows: First, we have three textbooks which are technology & home economics 1, technology & home economics 2, technology & home economics 3 for each grade of middle school student, but one technology textbook and one home economics textbook may be better for middle school student to reduce the learning content following revised curriculum. Second, as an aspect of learning content between technology textbook and computer textbook, the computer and information volume is too much overlapped, which is also the same result at the survey research report of KICE. Therefore, the computer content of technology & home economics textbooks must be considered to reduce according to follow research.

• 한국가정과교육학회지
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• 제25권3호
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• pp.61-77
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• 2013

본 연구의 목적은 교과서 평가기준에 반영된 교과 관점의 중요성을 탐색하고, 현재 실과(기술 가정) 교육과정에 제시된 관점과 교과서 평가기준과의 관련성과 더불어 향후 교과서 평가기준을 방향을 설정하는 것이었다. 따라서 본 연구의 내용은 실과(기술 가정) 교과서 평가기준을 분석하고, 교과서 평가기준에서의 교과 관점의 의미를 탐색하며, 2007 개정 교육과정 및 2011 개정 교육과정에 지속적으로 제시된 교과 관점을 도출하고, 교육과정과 교과서 평가기준에서 강조하고 있는 관점의 관련성을 분석하며, 마지막으로 향후 교과서 평가기준 개발 방향을 제시하는 것을 포함하고 있다. 교과서 평가기준은 교과서 개발을 위한 교과관점을 제공하고, 교과의 주요 개념과 가치를 전달하며, 교사교육의 방향을 제시해 줄 수 있다는 점에서 중요한 의미를 가진다. 본 연구에서 교육과정 분석을 통해 도출된 교과 관점들은 관리역량, 생활역량, 실천적 경험, 개인과 가족을 이해하기 위한 통합역량, 생활문제해결, 그리고 진로 및 생애설계이다. 향후 국가 수준의 교육과정에서 제시된 교과 관점들에 터하여 교과서 평가기준의 항목들을 개발할 필요가 있으며, 학습 자료 평가기준뿐만 아니라, 교수 학습 방법, 교사 활동 평가 등 다양한 평가 틀에 교과 관점들이 활용될 수 있을 것으로 기대한다.

• 한국초등과학교육학회지:초등과학교육
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• 제30권4호
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• pp.442-458
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• 2011

Digital textbook project is one of government-driven project to improve education due to integrating technology. Digital textbook need to be universally designed to fit for each student. Recently, universal design for learning( UDL) gains great attention as one of promising approaches for the development of the digital textbook through giving various options and flexibility to all students. UDL has three main principles, first provide multiple means of representation, second provide multiple means of action and expression, third provide multiple means of engagement. The purpose of the study is to analyze fourth grade science textbook according to three UDL guidelines and suggest implications to improve an existing science textbook. The results indicated that fourth grade science digital textbook has been partly applied UDL guidelines like implementing multimedia and multi- mode contents, learning and communication tools, and motivation strategies. But options which students can choose according to their needs and styles are insufficient and tools for expression and communication need to enhance for helping each student to overcome his/her obstacles for learning and need to be more and elaborate to support learner-centered science digital textbook.

• 한국IT서비스학회지
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• 제14권4호
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• pp.237-256
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• 2015

The purpose of this study is to develop the eTextbook and to explore the usability of the eTextbook for accelerating mobile learning in university. This study was primarily based on needs analysis of students, and eTextbook was created based on digital publishing through Adobe DPS. The major design principles of the eTextbook based on previous studies were as follow. First, eTextbook should deliver learning contents in a simple and systematic way. Second, eTextbook should induce student's flows by providing segmented learning contents and various learning resources. Third, eTextbook should expand information accessibility by providing a wide variety of multimedia functions. The development principles of eTextbook have been developed based on cognitive psychology. Location and function of the link or icon used for eTextbook have been developed on the basis of the principles of cognitive psychology. The main development principles were Coherence, Signaling, Redundancy, Segmentation, Multimedia principle, and so on. In order to examine usability of the developed eTextbook, experts' and learners' reactions were evaluated. The primary responses of learners are that the eTextbook increased the learning accessibility and provided various multimedia factors, and thus increased the learning flows in the class.

• Educational Technology International
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• 제14권1호
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• pp.109-136
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• 2013

We conducted an empirical study with 8 middle school students in Korea to investigate the usability and usefulness of our self-designed Digital Textbook. The Stimulated Recall (SR) Method using Morae software was utilized to analyze the learners' task behaviors and mental operations while using the Digital Textbook to learn English. Collected qualitative data indicated several problems in terms of the usability and usefulness of the Digital Textbook. The findings are summarized and some implications are discussed for further revision of the Digital Textbook and validation of the SR method as a usability-usefulness test tool.

• Educational Technology International
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• 제19권1호
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• pp.35-60
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• 2018

The purpose of this study was to analyze the types of lesson and its effectiveness with digital textbook. To address those goals, we had observed five classes of the primary school, which designated as a research pilot school for digital textbook. Based on the result of observation, 3 types of lesson with digital textbook were categorized: Teacher-directed lecture (type 1), Blended learning (type 2), and Flipped learning (type 3). Depending on the type of lesson was analyzed the positive and negative effectiveness by means of matrix analysis method. As a result, in Teacher-directed lecture (type 1), there was found out the participation of the lesson in atmosphere of stable and comfortable as positive experience, also digital textbook operating immature and boring as negative experience. In Blended learning (type 2), there was found out the fun by sharing the product and peer feedback, and flow by learning transfer as positive experience, also digital textbook operating immature and understanding the difference between assignments as negative experience. In Flipped learning (type 3), there was shown the positive attitude and ownership in the lesson as positive experience, also distracting and boring in the lesson when learner was excluded in participation as negative experience. Based on the results, we suggested some strategies for improving positive experience and protecting negative experience in the lesson with using digital textbook.

• 한국의상디자인학회지
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• 제16권4호
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• pp.137-156
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• 2014

This study focuses on the middle school textbook Technology Home Economics 2, revised in 2009, and aims to analyze the clothing-related contents within the Technology and Home Economics curriculum. All Korean elementary, middle and high school curricula have evolved through a number of changes and repeated revisions from their first versions, and reached their current seventh revised edition in 2009. Over this process, subjects connected to home economics have formed the following structure: Practical Courses in elementary school (5thand6thgrade)and Technology and Home Economics in middle and high school. The curriculum contents of the subjects Technology and Home Economics are divided into Development and Family, Clothing, Dietary Life, Habitation, Home Management and Consumption. Each curriculum teaches the students about its respective contents, e.g. Clothing brings the students in contact with clothing-related matters. Curricula and education methods help students find their own interests during middle and high school. Their school studies determine what majors they are seeking to choose in college and university. There are diverse university programs in Korea that are related to clothing. The above-mentioned textbook deals with clothing in the chapter Eco-friendly Clothing and Mending Habits. The results of this analysis shall help the development of the constantly changing textbook curricula, and furthermore become a reference to middle and high school students who aspire a practical and creative clothing education.

• 컴퓨터교육학회논문지
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• 제14권1호
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• pp.147-158
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• 2011

이 연구는 디지털교과서(Digital Textbook; DT) 활용 학교 교사의 테크놀로지 리더십에 대한 요구 및 수준을 규명하는 것을 목적으로 하였다. 연구의 대상은 2009년도 디지털교과서 연구학교에서 디지털교과서를 사용하고 있는 초등학교 교사 97명(남 40명, 여57명) 이었다. 요구분석조사를 위한 도구는 기존의 테크놀로지 리더십 역량을 디지털교과서 환경에 맞게 수정하여 사용하였고, 보리치(Borich) 공식을 이용하여 요구도를 산출 및 해석 하였다. 연구 결과, 디지털교과서 연구학교 교사들이 가장 중요하게 인식하고 있는 영역은 교사 '본인의 교수 학습방법'이었으며, 현 수준이 가장 낮다고 인식하는 영역은 '학교지원'인것으로 나타났다. 각 영역별로 개선필요성이 가장 높다고 인식하고 있는 테크놀로지 리더십 항목들은 '디지털교과서 활용에 대한 구성원 간 역할 분담', '창의성을 배양할 수 있는 디지털교과서 교수 학습 방법', '디지털교과서 문제 발생 시 대처 능력', '디지털교과서 문제 발생 시 보조 인력 지원', '디지털교과서 효과 측정을 위한 다양한 평가도구 개발', '장애 학생을 위한 디지털교과서 자원 지원'인 것으로 분석되었다. 이 결과를 바탕으로 디지털교과서의 성공적인 학교 도입을 위해 테크놀로지 리더십을 향상시킬 수 있는 방법들을 구체적으로 제안하였다.

• Educational Technology International
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• 제14권1호
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• pp.75-108
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• 2013

The purpose of this study is to find a way to improve digital textbooks for self-regulated learning by applying cognitive scaffolding designs to an elementary math digital textbook and examining the effectiveness of the system. Hence this study was conducted in two steps. First, a framework for scaffolding design was devised by examining the problems and difficulties students encounter when using a mathematics digital textbook. Second, after the digital textbook was revised by applying the scaffolding design frameworks, the effectiveness of the scaffolding framework was examined by comparing students' achievement levels in an experimental group and that of students in a control group. Seventy fifth-graders participated in this study. Students were divided into two groups: an experimental group and a control group. The students in the experimental group studied with the revised version of the digital textbook and the students in the control group studied with the original version of the digital textbook. The students received a pretest before the experiment. After the experiment, they took an achievement test and completed a usability questionnaire. The data were analyzed by ANCOVA with the SPSS Windows version. The results revealed that the students who used the revised program (to which design strategies for scaffolding were applied) showed higher levels of achievement than those who used the original version. In addition, students in the experimental group generally showed higher scores on the usability survey, which consisted of four sub-categories such as 'effectiveness', 'efficiency', 'satisfaction', and 'learnability'. There was a statistically significant effect on 'efficiency'. These results implied that scaffolding strategies were effective for mathematics learning through the use of an elementary digital textbook.

• 디지털융복합연구
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• 제14권9호
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• pp.53-61
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• 2016

본 연구는 교사의 개인배경과 연수경험이 디지털교과서 활용역량, 이해수준, 효과성 인식 및 태도에 미치는 영향을 분석하기 위해 수행되었다. 이를 위해 경기 및 전남지역 초 중 고등학교 교사 101명의 설문결과를 SPSS 통계 패키지를 활용하여 분석하였다. 연구결과 남교사의 디지털교과서 활용역량이 여교사에 비해 통계적으로 높았고 성별 및 학교급의 차이는 없었다. 또한 디지털교과서 연수경험이 있는 교사들이 그렇지 않은 교사들에 비해 이해수준은 높았으나 활용역량, 효과성 인식, 태도는 차이가 없는 것으로 나타났다. 연구결과, 정보격차가 일부영역을 제외하고 극복되고 있는 점이 특이사항으로 확인되었으며, 향후 디지털교과서의 발전을 위해 학습자 특성을 고려한 연수 프로그램 설계와 실천의 개선이 요구되었다.