대학 전공 교육에서의 디지털 색채 교과 과정 연구

이현진(Lee, Hyun Jhin),황승현(Hwang, SeungHyun) 한국색채학회 2017 한국색채학회 논문집 Vol.31 No.3

As the concept of design changes with the advent of the digital media age, the need for education on digital color is increasing. It requires new color education courses suitable for digital-based contents and design work practices, which different from the existing color theories and practices for physical world"s colors. The purpose of this study is to investigate the curricula of digital color education in university design courses which improves color design practices for digital media industries(web, mobile, video etc.). We investigated the current state of digital color education by studying the literature on digital color education and analyzing the materials and textbooks used in digital color education courses both in Korea and overseas. Through interviews with practitioners from various design fields using digital color, we also analyzed practical applications of digital color in color design work, problems with the use of digital color, the practical suggestions for contents of digital color courses. As the results of the study, we conclude 4 educational objectives for digital color curriculum. 1)education of theory and practice that reflects the characteristics of digital color data, 2) color design practices that reflects the color design process, 3)understanding of different focus and issues of digital color by various digital media design fields, and 4)practical color education that reflects various color design contexts. The digital color education course we have developed have 4 modules, which are organized by projects to enhance individual"s learning interests, practical work, and customized evaluation. We hope that this study will serve as a useful educational model to enhance students’ digital color experiences and will help to train designers and color experts who work with digital color.

대학의 디지털 시민교육 방향

조진숙,김미량 한국인터넷윤리학회 2018 The Digital Ethics(디지털 윤리) Vol.2 No.2

This study was aimed to discuss the direction of digital citizen education for university students. For this study, it analyzed the preceding researches about digital citizenship. We also have examined the trends of digital citizen education at home and abroad and the curriculum opening states of Digital Citizen Education of 5 local universities. Overseas Digital Citizen Education is mainly organized with a focus on K-12 education, and it is partly reflected in the curriculum of local elementary and secondary education. In the case of digital citizen education at local universities, two universities have digital literacy curriculum, however the contents of digital citizenship were not included. Therefore, in this study, five digital citizenship factors(Internet Political Activism, Technical Skills, Critical Perspective, Collaboration and Communication, Local/Global Awareness) identified in the previous research were selected as the goals of citizen education of the university. This is presented as a teaching method that can be used with educational factors such as awareness, skills/ability, and action/behavior. In addition, I proposed the application of the digital teaching method to the curriculum of the liberal arts and major curriculums as a way of citizen education for college students. We also suggested a way to run digital civic education as an extracurricular program. Based on this research, we expect that a concrete digital citizen education model will be developed in accordance with the educational goals and characteristics of universities.

디지털 시대의 박물관 교육프로그램 신매체와 활성화 방안 연구

최고운,이정은,이아진 한국국회학회 2023 한국과 세계 Vol.5 No.6

본 연구는 디지털 시대 박물관 교육에 접목할 만한 디지털 매체를 활용한 교육을 소개하고 이러한 매체들을 바탕으로 디지털 시대 박물관 교육프로그램이 활성화 될 수 있는 방안을 살펴보고자 한다. 연구방법은 문헌연구로 국내·외 디지털 매체를 활용한 교육 사례를 수집하였다. 박물관 교육에서 아직 활용되지 않은 사례들을 선정한 후 소개하고 이를 반영하여 디지털 시대 박물관 교육프로그램의 활성화 방안을 제시하였다. 박물관 교육에서 활용 가능한 새로운 디지털 매체는 언택트 온라인 교육의 ‘Class’와 디지털 테크놀로지 블랜디드 오프라인 교육의 ‘홀로그램 교육’, ‘레고 코딩’, 가상세계 교육에서는 메타버스 플랫폼인 ‘ENGAGE’, ‘MOIM’, ‘MOZILLA HUB’를 살펴보았다. 향후 박물관 교육이 디지털 시대 활성화가 되기 위해서는 디지털 리터러시 교육 강화, 생애주기별 디지로그 교육 확대, 교육유형에 따른 메타버스 교육 적용을 제시하였다. 향후 박물관 교육 현장의 관계자, 참여자의 목소리를 담아 현장 연구와 융합적으로 살펴 더욱 진일보한 연구 결과를 도출할 필요가 있다. The purpose of this study is to introduce new digital media that can be applied to museum education in the digital age and to examine ways to activate museum education programs in the digital age based on these medias. The research method was done through literature research mainly. Educational cases using domestic and foreign digital media were collected that have not yet been used in museum education were selected, introduced, and measures to revitalize museum education programs in the digital era were presented. The new digital media available in museum education looked at 'Class' of untact online education, 'Hologram education' and 'Lego coding' of digital technology blended offline education, and the metaverse platforms 'ENGAGE', 'MOIM', and 'MOZILLA HUB' in virtual world education. Based on these digital media cases, in order for museum education to revitalize the digital era in the future, it was suggested to strengthen digital literacy education, expand digital log education by life cycle, and apply metaverse education according to education type. In the future, it is necessary to derive further research results by converging with field research with the voices of officials and participants in the museum education field.

디지털 리터러시 교육에 대한 실과(기술·가정)과 교사의 인식 분석

이재진,노은희,신호재 한국실과교육연구학회 2019 實科敎育硏究 Vol.25 No.3

Recently, the development of digital technology and interests of subject matter education field for digital literacy have had great influence on the educational direction of schools and teaching and learning methodologies. In this movement of subject matter education, this study explored the current status of digital literacy education in Practical Arts and Technology and Home economics by comprehensively analyzing perceptions of teachers responsible of elementary Practical Arts and secondary Technology and Home economics classes in terms of digital literacy education. As for this purpose, the researchers carried out a nation-wide survey of elementary and secondary teachers. The survey consisted of questions on the necessity and practice of digital literacy education, the current status of digital literacy education in subject matter education, the professionality and readiness of teachers, and educational conditions and improvement plans. In total, 10% of schools nationwide by levels were selected in two surveys through stratified sampling. 4,760 elementary teachers and 3,689 middle school teachers had participated in the two surveys, 257 Technology and Home economics teachers in middle school out of whom responded the surveys. The study identified five results as follows. First, Technology and Home economics teachers in both elementary and middle school have a relatively higher perception on the necessity of digital literacy education in subject matter education compared with other subject matters, while the extent which they put digital literacy into practice is just similar with others. Second, regarding the time of introduction of digital literacy education, elementary teachers responded that 3-4th grade in the elementary school would be appropriate, which is different from the respondence by middle school Technology and Home economics teachers saying that 5-6th grade in the elementary school or 1st grade in the middle school would be better. Third, out of the purposes of digital literacy education in Practical Arts of elementary curriculum, ‘proper understanding and using of digital technology’ appeared to be the highest as well as ‘exploring and utilizing information and contents through digital technology’ and ‘creating information and the contents through digital technology’ were considered important. Fourth, basic skills to use computer, keyboard typing, communication on the Internet, presentation using presentation applications, multimedia usage were identified major digital literacy related functions and skills necessary for students. Finally, elementary teachers appeared to mainly use digital literacy technology for motivating students’ learning, practicing, collecting data, exemplifying and advising for learning activities, while Technology and Home economics teachers in middle school appeared to do it for motivating, explaining learning materials, collecting data, exemplifying and advising. 최근 디지털 기술의 발전과 디지털 리터러시 교육에 대한 교과 교육계의 관심은 학교의 교육 방향과 교사들의 수업 방법에 큰 영향을 주고 있다. 본 논문은 이러한 교과 교육의 변화 움직임 속에서 디지털 리터러시 교육에 대한 초등학교 실과와 중학교 기술·가정 수업을 담당하고 있는 교사들의 인식에 대한 종합적인 분석을 통해 실과 및 기술·가정과의 디지털 리터러시 교육의 현황을 탐색하였다. 이를 위해 연구진은 전국 초등학교와 중학교 교사를 대상으로 설문 조사를 실시하였다. 설문의 내용은 디지털 리터러시 교육에 대한 필요성과 실행, 교과 교육에서의 디지털 리터러시 교육 현황, 교사 전문성과 준비도, 교육 여건과 개선 방안으로 구성하였다. 총 2차에 걸친 설문조사는 학교급별 전국 학교의 10%를 층화추출법으로 선정하였다. 2회의 설문에서 초등학교 교사 4,760명, 중학교 교사 3,689명이 참여하였으며, 그 중에서 중학교 기술·가정과 교사는 257명이 설문에 응답하였다. 연구 결과로는 첫째, 초등학교 및 중학교 기술·가정과 교사들은 교과 교육에서 디지털 리터러시 교육에 대한 필요성에 대해서는 타 교과에 비해 높게 인식하고 있었으나 실행의 정도는 타 교과와 유사한 수준이었다. 둘째, 디지털 리터러시 교육의 도입 시기에 대해서 초등학교 교사들은 초등 3-4학년으로, 중학교 기술·가정과 교사들은 초등학교 5~6학년 또는 중학교 1학년이 적절하다고 응답하여 차이를 보였다. 셋째, 초등학교 실과의 디지털 리터러시 교육 목적은 ‘디지털 기술에 대한 올바른 이해와 사용’이 가장 높게 나타났고, ‘디지털 기술을 활용한 정보와 내용물의 탐색 및 활용’과 ‘디지털 기술을 통한 정보와 그 내용물의 창조‘가 중요하다고 평가하였다. 넷째, 학생들을 위한 디지털 리터러시 기능·기술로는 컴퓨터 활용 기초 능력, 키보드 타이핑, 인터넷 의사소통, 파워포인트 발표, 멀티미디어 활용이 주요한 기능과 기술로 확인되었다. 다섯째, 초등학교 교사들의 디지털 리터러시 활용은 대체로 학습 동기 유발, 실습, 자료수집, 학습활동의 시범 및 조언을 위해, 중학교 기술·가정 교사들은 동기 유발, 학습자료의 설명, 자료수집, 학습활동의 시범 및 조언에서 디지털 리터러시 기술을 활용하는 것으로 나타났다.

예비 교원의 디지털 역량 강화를 위한 독일과 한국의 교원양성과정 사례 비교 연구

이주호,임광국 한독교육학회 2023 교육의 이론과 실천 Vol.28 No.2

본 연구는 최근 독일과 국내에서 활발하게 연구 및 개발되고 있는 예비 교원의 디지털 역량 강화를 위한 교원양성과정 사례 비교를 통해, 국내 교원양성과정 개발 시 참고할 만한 시사점을 도출하는 것을 목표로 삼고 있다. 이를 위해 본 연구에서는 먼저 독일 내 ‘교원양성의 디지털화’ 프로젝트 추진 배경, 독일 내에서 논의되고 있는디지털 역량 개념 및 두 개의 대학에서 시범적으로 운영되고 있는 교원양성과정 사례를 살펴보면서, 예비 교원의 디지털 역량 강화를 위한 독일의 교원양성과정 사례를 분석하였다. 이후 국내 ‘디지털 역량 함양 예비 교원양성을 위한 추진체계‘ 추진 배경, 국내에서 논의되고 있는 디지털 역량 개념 및 교원양성과정 개편안을 살펴보면서, 예비 교원의 디지털 역량 강화를 위한 국내의 교원양성과정 사례를 분석하였다. 이러한 양국의 교원양성과정 사례 비교를 통해 양국 내에서 연구되고 있는 디지털 역량 개념 및 디지털 역량 강화를 위한 교원양성과정에다소 차이가 있다는 점을 밝혀내었다. 이러한 차이점을 토대로 본 연구의 결론으로서, 더욱 다양한 기관에서다양한 관점과 주제로 디지털 역량 관련 연구가 이루어져야 한다는 점, 디지털 역량 개념 자체에 대한 더욱심도 있는 연구가 필요하다는 점 그리고 예비 교원의 비판적 성찰 역량 강화를 위한 교원양성과정이 개발되어야 한다는 점이 제시되었다. This study aims to draw implications for research on teacher education programs in South Korea and through a comparison of teacher education programs for enhancing the digital competencies of pre-service teachers which have been actively researched and developed in Germany and South Korea in recent years. For this purpose, this study first analyzes the case of teacher education programs to enhance the digital competence of pre-service teachers in Germany by examing the background of the Project ‘Digitalization of Teacher Education’, the concept of digital competence being discussed in Germany, and the teacher education programs being piloted in two universities. This study then analyzes the case of teacher education programs to enhance the digital competence of pre-service teachers in South Korea by examing the background of the ‘AI EDucation Alliance and Policy lab’, the concept of digital competence being discussed in South Korea, and the proposed reform of the teacher education programs. Through the comparison of the cases of teacher education programs in the two countries, it found that there are some differences in the concept of digital competency which is being studied in the two countries, and the teacher education programs for enhancing digital competency. Based on these differences, this study concludes that research on digital competence should be conducted in a wider range of institutions and from a variety of perspectives and topics, that the concept of digital competence itself should be studied more in depth, and that teacher education programs should be improved to enhance the critical reflection competency of pre-service teachers.

대전형 디지털 교육의 방향 탐색

김기덕(Ki Duck Kim),김정겸(Jeong Kyoum Kim) 한국홀리스틱융합교육학회 2022 홀리스틱융합교육연구 Vol.26 No.4

The aim of this study is to explore and specify the direction of Daejeon digital education for future education. To this end, the direction of future education and the need for digital education were reviewed by collecting and analyzing related documents, analyzing cases of overseas digital education and digital education elements reflected in national curriculum, and deriving the direction of digital education by the Daejeon Metropolitan Office of Education. Based on this, the vision and goals of Daejeon digital education, talent award, promotion strategy, and core tasks were proposed. The vision and goals of Daejeon digital education were set as “Happy School, Daejeon Education Opening the Future” and “Fostering World Citizens with Right Personality and Creativity,” and digital experts, digital innovators, and digital practitioners were proposed as talents to be nurtured through digital education. Along with this, the GREAT strategy and six key tasks for the practice of Daejeon digital education were embodied. This study is meaningful in that it embodied the direction of Daejeon digital education. 미래의 사회 및 산업구조는 발전된 기술을 중심으로 재구조화가 이루어질 예정이며, 인구감소와 학습자의 특성 변화로 인해 생존과 경쟁, 성장, 공존을 위한 디지털 교육이 필요해지고 있다. 본 연구는 미래교육을 위한 대전형 디지털 교육의 방향을 탐색하고 구체화하는 데 그 목적이 있다. 이를 위해 관련 문헌을 수집하고 분석하여 미래교육의 방향과 디지털 교육의 필요성을 검토하였으며, 해외 디지털 교육 사례 및 국가 교육과정에 반영된 디지털 교육 요소를 분석하고, 국내의 디지털 교육 현황을 살펴봄으로써 대전시교육청의 디지털 교육 방향성을 도출하였다. 이를 바탕으로 대전형 디지털 교육의 비전과 목표, 인재상, 추진전략, 핵심과제를 제안하였다. 대전형 디지털 교육의 비전과 목표는 ‘행복한 학교, 미래를 여는 대전교육’과 ‘바른 인성과 창의성을 갖춘 세계시민 육성’으로 설정하였으며, 디지털 교육을 통해 길러낼 인재상으로 디지털 전문가, 디지털 혁신가, 디지털 실천가를 제안하였다. 이와 함께 대전형 디지털 교육의 실천을 위한 GREAT 전략과 6가지 핵심과제를 구체화하였다. 본 연구는 대전형 디지털 교육의 방향을 구체화하였다는 데 그 의의가 있다.

새로운 미술교육의 패러다임으로서의 시각문화교육의 가능성과 적용 연구

이지연(Ji-Yeon Lee) 한국국제미술교육학회 2011 미술과 교육 Vol.12 No.2

최근 미술교육의 화두는 시각문화 미술교육이다. 창의성을 중요시하는 아동중심 미술교육을 거처, 학문기초 미술교육을 거쳐 새로운 패러다임으로 부상한 시각문화 미술교육은 다원주의를 표방하는 포스트모더니즘의 등장과 함께 그 영향력이 커졌다. 시각문화 미술교육은 이미지를 둘러싼 사회 문화적 맥락에 주의하고, 이미지를 둘러싼 다양한 해석과 접근법을 인정한다. 미술교육의 대상 역시 순수미술에서 대중문화, 시각적인 자극을 주는 환경, 각종 시각정보, 디지털 미디어 등으로 확장시켰으며 작품제작 뿐 아니라 비평을 적극적으로 권장한다. 자기 표현을 위한 미술 작품 제작뿐만 아니라 개개인에게 민주적인 권한을 부여하고 의미의 영역을 확장시키는 시각문화 미술교육이 나아갈 실천적 방향을 모색해본다. 먼저 개인의 성장을 도모하고 개인의 권한을 강조하는 프로젝트 기반 미술교육의 가능성을 제안한다. 또한 동시대의 시각정보와 시각문화의 대다수가 디지털 포맷임을 인지할 때 디지털 세대들에게 흥미와 가능성을 열어주는 미술교육으로 디지털 미디어 제작에 주안점을 두는 커리큘럼을 제안한다. 시각중심의 미적경험을 뛰어넘는 공감각적인 접근으로 미술 감상과 미술작품 제작을 하는 방향이 제시된다. 포스트모던 미술에서 다양하게 활용되는 언어학적인 기법들(이야기, 은유, 패러디)을 활용하여 미술작품 제작하도록 한다. 또한 사회-문화 맥락적인 해석과 분석을 중시하는 시각문화 미술교육을 통해 학생들이 보다 실천적이며 사회 참여적이도록 권장해야 할 것이다. 위와 같은 다양한 가능성을 제안하는 하나의 실례로 디지털 스토리텔링을 통한 디지털 미디어 프로젝트를 소개한다. From the history, we have noticed the significant paradigm shift in art education. From the late 20C, art educators moved from DBAE to more contextual and expansive curriculum. Visual culture art education(VCAE) as a new art education paradigm allows new and expansive topic, subjects, medium, and technologies to come about. Also, VCAE allows an atmosphere to talk about social, political and global issues in art classroom. Therefore, visual culture art education is widely accepted and became a powerful paradigm in contemporary society. The use of new technologies has brought about new forms of computer-generated visual culture. A large part of contemporary visual culture consists of a digital visual culture whose manifestations have been facilitated by digital technology. Thus, educating students in a systematic manner about the benefits of digital media creation has become a significant part of art education. Art education should facilitate the understanding of digital culture through digital visuals, which students can use to analyze the contextual socio-cultural meaning of digital visual culture. I believe that the role of contemporary art education should be the facilitation of digital visual culture creation, and I also believe that students should understand both how media can be used to produce meaning and how media can be used to produce digital visual pieces of art. As a new paradigm, VCAE suggests many different potentialities to integrate with and approach to. In this paper, I will explore K-12 curricular and instructional considerations that should be taken into account in VCAE. I propose five possible approaches to teach a wide range of visual culture. First, the spirit of DIY(Do it yourself) can be integrated into VCAE in terms of producing project based curriculum. This implication in the field of art education can frame a new style of learning about art and can be an alternative art pedagogy which is individual and meaningful. Further, focusing on digital art and digital media is significant in contemporary art education. Although vision is necessarily ranked as the highest sense, contemporary art education should necessarily involve multi-sensory experience. Adapting literary device such as storytelling, parody and metaphor to art making practice may open new possibility in the field of art education Also, incorporating art activism into art classroom can inspire students' critical thinking and debate, and this will open the possiblities to change the perspectives to look at the world, politics, social issues. Thus, I introduced the possibilities of digital storytelling in art education as a practical example. Digital storytelling allows students to construct their own knowledge and ideas, and to present and share their ideas more effectively through the use of multi-media production, provoking multi-sensory experience. My pedagogical stance is that students are digital generation, and they engage socio-cultural activities, adapt literary devices, emphasize multi-sensory experience, communicate with digital technology, and develop personal-social-cultural identities. Past decade has seen a great number of art educators deciding to integrate visual culture into their classroom. The art world and art classrooms has changed dramatically, and they have become more democratic and participatory with digital technology. It is important to examine a wide range of potentialities of visual culture art education in order to reassess and reconstruct our goals and course for contemporary art education. Contemporary art education should shape students' experiences and creative expression. Also art educators should keep in mind that art education is not for mere image creation but for the meaning-making process. I suggested five different principles for teaching visual culture art education. I believe this insight offers exciting new possibilities for art educators to promote meaningful artistic production in the classroom.

예비 특수교사에게 필요한 디지털 역량에 대한 특수교사의 인식

박희정,강혜진,장지현 한국언어치료학회 2023 言語治療硏究 Vol.32 No.4

Purpose: This study aims to explore the digital competencies that should be included in the education curriculum for pre-service special education teachers by investigating the perceptions of special education teachers regarding the essential digital competencies. Methods: Building upon the digital competencies identified in the study by Kang et al. (2023) which encompass technology utilization, AI-convergence education, production and sharing, information utilization, computational thinking, digital ethics, collaboration and communication--an online survey was conducted with 80 special education teachers. The survey aimed to assess the awareness of digital competencies required for pre-service special education teachers to facilitate future education for students with disabilities. Results: First, when surveyed about the importance and necessity of digital competencies for future education of students with disabilities, 86.25% of the special education teachers responded positively with ‘agree’ or higher regarding the importance of digital competency education, and 85% responded positively with ‘agree’ or higher regarding the necessity of such education. Second, an analysis of importance, necessity, and preferences of digital competencies revealed that information utilization competency scored the highest. Among the sub-abilities of each competency, digital ethics competency demonstrated ‘understanding of copyright’, production and sharing competency involved ‘ability to create instructional video materials’, technology competency required ‘digital device operation skills’, information utilization competency encompassed ‘ability to utilize teaching materials’, computational thinking competency exhibited ‘integration of curriculum and algorithms’, AI-convergence education competency encompassed ‘utilization of AI in lessons’, and collaboration and communication competency encompassed ‘proficiency in document tools and programs’, and ‘ability to provide student-targeted education’. Conclusions: To enhance the readiness of educators for future education, it is imperative to incorporate digital competency education into the curriculum for pre-service special education teachers.

교사의 AI·디지털 활용 교육정책 내실화 방안 탐색

강민수(Minsoo Kang),김한솔(Hansol Kim),김희규(Hee Kyu Kim),주영효(Young Hyeo Joo) 한국교원교육학회 2023 한국교원교육연구 Vol.40 No.2

The purpose of this study was to investigate the current status of teachers' AI and digital use in schools and to derive ways to improve education policy. This study conducted Focus Group Interview (FGI) with 40 people, including elementary and secondary teachers, officials from the Office of Education, professors at universities and colleges of education, and managers of companies related to AI and digital education, who have high understanding of AI and digital utilization education and education policy. As a result of the qualitative analysis of FGI, four plans were derived for strengthening teachers' AI and digital utilization education: making AI and digital education support policies that reflect the needs of the educational field, providing AI and digital education guidelines that play a pivotal role, establishing a culture of virtuous circle to revitalize AI and digital education, and expanding administrative support for the settlement of AI and digital education. This study suggested that establishing and executing AI and digital teacher training policies that reflect the needs of the educational field, defining and clarifying the scope of AI and digital competencies that can serve as the centerpiece of AI and digital education policies, building a teacher-led culture to revitalize AI and digital education, and enhancing administrative flexibility for teachers to settle AI and digital education.

중학교 체육교과서 내 무용단원내용 분석을 통한 디지털무용교육콘텐츠 개발 및 현장 적용

배수을 ( Su Eul Bae ) 대한무용학회 2011 대한무용학회논문집 Vol.67 No.-

This study aims to analyze the relations between satisfaction with each function of digital textbook for dance education and its applicability empirically, with middle school girls as study objects, in order to inquire into the value and effectiveness of digital education contents on dance education in terms of educational technology. Study process was performed with the following linkages between steps: Step 1 was comparative analysis of dance units within middle school textbook for physical education, Step 2 was development of digital textbook for dance education and Step 3 was interview with in-service teachers and survey on the students in relation to on-site application of the digital textbook. Following 4 conclusions were derived from the analysis: First, difference in satisfaction with each function of digital textbook for dance education containing generic features was found to be high in B Girl`s Middle School in Jongro-Gu, Seoul or among students who experienced dance education. No difference was noted in terms of school grade or dance performance appreciation experience. Second, in terms of difference in applicability of digital textbook for dance education as per generic features, students in B Girl`s Middle School in Jongro-Gu, Seoul or having experienced dance education tended to find digital textbook for dance education to be highly applicable. No difference was noted in terms of school grade or dance performance appreciation experience. Third, relation between satisfaction with each function of digital textbook for dance education and its applicability was found to be r=.564 in general, indicating significant positive correlation. Therefore, it was found that higher satisfaction with each function of digital textbook for dance education resulted in higher applicability. Fourth, as variable with explanatory power of applicability among sub-elements of satisfaction with each function of digital textbook for dance education, availability of video resources appeared most frequently. In addition, diagrams and images were found to have positive influence in part on sub-elements of applicability in sequence.