Earticle

인공 지능(AI)과 로봇 공학의 역할이 글로벌 교육, 특히 STEM 및 STEAM 프레임워크 내에서 점점 더 중요해짐에 따라 기존 코딩 교육에서 AI를 활용해야 할 필요성이 매우 증가하고 있다. 따라서 이 연구의 목적은 초, 중등학교 기술-공학 수업에서 인 공지능형 코딩 플랫폼의 하나인 플랫코(FlatCo)의 활용 방안을 제시하고 가능성을 탐구하는 데 있다. 이 연구는 탐색적 문헌연 구를 주된 연구 방법으로 활용하여 AI 기반 플랫코 코딩 플랫폼의 활용 가능성을 주제별로 비판적으로 검토하고, 이를 기반으 로 교육적 활용 방안을 도출하였다. 이 연구의 결론은 다음과 같다. 첫째, 초등학교 기술-공학 수업에서 플랫코를 사용하여 블록 기반 코딩을 통한 로봇 제어 프 로그래밍을 통한 기본 코딩 및 AI 개념을 활용할 수 있다. 플랫코의 시각적 프로그래밍 환경을 사용하여 학생들은 간단한 로봇 작동을 프로그래밍하여 경로를 따르거나 장애물을 피하거나 기본 센서 입력에 반응하는 등의 작업을 수행할 수 있다. 둘째, 중학교 기술-공학 수업에서는 고급 프로그래밍으로 학생들에게 부담을 주지 않으면서 기본 AI 개념을 포함하는 중급 로봇 공학 프로젝트에 플랫코 플랫폼을 활용할 수 있다. 이 수준에서 학생들은 블록 기반 코딩이나 단순화된 Python 명령을 사 용하여 센서 입력에 응답하고 간단한 AI 기반 작업을 실행하는 로봇을 프로그래밍할 수 있다. 셋째, 고등학교 기술-공학 수업에서는 플랫코 플랫폼을 활용하여 실제 AI 애플리케이션에 중점을 두지만 기계 학습의 복잡 성을 다루지 않는 고급 로봇 공학 프로젝트에 적용할 수 있다. 이 수준에서는 플랫코의 AI 도구를 사용하여 장애물 코스를 탐색 하거나 환경 변화에 대응하여 사전 정의된 작업을 완료하는 등 자율적으로 작업을 수행할 수 있는 실제 시스템을 시뮬레이션하 는 것을 강조한다. 마지막으로, 플랫코 플랫폼은 향상된 학생 참여 및 상호작용을 향상시킬 수 있다. 플랫코 플랫폼은 AI 기반 로봇 코딩을 통 해 실시간 피드백과 대화형 경험을 제공함으로써 학생 참여와 실습 학습을 크게 향상시킨다. 이는 프로그래밍 개념에 대한 더 깊은 이해를 촉진하고 문제 해결 작업에 대한 적극적인 참여를 촉진한다. 이러한 연구의 맥락에 따라 플랫폼의 향상과 추후연구를 위하여 제언을 하면, 장치 호환성을 확장해야 할 필요가 있다. 즉 iOS 시스템을 포함한 더 넓은 범위의 장치를 지원하여 다양한 교육 환경에서 기술에 더 쉽게 접근하고 사용할 수 있도록 플랫 코 플랫폼을 강화하는 데 중점을 두어야 한다.

The purpose of this study is to propose the use of the AI-powered FlatCo coding platform in technology and engineering education in primary and secondary schools. This study uses a literature review as the main research method to critically examine the feasibility of using AI-based FlatCo coding platforms by topic and to derive educational applications based on this. The conclusions of this study are as follows; First, FlatCo can be used in primary school technology and engineering classes to introduce basic coding and AI concepts by programming robot control through block-based coding. Second, middle schools can use the FlatCo platform for intermediate robotics projects that include basic AI concepts without overwhelming students with advanced programming. Third, in high school technology and engineering classes, the FlatCo platform can be used for advanced robotics projects that focus on real-world AI applications but do not address the complexities of machine learning. Finally, the FlatCo platform enables increased student engagement and interaction. The FlatCo platform significantly enhances student engagement and hands-on learning by providing real-time.

IT technology based projects was conducted to implement education on producing creative ideas through on-line education and grasp thinking disposition of students in terms of creativity education efficiency. The differences in idea creation among students according to thinking dispositions were analyzed through qualitative evaluation and quantitative evaluation of project and its result was drawn. The purpose of this study was to help cultivate a man of ability who will make a great contribution to knowledge information society by proposing education model based on new method of teaching and learning.

이 연구는 테크놀로지 활용 과학 수업을 위한 분산 인지 이론 기반 수업 전략을 신뢰도와 타당도가 확보 된 절차에 따라 개발한 설계·개발 연구이다. 수업 전략 개발을 위해 설계·개발 연구 방법론 절차에 따라 개발 연구와 타당화 연구를 진행하였다. 개발 연구에서는 선행 문헌 검토와 사전 전문가 검토 방법으로 초기 수 업 전략을 개발하였다. 타당화 연구에서는 내적 타당 화(전문가 타당화, 사용성 평가)와 외적 타당화(현장 적용 평가) 방법으로 수업 전략을 타당화하고 최종 수 업 전략을 개발하였다. 최종 수업 전략은 3개의 수업 원리와 9개의 수업 전략, 38개의 세부 지침으로 구성 하였다. 이 연구를 통해 연구자는 테크놀로지 활용 과 학 수업을 위한 수업 전략의 적합성, 블록과 교수·학습 과정안의 유용성, 인지적 도구로서 테크놀로지의 활용 가능성, 테크놀로지 활용 교수 역량 함양을 위한 교사 의 노력 필요, 수업 전략 적용에 영향을 미치는 조건을 고려한 수업 설계를 제안하였다.

This study is a design and development study that developed instructional strategies based on distributed cognitive theory for science classes using technology according to procedures that ensured reliability and validity. To develop instructional strategies, development study and validation study were conducted according to design and development research methodology procedures. In the development study, an initial instructional strategy was developed through prior literature review and prior expert review. In the validation study, the instructional strategy was validated using internal validation (expert validation, usability evaluation) and external validation (field application evaluation) methods, and the final instructional strategy was developed. The final instructional strategy consisted of 3 instructional principles, 9 instructional strategies, and 38 detailed guidelines. Through this study, the researcher suggested the suitability of instructional strategies for science classes using technology, the usefulness of blocks and teaching and learning processes, the possibility of using technology as a cognitive tool, the need for teachers' efforts to cultivate teaching capabilities using technology, and the needs lesson plan that takes into account conditions affecting the application of instructional strategies.

Purpose: This study aimed to explore the relations between class distracting factors and class satisfaction of the dental technology students and then provide a primary data to help further related studies and develop educational programs with which instructors can efficiently manage their classroom. Methods: For this study we have conducted a survey started from the beginning of May 2017 to the end of June. The subjects of the survey were Dental Technology students of D-city, K-city, W-city, selected by random sampling method. The questionnaire was self-administrated and 437 valid results were chosen for our analysis among 450 distributed questionnaires. Results: The results of the research was as follows. Firstly, The overall average point of class distracting factors was 2.5 point. The environmental factors were the highest point as 2.59 and as for the subcategories tiredness and drowsiness was the highest point as 2.76. Secondly, The overall average point of class satisfaction turned out 3,88 point and compliance with class and attitude factors gained the highest point as 4.06. Of the subcategories strict roll checking was the highest point as 4.17. Thirdly, As for class distracting factors from general characteristics a statistical significance was shown as follows; ‘instructor factor’(p<.01), ‘learner factor’(p<.05), ‘total class distracting factor’(p<.05) in the area of gender, ‘environmental factor’(p<.001), ‘total class distracting factor’(p<.01), ‘learner factor’(p<.05), ‘instructor factor’(p<.05) in the area of gender ‘learner factor’(p<.001), ‘instructor factor’(p<.001), ‘environmental factor’(p<.001), ‘total class distracting factor’(p<.01) in the area of class grade, ‘environmental factor’(p<.05) in GPA. Fourthly, A statistical significance, a negative correlation (p<.01) were shown between class distracting factors and class satisfaction. Class distracting factor that especially affects the class satisfaction was instructor factor(p<.001) and the explanatory power of the model turned out 14.7%, which was statistically meaningful (p<.001). Conclusion : Results of this study reveal that instructor factor is the key to class satisfaction of the students. So it is crucial that the instructor faithfully prepare for the class to reinforce the students’ learning. Additionally further studies should be followed with more subjects and newer perspectives to develop innovative teaching methodology.

본 연구는 온라인 수업만족도에 영향을 미치는 요인을 분석하여 비대면 수업을 보다 효과적으로 운영하기 위한 기초자료로 활용하고자 하였다. 설문 조사는 전북과 충북에 소재한 치기공과 재학생의 208부 설문지를 분석 하였다. SPSS 프로그램을 이용하여 신뢰도 분석, 기술적 통계, 평균분석(t-test, one-way ANOVA), Pearson의 상관분석, 단계적 다중회귀분석을 시행하였다. 분석결과 연구대상자의 시간적 기대 효익은 3.87, 학습효과 기대 효익은 3.30, 기술 친숙도는 3.40, 수업만족도는 3.21로 나타났다. 수업만족도에 가장 큰 영향을 미치는 요인은 기술적 친숙도이었다. 온라인 수업만족도를 높이기 위하여 수업에 활용되는 학습 도구의 활용능력과 온라인 수업 시스템에 대한 기술적 친숙도를 향상시키기 위한 학습환경을 구축해야 할 것이다.

This study analyzed the factors affecting online class satisfaction and tried to use it as basic data for more effective class management. The survey was collected on 208 students majoring in dental laboratory technology in Jeonbuk and Chungbuk. The data were analyzed by reliability analysis, descriptive stastistics, compare means(t-test, one-way ANOVA), Pearson’s correlation coefficient and stepwies multiple regression analysis(SPSS program). The analysis results showed that expected benefit of time was 3.87, expected benefit of learning was 3.30, technology familiarity was 3.40, and class satisfaction was 3.21. The most influential factor in class satisfaction was technology familiarity. In order to increase the online class satisfaction, it is necessary to build a learning environment to improve the ability to learning tools used in classes and technology familiarity with the online class system.

노동과정 내 새로운 테크놀로지의 도입은 생산성의 향상이나 노동의 절 약과 같은 명분에서 이루어지지 않는다. 이 글에서는 테크놀로지의 도입 을 기존의 까다로운 노동계급의 저항에서 벗어나 새로운 임노동관계를 재 구성하려는 자본의 ‘도주’ 전략 중 하나로 파악한다. 특히 한국 방송산업 의 경우, 1997년 공황을 전후로 도입된 6mm 디지털 카메라와 편집 시스 템은 자본이 되기 위해 갖춰야 했던 새로운 임노동관계의 형성에 있어 중 요한 성찰의 지점을 제공해 준다. 이는 테크놀로지 도입이란 노동의 질적 저하와 탈숙련을 가져온다는 기존의 논의를 넘어, 비정규직과 같은 새로 운 임노동관계와 방송산업구조의 유연화라는 노동-자본 간 세력관계의 관 점에서 바라보아야 함을 뜻한다. 따라서 이 글에서는 1990년대 중반 이후 진행되어 온 한국사회 내 노동-자본의 세력관계 변동을 전제로 하고, 그 구체적인 표출로서의 방송산업 내 비정규직 노동계급의 구성을 역사적 맥 락에서 다루고자 한다. 이러한 접근은 무엇보다 사회적 서비스로의 방송 산업이 자본이 되어가는 과정에서 취해야만 하는 임노동관계의 형성 과정 에 대한 고찰뿐 아니라, 역으로 자본으로서의 방송이 어떠한 취약함을 보 여주는지를 드러내는 비판의 작업이기도 하다.

Broadcasting industry is not so much a particular sector of new economy as an instance of the circuit of capital in a society. In other words, broadcasting as a public service could be a new place for capital that is at stake. The capital’s flight to broadcasting sector have to need new wage-labour class because capital is not a thing such as money but an economic ‘form’ that historically specific capitalist class relation assumes. After 1990s, the expansion of Korea broadcasting industry means not only flexible production of programme contents but the explosive increase of irregular employment. The flexiblization and irregular employment in Korea broadcasting industry could be read in context of class struggle, as it were, the recomposition of class relation in Korea society. Digital media technology that had been introduced in mid-1990s was a very important apparatus to recompose the class relation in broadcasting industry. Most importantly, ‘digital 6mm camera’ that had come into wide use after economic crisis in Korea in 1997 caused great changes in the role and relationship between irregular labourer and regular labourer in production system. Due to low production cost, decrease in number of labourers resulted in intensifying labour and providing a chance of upskilling for irregular labourers.

Smart learning driven by ICT technology and mobile devices, and free from many of the limitations of personal computers is drawing attention. This is evidenced by different mobile stores offering a variety of applications for language learning. Mobile applications related to interpreting, however, are mostly for simple translation services only. Applications for interpreter training are also largely limited to foreign language learning at sentence levels. The present study proposes the necessity and structure of mobile-based class aid which overcomes the limitations of e-class, cyber campus or other tools currently operated by many higher education institutions. A simple survey was conducted with interpreting teachers and learners, asking how consecutive interpreting(CI) classes are delivered and how ICT is utilized. The survey result indicated that some of the limitations of current CI classes could be addressed by introducing smart learning. To help address those limitations, while improving the efficiency of CI training, the development of a mobile application as an assistive tool was examined in detail. Items on the user interface screen are schematized, describing the function of each item, to provide a more practical proposal. This could be a model on which to design CI training based on smart learning.

近年、情報通信技術(ICT)の発展に伴い、空間や時間の制限を受けないモバイル端末によるスマートラーニングが増加している。その一環として、語学学習のための数々のアプリケーションが登場しているが、通訳学習に関しては文章単位の外国語学習のレベルにとどまっているのが現状である。 本稿では、大学や大学院の逐次通訳授業のための補助的手段として、モバイルで実現可能なアプリケーションを構想し、通訳授業におけるスマートラーニングを提案した。 まず、通訳大学院の逐次通訳担當教授と学習者を対象としてアンケート調査を行い、情報通信技術の活用の現状をまとめた。その結果、課題の提供や遂行、提出、評価などにおいて現在の技術や送受信(Eメールや校内LMSなど)では技術的限界による不便な点があり、改善の余地があることがわかった。この結果にもとづき、逐次通訳授業用のアプリケーションを考案、操作画面を図式化し、各項目について具体的な考察を行った。

그래픽 계산기와 같은 공학 도구를 사용하는 수학 수업에 있어서 교사의 확신에 영향을 주는 여러 가지 요인들이 있다. 공학 도구를 사용하는 교사의 태도와 같은 내적 요인과 학교 관계자, 또는 동료교사의 지원 등과 같은 외적 요인들이 있다고 할 수 있다. 교육적 기술 지식(PTK: Pedagogical Technology Knowledge)이 교사의 테크놀로지를 사용하는데 있어서 확신을 결정짓는 중요한 요인임을 알 수 있었고, PTK의 발전은 테크놀로지에 대한 교사의 생각, 그리고 그것의 활용과 도구장착(instrumentation)으로 이루어진다고 할 수 있다. 본 연구는 예비교사와 현직교사를 포함한 19명을 대상으로 수학교육과정을 대수, 함수, 기하, 미적분, 통계 영역을 중심으로, 테크놀로지의 활용에 중점을 두어 테크놀로지를 도구장착으로 발전시키고 PTK를 확대하는 것에 중점을 둔 연구이다. 본 연구에서는 그래픽 계산기와 GSP, AutoGraph과 같은 다양한 경험을 통하여 교사들의 테크놀로지에 대한 태도를 도구장착과 도구화의 개념으로 분석하여 이것이 교사의 확신에 어떻게 영향을 미치는지를 알아보았고, 테크놀로지에 대한 전문적 지식의 발전, 교육의 질에 대한 교사들의 변화를 살펴보았다. 연구 결과 테크놀로지에 대한 교사 개인의 태도와 확신이 아주 강하다면, 부정적인 잠재적제약(constraints)와 방해요인(obstacles)은 크게 영향을 미치지 않는다는 것을 알 수 있었다. 특히 교사의 배우고자 하는 확고한 의지와 더불어 수학 학습에 있어서 테크놀로지의 가치에 대한 강한 확신은 테크놀로지의 효율적 활용에 결정적인 요소라고 할 수 있었다.

Various factors affecting teachers' self-confidence exist in math class using technology such as graphic calculators. For example, internal factors such as teachers' attitude and external factors such as school administrators or colleague's support can be considered. Pedagogical Technology Knowledge(PTK) is the very important factor which determines teacher's self-confidence in educational technology, and the development of PTK is composed of teacher's perception on the technology and its application and instrumentation. This study investigated 19 pre-service and current middle and high school teachers in the respect of their change of self-confidence, attitude, expertise on pedagogical technology, and quality of math class. These are anlayzed with the concept of instrumentation and instrumentalization through various experiences like graphic calculator, GPS and AutoGraph. The result indicated that constraints or obstacles did not affect much if teachers' attitude and self-confidence were strong. Particularly teachers' firm will to learn about technology and their confidence on its value are the critical factors in using technology for mathematics class.

Purpose: In this study, we aim to provide primary source of data for developing a learning program that enhances the students’ learning by critically analyzing and adopting the effective class participation factors of the students. Methods: A questionnaire survey has been conducted from the beginning of May to the end of October, 2017. Subjects of the survey was the dental technology students living in W-city et al by random sampling method along with written informed consent. Out of 630 distributed questionnaires, 584 results were used for our analysis. Results: Firstly, the average score of the class participation of all the subjects was 3.08 points out of 5.0, which was broken down into class activity (3.53 points), passion about class (3.51 points), communication factors (2.88 points), class preparation (2.77 points), class extension (2.76 points). Secondly, statistically significant correlations were found between class participation and class satisfaction as shown in (p<.01). Class participation factors that affect the class satisfaction were class preparation(p<.001), class activities(p<.001), passion about class(p<.001), which reveals positive and meaningful results. Explanatory power of the model turned out 50.3%. Conclusion : Considering that class preparation, class activities, and passion about class played a key role in class satisfaction of the student, teachers need to be open minded to reflect the learners’ personalized demands and needs in preparing and managing their class. Additionally should be in tandem that provides the students with various routes of class participation.

이 연구는 학습자의 수업 집중도 파악을 위해 얼굴 감정 분류 기술을 사용하는 해외 논문 의 탐색 및 고찰을 진행하였다. 본 논문은 추후 학습자의 집중도를 분류하는 지능형 튜터링 시 스템(ITS, Intelligent Tutoring System)의 구축을 위해 그 방법과 이론 그리고 필요 요소를 도출 하는데 목적이 있다. 먼저 이 논문은 체계적 문헌 조사 방법을 기반으로 연구와 관련된 논문을 수집하여 분석 및 고찰을 실시하였다. 한국에서는 얼굴 감정 분류에 관한 연구가 많지 않기 때 문에 해외 논문 검색 서비스인 구글 스칼라에서 2010년부터 2022년까지 출간된 논문 중, 중복 된 논문을 제외하고 770편의 논문을 검색하였다. 추후 문헌 분류 방법에 따라 연구 고찰에 적 합한 10개의 논문을 최종적으로 선정하였다. 논문 연구 결과 연구자는 집중도 측정에 사용되 는 독립요소를 4가지로 정리할 수 있었다. 이론/모델(Theory/model), 요소/객체(Element), 추출 값(Values), 분류 방법(Evidence)로 분류하였다.

This study conducted a search and review of overseas papers using facial emotion classification technology to understand the learner's class concentration. The purpose of this paper is to derive the method, theory, and necessary elements for the construction of an Intelligent Tutoring System (ITS) that classifies the concentration of learners later. First, this paper was analyzed and reviewed by collecting research-related papers based on a systematic literature search method. Since there are not many studies on facial emotion classification in Korea, Google Scala, an overseas paper search service, searched 770 papers excluding duplicate papers among papers published from 2010 to 2022. 10 papers suitable for research review were finally selected according to the literature classification method. As a result of the thesis research, the researcher was able to organize the independent factors used for measuring concentration into 4 categories. It was classified into 'Theory/model', 'Element', 'Extracted Values', and 'Evidence'.

Purpose: The purpose of the study was to determine the general characteristics of students in dental technology departments; the correlations among their immersion in learning, class satisfaction, and academic achievement; factors influencing online learning experience; ways to improve students’ class satisfaction; and basic data for designing effective online courses. Methods: A total of 300 questionnaires were produced and distributed to dental technology students from September 29 through October 8, 2020. The outcome was analyzed using IBM SPSS Statistics ver. 25.0. A significance level of α=0.05 was used for reliable verification. Results: Immersion in learning, class satisfaction, and academic achievement were relatively high among students who studied on a regular basis, and class satisfaction and academic achievement were relatively high among students who studied with almost no interruption. Concerning the correlations between academic achievement, immersion in learning, and class satisfaction in online learning, the correlation between academic achievement and class satisfaction was the highest at r=0.862. Class satisfaction was the largest factor that influenced academic achievement, and the higher students’ immersion in learning and class satisfaction were, the higher their academic achievement was. Conclusion: The research is a case study that investigated the general characteristics of dental technology department students and the correlations among their immersion in learning, class satisfaction, and academic achievement. The study outcome could be used in determining factors that influence online learning and designing effective online courses that improve learner satisfaction.

이 연구는 적절한 교육환경 조성, 개인차에 따른 프로그램 구성 운영, 사교육비 절감에의 기여도 등 방과후학교 정보통신기술 교육의 효율적인 운영 방안을 모색하는데 목적이 있다. 이 연구를 통해 나타난 연구의 결과는 다음과 같다. 첫째, 교육시설 및 환경에서 대부분 학교는 컴퓨터와 부가장비, 소프트웨어가 잘 갖추어져 있고 컴퓨터 고장으로 인한 수업 지장이 없는 것으로 나타났다. 둘째, 프로그램 운영에서 적절한 주당 수업 시간, 수업 횟수, 참여인원에 대한 응답은 강사, 학부모는 주당 80분, 2회, 11~20명, 학생은 40분, 2회 11~20명에 가장 많은 응답을 하였다. 셋째, 지도내용에서 교육 내용과 교재 선택 방법은 강사가 직접 선정하는 경우가 가장 많이 나타났으며 가장 중점을 두고 지도하는 내용은 컴퓨터 관련 자격증 취득이 가장 높게 나타났다. 넷째, 평가 및 효과에서 학부모 측면으로는 사교육비 절감, 학생측면으로는 컴퓨터 활용능력 향상이 가장 많이 나타났으며, 특기․소질 향상 만족도 조사에서 학부모와 학생의 만족도는 강사의 만족도에 비해 낮은 것으로 나타났다. 다섯째, 지도강사 만족도는 학생과 학부모 모두 만족하고 있으며 매우 만족하고 있음에 응답한 비율이 다소 학생이 높은 것으로 나타났다.

Almost all the people in Korea have been burdened by the cost of private education due to the flavor of overvaluation of educational background. This has led to the introduction of after school class by the Ministry of Education and Human Resources Development. The purpose of this study is to make a slight alteration in effective operational method of the after school program through looking over and analyzing the actual condition of the education of information & communication technology education for improving the temperament and aptitude of the elementary school students who should deal with the rapidly changed future society. The subjects of this study are 4th to 6th grade students, parents, and instructors who are now participating in the after school class of information & communication technology education in Seoul, Incheon, and Gyeonggi-do. The questionaries are composed of six fields such as the facility and the condition, an instructor, its program, the contents of education, the evaluation and the effectiveness, and the improvement plan. The results of this study are as following. First, there isn't any trouble on the facilities such as computers and accessaries, softwares, and malfunctioning. Second, the most preferred replies on the proper class hour per week, frequency and the participants are as following; Instructors & parents - 80 minutes, twice a week and 11 to 20 participants, whereas, the students - 40 minutes, twice a week, and 11 to 20 participants. Third, 63% of the instructors have selected the teaching contents for themselves, and in the case of the text, 62.9% of the instructors have. 50% of the instructors said the obtaining the computer related certification has been the most preferred contents among the teaching contents. Forth, the reduction of the private education cost has been marked as the most effective aspect among the parents. But the improvement of the computer usage was selected as the most effective aspect by the students. The satisfaction measurement on the improvement of their temperament is lower for the parents and students than the instructor's. Finally, the satisfaction with the instructor is very high, and the students have shown the higher satisfaction than parents. The suggestions based on this study are as following. First, the class considering the level of the student, class hours, and frequencies should be open to operate the student-centered education. Second, the class should reflect the opinion of both students and parents, and should provide a wide variety of programs to improve students' temperament and their special ability. Third, the after school class should be revitalized through supplying the various softwares, and creating the superior educational facilities and conditions. Finally, the labor condition to the instructor should be improved for them to be dedicated to teaching their students without frequent instructor change.

반도체 제조 과정에서 핵심적인 역할을 수행하는 디지털 시스템 설계 및 구현을 위해서는 시뮬레이션 프로그램을 이용한 회로 설계 수업 대상 학생들의 학업성취도, 사용의도에 미치는 요인 분석을 통해 학습 성과를 높일 수 있는 근본적인 문제를 해결할 필요가 있다. 본 연구는 디지털 논리회로 수업을 수강하는 학 생들을 대상으로 설문을 통해 분석 진행하였으며, 통합기술수용모델 기반으로 외부변수를 추가하여 연구모 형 설정과 가설을 세워 요인들 간의 영향 관계를 검증하였다. 연구 결과로 학업성취도에는 회로설계에 대 한 인식, 정보성, 혁신행동, 성과기대가 긍정적인 영향을 미치는 요인들로 나타났다. 사용의도에 긍정적인 영향을 미치는 요인은 노력기대, 촉진조건, 성과기대, 쾌락동기로 나타났다. 혁신행동은 노력기대에 영향을 미치지 않고, 학업성취도가 사용의도에 영향을 주지 않음을 알 수 있었다. 또한, 다중회귀분석 결과로 학 업성취도는 성과기대, 사용의도에는 쾌락동기가 큰 영향을 미치는 것으로 중요한 요인임을 파악할 수 있었다. 이에, 학습 참여·학습 효과 증대를 위해서는 성과기대를 높일 수 있는 시뮬레이션 소프트웨어 활용 및 쾌락동기를 높일 수 있는 교육 설계를 해야 반도체 인재 양성에 긍정적인 도움을 줄 수 있다.

In order to design and implement digital systems that play a key role in the semiconductor manufacturing process, it is necessary to solve fundamental problems that can improve learning outcomes by analyzing factors affecting the academic achievement and intention to use of students taking circuit design classes using simulation programs. This study was conducted through a questionnaire targeting students taking digital logic circuit classes, and external variables were added based on the integrated technology acceptance model to establish a research model and hypotheses to verify the relationships between factors. As a result of the study, it was found that awareness of circuit design, informativeness, innovative behavior, and performance expectation were factors that had a positive effect on academic achievement. For intention to use, effort expectancy, facilitating conditions, performance expectancy, and hedonic motivation were factors that had a positive effect. It was found that innovative behavior did not affect effort expectancy, and academic achievement did not affect intention to use. In addition, the results of multiple regression analysis showed that performance expectancy had a significant effect on academic achievement, and hedonic motivation had a significant effect on intention to use. Accordingly, in order to increase learning participation and learning effectiveness, utilizing simulation software that can increase performance expectations and designing education that can increase hedonic motivation can provide positive help in fostering semiconductor talent.

교육에서의 테크놀로지 사용으로 인한 혜택과 이에 대한 관심이 커지면서, 테크놀로지를 통합한 수학 수업에서 교사의 역할이 더욱 중요해졌다. 따라서 예비 교사의 기술적 교육학적 내용 지식 (Technological Pedagogical Content Knowledge: TPACK)을 발전시키는 것이 중 요하며, 이는 그들의 신념에 영향을 받는다. 본 연구에서는 예비 고등 수학 교사들의 수학 수업에서의 테크놀로지 사용에 관한 경험과 신념이 그들의 TPACK에 어떻게 영향을 미치는 지 조사 하였다. 연구 결과, 테크놀로지 사용 경험이 많고 학생 중심적 테크놀로지 사용에 관한 신념을 가진 예비 교사들이, 경험이 적고 교사 중심의 신념을 가진 예비 교사들 보다 테크놀로지에 관한 지식이 높은 것으로 나타났다. 예비 교사들의 TPACK과 신념의 관계에 대한 이해는 예비 교사들이 TPACK을 발전 시키고 테크놀로지 통합 수업을 할 수 있도록 하기 위해, 교사 교육 프로그램이 어떻게 지원 해야 할 것인지에 관한 통찰을 제공한다.

With the proven benefits of and increased interest in using technology in education, the role of teachers has become more important in integrating technology into mathematics classroom. Thus, it is important to improve preservice teachers’ technological, pedagogical, and content knowledge (TPACK), which are influenced by their beliefs. This study examines how preservice secondary mathematics teachers’ experience and beliefs related to technology use in the mathematics classrooms impact their TPACK. The results of this study show that preservice teachers who have more experience using technology and who hold student-centered beliefs towards technology use display higher levels of technology-related knowledge than preservice teachers who have little experience and who hold teacher-centered beliefs. Understanding the relationships between preservice teachers’ TPACK and beliefs provides insights into how teacher education programs can support preservice teachers to develop TPACK and integrate technology into their future mathematics instruction.

다문화권 학생인 중국인 국제학생 자오밍의 대학 수학수업에서 학습의 방해요소가 무엇인 지 그리고 그 방해요소를 극복하도록 어떻게 도울 수 있는지를 정성적 연구방법을 바탕으로 조사하였다. 예비교사를 위해 2014년 2학기에 개설된 교수·학습을 위한 강좌에서 학습조력자 에 의해 자오밍의 활동이 관찰되었고 학습과정의 자료들이 수집되었다. 방해요소로는 한국어 문장이해력 부족, 한국어수학어휘력 부족, 수학개념이해력 부족, 공학도구충실도의 부족으로 나타났고, 이를 극복하기 위해서 이중언어 효과, 자기주도적 시각화표상활동, 반복활동, 조별 활동을 통해 학습의 성취가 이루어졌다. 이러한 자오밍의 학습의 성취는 학습조력자의 역할 에 의해 가능했다고 볼 수 있는데 일반적으로 대학에서 영어가 기본적으로 제공되고 있지만 자국어로 학습할 수 있는 이중언어강화 환경구성이 매우 중요함을 알 수 있었다.

This study investigated the learning process of Chines international student within a technology environment, who was studying in Korea to be well equipped as a math teacher in future. Her activities were observed and guided in a class for pre-service teachers in one university, Kyunggido, in the second semester of 2014. She experienced obstacles such as the lacks of comprehending Korean sentences, Korean math terminologies, mathematical concepts, and fidelities of technology in her learning. She was recovered by bilingual effect, visualization activities, repetition activities, and group activities. There was a learning helper who made her learning possible in a bilingual way. Thus, the bilingual education is crucial for students with multi-cultural background.

In response to the challenge of introducing computer technology into classroom settings, TESOL programs have offered CALL courses to prepare preservice or inservice teachers to use technology in their teaching. The purpose of the study is to examine how Korean English teachers come to have a better understanding of multiple roles of CALL in a graduate CALL course. The qualitative case study investigates English teachers’ changing perspectives on CALL in a CALL course which combines theory and practice. This study thus features teacher discourse from 6 teacher participants over a 16-week semester. Communication in the class consisted of in-class oral reports, web-based blackboard discussion, and online chat. All classroom interaction was gathered and analyzed for the purpose of examining teachers’ emerging understandings of CALL and the role it can play in their teaching and learning. Changes in teachers’ perceptions of CALL are presented as a set of three conceptual continua - that is, a shift from machine to users, a shift from control to empowerment, and a shift from product to process. The participants’ evolving attitudes about CALL illuminate the salient aspects of their CALL preparation, followed by implications with a particular focus on the design of CALL teacher preparation.

This study started from the public interest purpose to help accessibility for the information acquisition of the vulnerable groups due to visual difficulties such as the elderly and the visually impaired. In this study, the server resources are minimized and implemented in most of the user smart phones. In addition, we implement a method to gather necessary information by collecting only pattern information by utilizing crawl & clipping without having to visit the site of the information of the various sites having the data necessary for the user, and to have it in the server. Especially, we applied the TTS(Text-To-Speech) service composed of smart phone apps and tried to develop a unified customized information collection service based on voice-based information collection method.