Earticle

The purpose of this study was to investigate the environmental factors that affect the computer literacy of childcare teachers. A survey was conducted to get information about teachers' ICT utilization ability and their physical and educational condition. Binary logistic regression analysis was performed using SPSS 17.0 program on the data of 293 teachers who work in childcare centers in capital area, and the following results were obtained. First, computer-related physical environment and computer training did not affect the teachers' computer literacy. Second, taking computer course had effects on the basic skills, word-processing ability, internet communication ability and computer program utilization. Third, the number of hours of using computers affected the ability to install and maintain computers. Fourth, the purchase of computer-related books and magazines and the number of computer programs they use had an effect on their computer program utilization. These results have significance in that they imply what is needed for improving childcare teachers' computer literacy in terms of institutional support.

본 논문에서는 광주광역시 교육청 산하에서 사용되는 컴퓨터 교과서의 교육과정에 따라 재량활동 각 단 계에서 활용되는 컴퓨터 소양을 위한 단원을 타교과서와 함께 분석하여 학습 방법 및 내용을 비교하였다. 컴퓨터 소양을 위한 단원의 학습 방법을 분석하여 컴퓨터 교육을 위한 여러 교육 방법 중 교육용 컴퓨터게임을 통한 컴퓨터 소양 능력의 신장이 가능한지 지도해보고 적용 결과를 분석하여 초등학교의 컴퓨터 소양 교육에 교육용 컴퓨터 게임이 기여할 수 있는 가능성을 찾고자 하였다. 학생들의 컴퓨터 소양 능력 능력을 신장시키기 위해 교육용 게임을 활용하여 컴퓨터 수업을 진행한 결 과 대부분의 학생들이 일반 수업보다 재미있어 했으며 적극적인 참여로 일반 수업 방법보다 훨씬 더 효과적인 결과를 얻을 수 있었다. 따라서 교육용 컴퓨터 게임을 정보 활용능력을 키우고 문제해결력을 키워주는 방향으로 활용하면 정보화 시대의 지식기반 사회에 부합하는 교육에 기여할 것으로 판단된다.

In this paper, via analysis a education method of chapter for computer basic knowledge, whether educational computer game one of various education methods is able to extend computer basic knowledge, we taught and analyzed applied result, then we wanted to find possibility that educational computer games is possible to be contributed in computer education of elementary school. For extending of computer literacy of student, we did computer class with educational game. As a result, we could got a more effective outcome that student felt a fun and participated in class more active than normal class. Therefore, If we will use educational computer games to aim to raise abilities of computer literacy and problem solving that will be contributed in education which is coincided with knowledge basis society of informational period.

초등학생의 컴퓨터 소양능력을 신장시키기 위한 동료 교수법은 학습자가 교사가 구안한 컴퓨터소양교 육내용을 다른 학습자에게 돕고 가르치면서 학습하는 방법으로, 학습자들이 서로 결과를 공유할 뿐만 아니라, 그 결과를 얻기 위한 과정도 함께 진행하며 협력한다. 본 연구에서 동료교수법을 적용한 결과 컴퓨터 소양능력이 신장됨을 알 수 있었다. 부차적으로 컴퓨터 소양에 대한 흥미가 높아져 학습 이후에 발전적으로 학습하였고, 상호간의 신뢰가 두터우며, 조력하는 학습 분위기가 전 교과에 확산되었다. 꾸준한 연구가 지속되어 전 학년 컴퓨터 소양교육에 기여할 수 있기를 기대한다.

The grade-schooler could develope computer literacy education with the Peer tutoring system which is method of one higher level learner can teach and help another learner. This system can hold the result in common each other, also a progress to get the successful result. Moreover, they do the project in cooperation. After the application of the peer tutoring, the basic of computer ability increase in quality. We have side-effects which are increased the interest of computer function after real teach and learning process. And we get good atmosphere which is confidence each other and helping mood in studying another school work. If this study should process changed form, it will be developed more regular system than this study.

본 연구는 간호대학생의 컴퓨터활용능력과 사고력 및 융합역량이 근거기반실무에 미치는 영향을 규명하 고자 수행되었다. B시에 소재한 3~4학년 간호대학생 104명을 대상으로 구조화된 설문지를 이용한 편의 표집 방법으로 자료를 수집하였으며, 수집된 자료는 IBM SPSS 23 프로그램을 이용해 분석하였다. 연구 결과, 간호대학생의 사고력(β=0.49, p<.001), 컴퓨터활용능력(β=0.25, p= .001), 융합역량(β=.27, p=<.001)이 근거기반실무에 유의한 영향을 미치는 것으로 나타났으며, 세 변수에 의한 설명력은 70.5% 였다. 본 연구 결과를 바탕으로 간호대학생의 근거기반실무 증진을 위해 컴퓨터활용능력, 사고력, 융합역 량을 강화할 수 있는 교육 및 프로그램 개발이 필요할 것으로 사료된다. 특히 본 연구는 간호학과 저학년 에게 적용 가능한 프로그램 개발의 기초자료를 제공하고자 진행된 바, 간호학생의 입학 시기부터 근거기 반실무 역량 강화를 위한 교육 및 프로그램 개발을 제안한다.

The purpose of this study was to examine the effects of computer literacy, thinking ability, and convergence competency on evidence-based nursing practice among nursing students. A total of 104 third- and fourth-year nursing students from a university in Busan, Korea, were surveyed using structured questionnaires through convenience sampling. Data were analyzed using Multiple Regression Analysis with IBM SPSS Statistics version 23.0. Results showed that thinking ability (β= .49, p< .001), computer literacy (β= .25, p= .001), and convergence competency (β= .27, p< .001) had significant effects on evidence-based practice, with an explanatory power of 69.7%. These findings suggest that programs to strengthen computer literacy, thinking ability, and convergence competency are needed to enhance evidence-based practice. Such interventions should be introduced from the early stages of nursing education to foster evidence-based nursing practice.

최근 3년간의 디지털교과서 효과성 분석 연구에 따르면 디지털교과서 연구학교에서 학습자의 정보 활용 능력은 디지털교과서 활용이 가장 큰 효과 요인으로 나타나고 있으며, 디지털교과서 활용을 위해서는 기본적으로 정보 활 용 능력이 필요한 것으로 나타나고 있다. 이에 따라 본 논문에서는 디지털교과서 활용에 있어 정보 활용 능력이 실 제적으로 어떤 효과를 나타내는지 알아보기 위하여 다양한 효인 요인들에게 미치는 영향을 분석하였다. 이를 위해 학습자의 정보 활용 능력 수준을 상, 중, 하로 구분하고 각 수준별로 문제해결력, 자기주도학습력, 비판적 사고력 등 인지적 측면 역량에 미치는 영향을 각각 분석하였다. 그 결과, 학습자의 정보 활용 능력은 문제해결력, 자기주도학 습력, 비판적 사고력 등의 인지적 측면 역량과 밀접한 상관관계를 가지고 있으며, 인지적 측면 역량에 많은 영향을 주는 것으로 나타났다. 특히, 정보 활용 능력 수준이 ‘하’인 그룹에서 인지적 측면 역량에 가장 큰 영향을 미치는 것 으로 나타났고 ‘상’의 그룹에서는 향상도에서 인지적 측면 역량에 가장 큰 영향을 주는 것으로 나타났다. 이에 따라 본 논문에서는 효과적인 디지털교과서 활용을 위해서는 다양한 방식의 정보 활용 교육이 필요함을 제시하였다.

In this paper, According to researches on the effectiveness analysis of digital textbooks for the last three years, it was turned out in digital textbook research school that learners' computer literacy is the most effective factor and the basic ability required to use digital textbooks. Therefore, in this paper, the effects of computer literacy on various factors were analyzed. For this purpose, after the level of learner's computer literacy was divided into upper, middle, and lower, and the effects of each level on cognitive aspects ability(problem solving ability, self-directed learning ability, and critical thinking ability) were analyzed. As a result, It turned out that the learner 's computer literacy has a close correlation with cognitive aspects ability(problem solving ability, self-directed learning ability, and critical thinking ability), and has a significant effect on cognitive aspects ability. In particular, the group with lower level of computer literacy had the greatest influence on the cognitive aspects ability, and the group with upper level had the greatest influence on the cognitive aspects ability in score improvement. Therefore, this paper suggests that various types of computer literacy education are needed to use effective digital textbooks.

신경망은 데이터로부터 반복적인 학습 과정을 통해 숨어 있는 패턴을 찾아내고, 새로운 데이터의 목표값에 대한 정확한 예측에 유용한 모델링 기법이다. 본 논문은 개인적인 특성, 가정․사회적 환경, 타 교과 성적을 이용하여 학생의 컴퓨터 활용 능력 예측을 위한 다층 인식모형(MLP) 신경망을 구축하였다. 신경망의 인식률은 예측 방법으로 널리 활용되고 있는 로지스틱 회귀분석 모델과 비교하였다. 개발한 신경망에 대한 실험 결과, 개인적인 특성이 학생들의 컴퓨터 활용 능력을 가장 잘 설명하는 요소이며, 반면 가정․사회적 환경은 가장 낮은 예측 요소임을 발견하였다. 또한 본 연구의 신경망 모델은 회귀분석보다 더욱 높은 인식률을 나타냈다.

A neural network is a modeling technique useful for finding out hidden patterns from data through repetitive learning process and for predicting target values for new data. In this study, we built multilayer perceptron neural networks for prediction of the students' computer literacy based on their personal characteristics, home and social environment, and academic record of other subjects. Prediction performance of the network was compared with that of a widely used prediction method, the regression model. From our experiments, it was found that personal characteristic features best explained computer proficiency level of a student, whereas the features of home and social environment resulted in the worse prediction accuracy among all. Moreover, the developed neural network model produced far more accurate prediction than the regression model.

지식산업사회에서 국가경쟁력을 높이는데 기여하는 영재에 대한 선발이 최근에는 기초 능력평가를 통해 진행되고 있다. 기초 능력은 창의력, 사고력과 관련된 능력에 관한 것으로 한정하고 있으며, 지식산업사회를 살아가는데 누구에게나 필요할 것으로 판단되는 정보과학에 대한 내용은 배제되어 있는 상황이다. 이에 본 연구는 정보과학 수행능력과 실제 영재성과의 관계를 규명하기 위한 목적으로, 초등 영재 61명을 대상으로 정보과학 교육 프로그램을 6주간 실시하여 그 효과를 검증하였다. 분석결과, 영재성 정도에 따라 정보과학 수행능력은 차이가 있었고, 정보과학 수행능력과 영재성은 통계적으로 유의한 상관을 나타내었다. 따라서 정보사회에서 모든 분야의 기초가 될 것으로 고려되는 정보과학의 내용을 영재성 검사에 포함시킬 것을 제안하였다.

A basic ability test is conducted in recent days to screen gifted students who could make a contribution to the enhancement of national competitiveness in knowledge-based information society. A basic ability is here defined as an ability related to creativity and thinking faculty, and CS literacy is ruled out, though it seems that everybody needs CS literacy in knowledge-based information society. The purpose of this study was to examine the relationship between CS literacy and giftedness. The subjects in this study were 61 gifted students. The selected students participated in an CS program during a six-week period of time in order to find out the effect of the program. And it's found that there were gaps among the students in CS literacy according to the level of giftedness, and information science literacy has a statistically significant correlation to giftedness. Therefore a screening test of gifted students should cover CS literacy, as CS literacy seems to be mandatory for every field of information society.

컴퓨터ㆍ정보 리터러시는 21C를 살아가는 학생들에게 길러주어야 할 주요 핵심 역량 중 하나이다. 미국, 영국 등 세계 여러 나라는 학생들의 컴퓨터·정보 리터러시를 신장시키기 위하여 소프트웨어 교육 내용을 교육과정에 포함시키고 있다. 우리나라도 2015 개정 교육과정에서 소프트웨어 교육을 강조하였다. 위와 같은 교육적 변화에 대처하기 위해 많은 책자 형태의 소프트웨어 교육 교재들이 개발되고 있다. 하지만 이러한 교재들이 컴퓨터·정 보 리터러시를 신장시키기에 적합한지 알아보는 연구는 아직 미흡하다. 본 연구에서는 국가 기관의 주도로 온라 인 상에 보급된 네 권의 소프트웨어 교육 교재가 컴퓨터·정보 리터러시를 신장시키기에 적합한 지 평가하였다. 연구의 대상은 초등학생에게 피지컬 컴퓨팅을 지도하기 위한 교재로 한정하였다. 우선, 교육부에서 제공한 ‘검· 인정 교과서 평가 기준’과 ‘2018 ICILS 평가 틀’을 참고하여 교재 평가 기준을 개발하였다. 다음으로 소프트웨어 교육에 전문성을 갖춘 12명의 현장 교사를 선정하였고, 개발된 평가 틀을 이용하여 교재 평가를 실시하였다. 평 가가 끝난 후, 평가 위원들이 매긴 점수를 평균 내어 3.5 이상을 우수한 교재로, 3.5 미만은 미흡한 교재로 구분 하였다. 그리고 우수한 교재의 특징과 미흡한 교재의 특징을 추출하였다. 마지막으로 연구의 결과를 바탕으로 컴 퓨터·정보 리터러시를 길러 줄 수 있는 피지컬 컴퓨팅 교육 교재 개발을 위한 시사점을 제시하였다.

Computer and Information Literacy(CIL) is one of Key Competences in 21st century. Many countries, including Korea, have adopted related contents in their national curriculum for conducting software education. With this movement, many book-type instruction materials for software education have been developed in Korea. However, it is scarce to find researches that evaluate the instruction materials from the perspective of CIL. In this study, we selected 4 instruction materials which were distributed by government with ‘SW centered society’ web site as well as were developed to teach physical computing for elementary students. Also, we analyzed if they can foster students’ CIL. First of all, the evaluation framework was developed based on ‘The Manual for Authorized and Approved Textbook’ and ‘The 2018 ICILS(International Computer and Information Literacy Study) Assessment Framework’. Then, 12 school teachers who have professional insight of software education evaluated the 4 instruction materials with the framework. Averaging the score given by evaluators, we determined that which instruction materials were superior or not. Finally, we figured out the characteristics of superior and inferior instructional materials. Based on the results of this study, we suggested implications for developing instruction materials for physical computing education to build students’ CIL.

The emerging importance of Second Language (L2) Digital Literacy within English as a Foreign Language (EFL) in Korea is becoming apparent. This is likely to evolve to where L2 Digital Literacy becomes regarded as the most critical component of overall L2 English Literacy. Computer-based Internet-hosted Learning Management Systems (LMS) are rapidly being adopted worldwide for distance education, and are also being applied to blended (hybrid) education. LMS such as the popular open-source Moodle have a special potential in EFL Education: by setting the LMS to force English to be used exclusively throughout a course website, the meta-language can be made the target L2 language. Students develop the ability to use English to navigate the Internet, access and contribute to online resources, and engage in computer-mediated communication. Through such necessary and pragmatic engagement with English, students significantly develop their L2 Digital Literacy.

오늘 글로벌 기업사회는 비서직종사자들에게 정보처리전문가(Information Specialist)로서 더욱 빠르고 정확한 경영 사무를 위한 의사결정이 이루어질 수 있도록 필요 지식과 정보를 제공할 수 있는 정보관리 능력을 요구하고 있다. 비서직종사자들의 정보처리 역량에 관한 연구와 논의는 1990년대 후반부터 꾸준히 진행되어 왔으나 대부분 컴퓨터의 기술적인 측면에만 초점을 맞추어 왔다. 지식정보사회에서 생활을 영위하고 맡은 업무를 수행하는 데 필요한 지식과 기술로서의 컴퓨터에 관한 이해와 긍정적인 태도, 그리고 활용 능력을 갖추는 것을 의미하는 총체적인 컴퓨터 활용 능력(Computer Literacy)이 비서직종사자들의 직무수행능력과 더 나아가 직무만족도에 어떠한 영향을 미치는지 실증 분석을 실시하였다. 컴퓨터 관련 기술보다는 태도나 믿음 혹은 친밀감 등이 직무수행능력과 직무만족에 가장 영향력 있는 요소로 파악되었다. 본 연구의 결과는 업무 수행의 질적 향상과 직장 생활에 대한 자신감과 직무에 대한 만족감을 꾀하려는 비서직종사자들과 예비 비서를 위한 컴퓨터 교육 담당자들에게 Computer Literacy의 중요성에 대한 근거를 제시하는 데 그 의의를 둔다.

It is becoming more essential than ever for office professionals to perform as Information Specialists who are competent in information processing through fast response to the stimuli and needs coming from the current global business society which is controlled by the speed of improvement of information technology. Office professionals' success in business today depends on the level of computer literacy which represents ability to utilize computer and information technology effectively for problem solving in business environment. Computer literacy is reviewed and discussed in three areas - cognitive domain, affective domain, and psychomotor domain. Cognitive domain of computer literacy includes knowledge and understanding about computer system and technology, affective domain represents positive or negative attitude or mind toward computer and its use for work in general, and psychomotor domain includes the specific computer skills needed to operate information system for problem solving. The main purpose of this study is to investigate what kind of and how much influence computer literacy exercises on job performance and job satisfaction for office professionals. More specifically, correlations and causation effects existing among the above three domains of computer literacy and job performance and satisfaction are the main foci of the research, and the results of the statistical analysis has been discussed.

The purpose of this study was to analyze the effect of teachers' computer literacy on job performance ability and satisfaction in CMI educational environment. In this study, the computer literacy was divided into three sub-domains such as cognitive domain, affective domain and psychomotor domain in order for the researcher to measure computer literacy efficiently.Based on the analysis of the data, the major findings are as follows:First, there was statistical significant difference between the male and female teachers of computer literacy both in cognitive and affective domain. The male teachers showed higher computer proficiency than the female teachers. There was also statistical significant difference of computer literacy according to the age of teachers both in sub-domains(cognitive domain, affective domain, psychomotor domain) and summated scores. The younger the teachers were, the higher the summated scores of the computer literacy.Second, both the job performance ability and satisfaction were identified as statistically significant according to the types of schools(elementary, junior high, high school).Third, the teachers equipped with high computer proficiency showed higher job performance ability and satisfaction than the teachers who have low computer proficiency.

21세기 지식정보사회가 성숙함에 따라 미래인재들이 경제적․사회적․문화적 삶을 영위할 수 있기 위하여 반드시 갖추어야 할 능력이 무엇인가에 대한 논의가 활발하게 진행 중이며, 컴퓨터․정보소양(CIL)을 공통적으로 포함하고 있다. 이러한 추세를 반영하여 IEA는 2013년에 세계 최초로 정규 8 학년 학생들의 정보소양능력을 측정․평가하는 국제컴퓨터․정보소양연구(ICILS 2013)를 실시하여 21개 참여국가간 학생들의 컴퓨터․정보소양을 측정․비교하고, 학생의 기대교육수준과, 부모의 경제수준 등 배경요인들이 학생 CIL에 영향을 미친다고 보고하였다. 본 논문에서 ICILS 2013에 참여한 150개 한국 학교 자료를 활용하여 학교배경요인(학교소재인구수, 학교규모, 학교유형 및 학교 ICT 자원)과 교사요인(성별, 나이, 수업에서의 ICT 활용, ICT 자기효능감)이 학교 CIL 평균에 미치는 영향을 분석하였다. 한국의 경우, 학생 CIL 수준은 평균적으로는 우수하나, 학생간 격차가 크며, 상당수의 학생들이 ICILS 권고기준에 못미치고 있어, 정보격차가 우려되는 수준이며, 학교간도 학교배경요인에 따라 상당한 격차가 있음을 밝혔다. 또한, 교사의 ICT 자기효능감 및 수업에서의 ICT 활용과 학생 CIL 점수와의 상관관계가 낮음을 보임으로써, 학교가 학생들의 CIL 능력함양에 충분한 역할을 하지 못하고 있다는 것을 지적하였다.

As the knowledge and information society has been maturing, there has been many discussions about what are the key competences which students should bear for their social, economic and cultural lives in 21st century. In these discussions, Computer and Information Literacy(CIL) has been included as one of key components which students should bear. IEA executed the first study, called International Computer and Information Literacy(ICILS), to measure and compare the CIL of 8th grade students from 21 countries in 2013,. It is shown that the students’ CIL is positively dependent on their expectation of education and their parents’ economic and academical levels. In this study, by using the ICILS 2013 raw data, we try to analysis the effects of schools’ and teachers’ constructs on the average of schools’ CIL. It is shown, in Korea, that the differences of the schools’ CIL average is quite large and that some of them is quite lower than ICILS recommendation, as well as the differences among students’ CIL is large. It is also shown that there is almost no relation between schools’ CIL average and teachers’ constructs, which means that schools have not done their roles to build up students’ CIL.

This research explores how young children learn to use computers in home environment. A qualitative case study was conducted in one family with two children located in a Midwest town in the U.S. The researcher used participant observation method to study computer activities in home over 12 months period. The result from video, interview and field notes indicates: (a) young children’s computer literacy development mostly occurred in spontaneous learning situations, and interaction with adults or more able partner plays an important role; (b) home provided more open ended and flexible computer environment; and (c) children gradually shift from assisted performance by adults to unassisted and self regulated performance during computer activities. Neo-Vygotskian perspective provides a framework to understand the dynamics of scaffolding between participants.

In this paper, we propose efficient management method of liberal education for improving computer literacy. We analyzed the actual conditions and factors affecting education and reflected the analysis results in education. The subject of the study is 'Practice Excel', and tested achievement based on computer literacy. In order to evaluate objectively, we conducted CBT(Computer Based Test) based on Computer Specialist in Spreadsheet & Database Level-2. Analysis of the questionnaire included the use of the popular statistical program, IBM SPSS 24 trial, and frequency, ANOVA, t-test, crossover analysis, and correlation. Evaluation results, An important factor influencing educational performance was active participation. It also proved to be very helpful for understanding excel functions & expression.

This study attempts to extract the characteristics, computer literacy, critical acceptance, and creative ability for digital information, included in H University's computer application course and then verify the effect of these characteristics on confidence (self-efficacy) that they can be solved when faced with a new problem. In addition, the purpose of this study was to compare and analyze how these characteristics affect self-efficacy according to the change of circumstances from the beginning of the semester to the end of the semester. As a result of the analysis, it was found that creativity improves self-efficacy at the beginning of the semester, but creativity decreases self-efficacy in the moderating effect on situations. It can be said that the creativity is already equipped with the development of one-person media and SNS. Therefore, they have creativities at the beginning of the semester and improve their self-efficacy, but since they are not yet familiar with classes and have insufficient adaptation to the university such as Covid 19, it was found that the moderating effect of the situation on these creativities rather lowers the self-efficacy. At the end of the semester, it was found that critical accommodating ability and computer literacy improved self-efficacy by improving computer literacy while solving problems close to real life and performing tasks, has been shown to improve. This is because the computer utilization class mainly focuses on improving the critical acceptance ability and problem solving ability of digital information, can do. In this subjects, since the focus is on improving the critical acceptance and problem-solving ability of digital information, it can be said that the moderating effect of these factors as well as the utilization and critical acceptance ability improves self-efficacy at the same time. It is meaningful that this study actually verified the improvement of digital literacy ability among college students that use digital information the most. A school in charge of nurturing future talents with these abilities can serve as an institution that nurtures the skills required by society, and society has the effect of reducing the cost of re-educating people who do not have these skills.

The purposes of the study were to specify a LISREL model of vocational high school teacher’s computer literacy with their daily computer use, computer experience years, age, and educational levels, to determine its goodness of fit test and to estimate parameters. In addition, if the model were not good enough to be accepted, then the model was subject to be modified. The methodology adopted was mainly survey in which 279 teachers participated. A common factor analysis with varimax rotation method was implemented to identify factor structure before analyses of LISREL model.According to major findings, the followings were concluded. First, vocational high school teacher’s computer literacy as a latent variable influenced its sub factors which were cognitive domain, affective domain, and psychomotor domain. Second, various implications could be made according to the goodness of fit test results. The specified model was identified as bad from the Chi-square test result. On the other hand, AGFI and RMSEA coefficient were good enough. Further, it was revealed some parameter estimates were determined as none significant. Third, the two exogenous variables, computer experience years and their age were identified as having significant relationships with computer literacy, endogenous variable. Last, a modified model was presented that only daily computer use had a path coefficient with computer literacy. It was found that the model was good enough and the parameter estimates were significant.