Finding the Research Possibilities of Computer Technologies in Art Education

Hyunil Jung 국제문화기술진흥원 2018 International Journal of Advanced Culture Technolo Vol.6 No.2

The purpose of this study is to try finding the research possibilities of computer technology in art education and understand why computer technology has such a great impact on our contemporary education. The methodology of this study is based on the analysis of literature review. I have tried to find the importance articles in the journals of art education such as Studies in Art Education and Art Education published from the National Art Education Association, one of the most well-known organizations in the field of art education. To draw the purpose of this study, I found articles and categorized the information using key words such as aesthetic, feminist, gender issues, and interactivity. After analyzing, I have discussed about the research possibilities and important issues of computer technology in art education and then categorized the information found in each article into four different subheadings: 1) the visual effects of computer graphics in art education, 2) gender issues based on the computer technology, 3) interactive multimedia and social interactions among students, 4) research possibilities with computer technologies in art education. The findings are as follow. Firstly, there were many research possibilities of computer technologies in art education such as ways of criticizing the contemporary art world. Secondly, I found that computer technology has a great impact on art education because students are more eager to engage with computer technologiesbased media activities and very familiar with new media either at home and school. Therefore, we, as educators, must address how the student will be systematically engaged with computer technologies in their educational environment and should determine what knowledge and skills prospective teachers bring to our teacher education programs and how and where they acquired this knowledge.

컴퓨터 교육에서 정보윤리 교육을 위한 교육과정 모델 설계

임진숙,구정모,김성식 한국컴퓨터교육학회 2004 컴퓨터교육학회 논문지 Vol.7 No.2

초등학교 컴퓨터 교육의 필수화로 그동안 다른 과목에 흡수되었던 초등학교 컴퓨터가 독립 과목형태로 교육되고 있으나, 이는 ICT소양교육의 내용 체계를 준거로 하고 있어서 중등학교 컴퓨터 교육과정과의 비연계성 면에서 문제가 제기되고 있으며, 컴퓨터 교육의 한 부분인 정보윤리교육도 같은 문제를 가지고 있다고 할 수 있다. 정보윤리교육의 이러한 문제를 해결하기 위해서는 초·중등학교 전체 과정을 통하여 교육되어야 할 정보윤리교육 목표를 설정하고 내용체계를 재조직할 필요가 있다. 이에 따라 본 연구에서는 현재 시행되고 있는 ICT소양교육과 컴퓨터 교육과정에 포함된 정보윤리교육 내용 체계와 미국의 컴퓨터 교육과정에 포함된 정보윤리 관련 내용 체계를 분석하고, 이러한 분석에 기초하여 컴퓨터 교육에서 정보윤리교육을 위한 교육과정 모델을 설계하였다. After the computer education become essential in elementary school, computer subject which was absorbed by the other subjects is educating in independent way. However, since the contents of computer education in elementary school is based on the ICT literacy education, sequential disconnection problem appears between elementary school and secondary school computer education curriculum. Therefore, information ethics education that is one part of computer education also has same problems. To solve these problems of information ethics education, it is necessary to set the goal of information ethics education that should be educated through the whole courses of elementary and secondary school and to reorganize the contents. In this study, we analyzed the contents of information ethics education included in ICT literacy education and computer curriculum, and analyzed the contents of information ethics education included in U.S. computer curriculum. Based on these analysis, we designed a curriculum model for information ethics education in computer education.

실과교과서의 컴퓨터 관련 단원의 현장 적용방안

류청산 韓國實科敎育硏究學會 2003 實科敎育硏究 Vol.9 No.1

This study was performed to explore in the direction and the philosophical base on the computer relation unit of the practical arts subject in 21 century is called a knowledge foundation society, an information society, a brain center society. This study was reviewed on the curriculum of computer education in a view point of ICT usage education, computer education through practical arts subject, and computer education through special and discretion activity. Also, this study was analyzed the problem with the current situation of computer education in a view point of overlapping curriculum, inferior equipment environment, and teacher's ability on computer education. This study were done literature study mainly. The direction of the computer education in 21 century is as follows. First, a basic philosophy of computer education should be explored, I proposed 'Jang-in (artisan) spirit' to a basic philosophy of computer education as a suitable alternative in a brain center society. Second, computer education throughout practical arts subject should be consisted of skill, philosophy, and career guidance, harmonically, passing over the dimension of existing practical use education and computer literacy education. and it will be raised a basic ability to make up the quality of the life.

초등학교 'ICT 활용교육'과 교육대학교 교육과정 연계성 및 개선방안 연구 : 초등교사 인식중심으로

이미자,송지은 한국초등교육학회 2002 초등교육연구 Vol.15 No.1

초등학교 컴퓨터 교육은 최근까지 5, 6 학년 대상으로 컴퓨터 소양교육 중심으로 이루어졌다. 그러나 7차 교육과정에서는, 지금까지의 컴퓨터 소양교육 중심에서 벗어나 교수 학습 과정에 컴퓨터 활용교육을 더욱 강조한다. 이러한 교육방침에 따라 7차 교육과정은 2001년부터 초등학교 모든 국민기본공통과목 교수 학습 과정에 10% 이상 'ICT활용교육'을 필수화하였다. 따라서 초등교사를 양성하는 교육대학교 교육과정은 이러한 초등교육과정 변화와 이에 따른 초등학교 현장의 요구를 분석하고 이를 충실히 반영한 교육과정으로 개선되어야 한다. 본 연구는 ICT활용교육 필수화에 따른 교육대학교 교육과정 개선방안을 마련하기 위한 기초연구로서 실제 초등학교 현장 교사들 중심으로 ICT활용교육 실태를 조사하고, 또한 이러한 초등 ICT활용교육 변화와 교육대학교 교육과점과의 연계성을 분석하고, 이를 기초로 교육대학교 교육과정 개선방안을 마련하고자 하였다. 연구 대상은 서울특별시, 광주광역시, 경기도 지역에서 무선표집된 초등교사 316명이었다. 측정도구는 연구자가 제작한 설문지를 이용하였고 자료 분석은 SAS 프로그램으로 각 문항별 빈도를 분석하였다. 연구 결과, 우선 초등교사들이 ICT활용교육의 필요성은 높게 인식하고 있으나 ICT활용교육 방법에 대한 이해가 매우 부족하였고 이에 따른 교사들의 ICT 활용 능력 함양이 중요한 과제로 지적되었다. 또한 ICT활용교육에 대한 초등학교 현장과 교육대학교 교육과정 연계성이 매우 낮은 것으로 나타났다. 지금까지 교육대학교 ICT 관련교육은 ICT소양교육 중심으로 이루어졌고 교수 학습과정에서의 ICT활용교육은 거의 이루어지지 않아 7차 교육과정에서 강조하는 초등학교 ICT활용교육과 교육대학교 교육과정과의 연계성이 매우 낮게 나타났다. 마지막으로 초등학교 ICT활용교육에 대한 교육대학교 교육과정 개선을 위해 무엇보다 다양한 ICT활용 교수 학습방법에 관한 교육내용을 강화 또는 이러한 과목을 신설하여야 한다는 것을 지적하였다. Until recently, elementary school computer education had been implemented as computer literacy education for 5th - 6th children. According to 7th National Education Curriculum, computer education is extended from computer literacy education to computer application education in classroom. The 7th National Education Curriculum imposes that it is mandatory for teachers to implement Information Communication Technology (ICT) for at least 10% of instructional process for all of the fundamental curriculum subjects. Therefore, it is necessary for Teachers' University of Education to make change the curriculum in order to prepare students to have appropriate ability adapting the computer education policy change in elementary schools. The purpose of the study is to analyze how elementary school teachers have been implementing the ICT application education, to evaluate the relevancy of the curriculum of Teachers' University of Education for ICT application education, and to provide curriculum improvement strategies for Teachers' University of Education. The subjects of this study was 316 elementary school teachers from 34 different schools located in Seoul, Gwangju, and Kyunggi province. The participants have less than 5 years teaching experiences after graduating from one of the 11 Teachers' University of Education. The research tool was a questionnaire developed by the researchers for the study. This study used SAS program to analyze the data. The frequency of each questionnaire items was analyzed and the variance among subjects groups was analyzed using for x^2 for a few selective survey items. The results of this study are as follows. First, teachers think the ICT Application Education is very important and necessary for elementary education in 21st century information age. However, they have lack of ability to implement ICT Application Education in classroom instructional process. Second, the results also indicate that the relevancy between elementary school ICT application education and the curriculum of Teachers' University of Education is relatively low. The curriculum of Teachers' University of Education emphasizes mainly ICT literacy education, but rarely ICT application education yet. Third, most teachers suggested that the curriculum in Teachers' University of Education should include the educational program for the ICT Application Education.

디자인 교육에 있어서 컴퓨터 도입에 의한 변화와 발전 방안에 관한 연구

한붕기,유수상 慶北專門大學(영주경상전문대학) 2000 慶北專門大學 論文集 Vol.18 No.-

Nowdays, design education is at a turning point. Economic conditions let more compete industries and design education is changing with change mass which communicate society. In other words as growing mass media and developing Web sites which provide Text·Picture· Animation·Audio·Virtual reality·Interactive, mankind is in contact with new designs. As science develops rapidly and popularization of computer use, various cultures and change of information are realized, rapid progress of computers let us try to find new methodology of education in design field in the demand or supply side. Especially, digital nerve systems : computer information is used in many field-architecture·broadcasting movie·medical science·aviation·national defence·education and so on. At this point, computer design education has not reached its maturity level and is in age of transition and get into difficulty because of sufficient of education contents·lack of education facility·unsatisfied of industrial-educational cooperation and there are problems awaiting solutions. Therefore purpose of this research is to analyze of design education consents and change education with introduction of computers, so plan to present problem of design education and develop a plan. So progress way of this research is that looking into transition process of design education·computer concept and system organization. And then plan to understand of design education and change of design education as introduction of computers.

컴퓨터적 사고를 기반으로 한 컴퓨터 교육에 디자인적 사고 적용에 관한 연구

이지선(Ji Sun Lee) 한국디자인문화학회 2015 한국디자인문화학회지 Vol.21 No.1

테크놀로지가 발달하면서 모든 영역에서 테크놀로지의 능력이 중요해지고 있다. 컴퓨터 교육이 급속도로확산되면서 IT 강국인 국내에서도 컴퓨터 교육을 정규교과에 반영하고자 하는 노력이 최근 시작되었으나 아직 그 교육 흐름이 기존의 정보 활용 교육을 벗어나고 있지 못하거나 단순한 소프트웨어 교육으로 한정되고 있는 실정이다. 이에 최근 컴퓨터 교육과 관련된 전 세계적 흐름을 파악하고 국내 컴퓨터 교육이 당면해 있는 문제점을 분석하였다. 또한, 정규 교과로 제시된 영국과 미국의 컴퓨터 교육을 비교 연구하여 방향성을 제시하고자 하였다. 특히 기존의 STEM 교육에 창의성의 더하기 위해 광의 의미의 Art를 더해 STEAM 융합교육을 시도하는 것처럼 컴퓨터적 사고(Computational Thinking)에 창의성을 더 할 수 있는 방법으로 디자인사고(Design Thinking)과 융합하고 직접 만들면서 디자인 사고를 직접 실천하여 배우는 메이커 운동(Maker Movement)을 교육에 접목하는 방법 등을 적용한 컴퓨터 교육 방법론을 제시하였다. 이 방법론을 토대로 컴퓨터적 사고를 향상시키기 위한 디자인적 사고를 적용한 컴퓨터 교육 방법을 제시하고 이를 세 가지 관점에서 초등학교에게 적용하고 결과를 분석하여 초등학교컴퓨터 교육에 적합한 디자인 사고가 적용된 창의적 컴퓨터 융합교육 방향을 제안하였다. Ever since the technology has developed, its ability is suitably significant in almost every field. Even in Republic of Korea, a powerful country of the IT industry, the movement of adapting computer education into regular curriculum has recently started. However, yet the educational trends are still situated in the application of information or limited in software education. Therefore, analysis of world-class computer education and problems in Korean computer education were implied. In addition, the study of comparing the United Kingdom and the United States’ computer education was to suggest direction in computer education. Especially it was aiming for method of computer education including Maker Movement, method of applying creativity to computational thinking over fusion of design thinking and direct practice of design thinking, like attempting Art to STEAM convergence education in broad sense of meaning. Based on this method, it was implied the method of computer education applicate design thinking for expansion of computational thinking and proposed the educational direction of creative computer convergence education in elementary schools, from the analyzed conclusion drawn by three individual aspects of the application in Korean elementary schools.

컴퓨터 통합교육 정도와 관련된 유아교사의 내적 변인들 간의 구조모형 분석 : 구성주의 교수신념, 일반적 교수효능감, 컴퓨터 교육에 대한 태도 및 컴퓨터 교수효능감을 중심으로

유은영 한국유아교육학회 2011 유아교육연구 Vol.31 No.5

본 연구는 유아교사의 컴퓨터 통합교육 정도와 내적 신념(구성주의 교수신념, 일반적 교수효능감, 컴퓨터 교육에 대한 태도, 컴퓨터 교수효능감) 간의 인과관계를 구조방정식을 통하여 확인하였다. 연구 참여자는 서울 및 경기도와 부산에 있는 유치원과 어린이집의 교사 196명이었다. 유아교사의 내적 신념이 어떠한 인과관계를 통해 컴퓨터 통합교육 정도에 영향을 주는지를 살펴보기 위하여 선행연구를 바탕으로 연구모형을 설정하고 구조분석을 실시하였다. 연구모형 중 요인계수가 낮은 경로를 수정하여 연구모형과 수정된 연구모형의 적합도를 비교·분석하였다. 분석 결과 수정된 연구모형의 적합지수가 연구모형에 비해 양호한 것으로 나타나서 이를 최종모형으로 선정하였다. 연구결과 유아교사의 내적 신념 중 특히 구성주의 교수신념은 다른 신념들과 직·간접적 인과관계를 통해 유아교사의 컴퓨터 통합교육 정도에 영향을 미치는 것으로 나타났다. 연구 결과를 바탕으로 유아교사의 구성주의 교수신념을 높일 수 있는 교사 컴퓨터 교육이 필요하며, 유아교사의 내적 신념에 영향을 주는 인구·사회학적 변인들을 고려한 체계적인 구조분석이 추후에 필요함을 제안하였다. The purpose of this study was to predict the levels of early childhood educator's computer integration using the variables of teachers' educational beliefs: constructivist teaching beliefs, general-teaching self-efficacy, computer attitudes, and computer- teaching self-efficacy. A total of 196 early childhood educators for 3-5 year old children in Seoul, Kyounggi-do, and Pusan responded to a set of questionnaires measuring their educational beliefs and computer integration levels. The questionnaire had five scales to collect data: Constructivist Teaching Beliefs(Woolley, Benjamin, Woolley, 2004), Ohio State Teacher Efficacy Scale(Tschannen & Woolfolk, 2001), The Microcomputer Utilization in Teaching Efficacy Beliefs Instrument(Enochs, Riggs, & Ellis, 1993), Attitudes toward Computer in Education Scale(van Braak, 2001), and The Prospective Computer Use Scale(van Braak, Tondeur, & Valcke, 2004). To investigate the structure of teacher's educational beliefs and their relationships with computer integration education, a theoretical model was developed, assuming that all teachers' educational beliefs had direct and indirect effects on teacher's computer integration education levels. The structural equation model was used to find a suitable model based on the developed model to explain the teachers' computer integration level. The finding of this study revealed that early childhood educator's constructivist teaching beliefs, computer attitudes, and computer-teaching self-efficacy predicted directly the level of teacher's computer integration education. It also demonstrated that teachers' constructivist teaching beliefs, general-teaching self-efficacy, computer attitudes predicted indirectly the level of teachers' computer integration education. Based on the findings of the present study, some implications were suggested for future study to further the constructivist teaching beliefs and to do structure-centered research including teachers' socio-demographic variables for understanding the role of teachers' thinking processes in computer integration education.

초등 ICT교육과 중등 컴퓨터교육 연계성에 대한 교사들의 의식 분석 및 개선방안 제안

임순희,김성백,박찬정,현정석 한국정보교육학회 2009 정보교육학회논문지 Vol.13 No.4

개정된 초․중등학교 정보통신기술(ICT)교육 운영지침과 컴퓨터교육과정 개정 내용은 컴퓨터과학 원리를 강조하였지만 학문의 연계성, 학생의 발달 단계 등을 고려한 교육이 진행될 수 있을지 의문이다. 본 논문에서는 초․중등에서의 ICT교육 실태와 만족도, ICT교육과 컴퓨터교육의 관계성, 초․중등 컴퓨터교육 연계성 측면을 조사․분석하고 초․중등 컴퓨터교육과정에서의 연계성 결여라는 문제를 보완할 수 있는 방안을 제안한다. 본 연구의 결과로는 초등교사가 ICT교육의 기회는 많으나, 이를 컴퓨터교육과 연결하여 생각하지 않고 있었고, ICT교육에 대한 만족도가 높은 교사일수록 ICT교육과 컴퓨터교육이 서로 영향을 미치고 초․중등 컴퓨터교육의 연계성을 중요하게 생각하고 있었다. 결국 이를 보완하기 위한 교사 연수 정책이 요구된다. Even though the revised operational guide for ICT education emphasizes the basic concepts of computer science, many primary and secondary schools do not deal with the changed requirements properly. Also, it is doubtful if the education considers teaching period and the levels of students or not. In this paper, we survey on the state of ICT education, the relationship between ICT education and Computer Education, and the connectivity in Computer Education between primary and secondary schools. In order to do these, we analyze the result of our questionnaire and we propose an improved method for the connectivity in Computer Education. The results are (i) primary school teachers don't consider the connectivity of Computer Education and (ii) the teachers who have higher satisfaction levels of ICT education think ICT education and Computer Education between two schools are correlated and connected. As a result, new policies to re-educate teachers are required.

컴퓨터 도입에 따른 디자인 교육의 변화와 발전방안에 관한 연구

성기혁,신승혁 경복대학 2000 京福論叢 Vol.4 No.-

급속한 과학의 발달과 컴퓨터의 대중화에 따른 다양한 문화와 정보의 변화가 21세기에는 현실화되고 컴퓨터 성능의 급진전은 디자인 분야에 수요적인 면이나 공급적인 면에서 교육의 새로운 방법론을 모색하게 만들었다. 특히 디자인에 있어서 컴퓨터 정보인 디지털 신경체계를 이용하여 건축, 방송, 의학, 항공, 국방, 교육 등 이루 헤아릴 수 없을 만큼 많은 분야에서 사용되고 있다. 이러한 시점에서 아직 컴퓨터 디자인 교육이 성숙 단계에 이르지 못하고 과도기적인 상태에서 교육내용의 부실, 교육시설의 부족, 산학연계 교육의 미흡 등으로 인하여 많은 어려움을 겪고 있으며, 여러 측면에 있어서 해결해야 할 과제를 안고 있다. 이에 본 연구의 목적은 디자인 교육 내용과 컴퓨터 도입에 의한 교육의 방향으로 제시해 보고자 한다. 그리하여 본 연구의 진행 방법으로는 디자인 교육의 이념과 디자인 교육의 변천과정, 컴퓨터 개념과 시스템 구성을 살펴봄으로써 디자인 교육과 컴퓨터 도입으로 인한 디자인 교육의 변화를 이해 하고자 하였다. As science develops rapidly and popularization of computer use, various cultures and change of information are realized, rapid progress of computers let us try to find new methodology of education in design field in the demand or supply side. Especially, digital nerve system : computer information is used in many field-architecture, broadcasting, movie, medical science, aviation, national defence, education and so on. At this point, computer design education has not reached Its maturity level and is in age of transition and get into difficulty because of sufficient of education contents, lack of education facility. unsatisfied of industrial-educational cooperation and there are problems awakening solutions. Therefore purpose of this research is to analyze of design education contents and change education with introduction of computers, so plan to present problem of design education and develop a plan. So progress way of this research is that looking into transition process of design education. computer concept and system organization. And then plan to understand of design education and change of design education as introduction of computers.

Finding the Research Possibilities of Computer Technologies in Art Education

정현일 국제문화기술진흥원 2018 International Journal of Advanced Culture Technolo Vol.6 No.2

The purpose of this study is to try finding the research possibilities of computer technology in art education and understand why computer technology has such a great impact on our contemporary education. The methodology of this study is based on the analysis of literature review. I have tried to find the importance articles in the journals of art education such as Studies in Art Education and Art Education published from the National Art Education Association, one of the most well-known organizations in the field of art education. To draw the purpose of this study, I found articles and categorized the information using key words such as aesthetic, feminist, gender issues, and interactivity. After analyzing, I have discussed about the research possibilities and important issues of computer technology in art education and then categorized the information found in each article into four different subheadings: 1) the visual effects of computer graphics in art education, 2) gender issues based on the computer technology, 3) interactive multimedia and social interactions among students, 4) research possibilities with computer technologies in art education. The findings are as follow. Firstly, there were many research possibilities of computer technologies in art education such as ways of criticizing the contemporary art world. Secondly, I found that computer technology has a great impact on art education because students are more eager to engage with computer technologiesbased media activities and very familiar with new media either at home and school. Therefore, we, as educators, must address how the student will be systematically engaged with computer technologies in their educational environment and should determine what knowledge and skills prospective teachers bring to our teacher education programs and how and where they acquired this knowledge.