• International Journal of Internet, Broadcasting and Communication
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• v.16 no.1
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• pp.321-329
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• 2024

This study attempted to obtain implications for digital education policy by reviewing the Framework Acts and Enforcement Decrees related to digital education. To this end, the following were explored. First, the concept and components of digital competency were reviewed. Second, the Framework Acts and Enforcement Decrees related to digital education policy were reviewed using the above concepts. Third, the characteristics and implications of the Framework Acts and Enforcement Decrees for digital education were explored. The results are as follows: Korea's digital education policy tried to reflect the categories that digital competency must cover, even its function and dysfunction role. However, to achieve their purpose, it is necessary to maintain consistency with related laws or policies. We identified that amendments to the Basic Act and related articles are essential to effectively enforce the Digital-Based Distance Education Activation Basic Act. A reevaluation of the correlation between Article 10, emphasizing digital media literacy education, and Article 5 of the enforcement decree is necessary. Revision of the enforcement decree to align with Article 10's objectives is vital to ensure proactive measures for promoting digital literacy and competence as mandated by the Basic Act.

• Journal of Convergence for Information Technology
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• v.11 no.5
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• pp.138-149
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• 2021

Our society is developing exponentially, but schools are not keeping up with the pace of society's development, and they are not providing digital literacy education suitable for the growth and development of students. Thus, this study identified the actual conditions and problems of digital literacy education at school sites and sought the direction of development of digital literacy education. By identifying the current state of schools in which the 2015 curriculum is operated, we sought the direction of the development of digital literacy education for our school. First, old digital devices should be replaced, laptops or smart devices should be provided for each student, and internet access should be available throughout the school. Second, digital literacy education should be provided to teachers by providing various training opportunities.Third, coding education where you can express what you think as logical thinking, Software training should increase the level of the algorithmic domain that shows the computational thinking process of discovering problems and automating a given problem into a computer programming language, there is enough robot that can be seen operating the program, digital parish will need to be delivered.

• Journal of Korean Library and Information Science Society
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• v.44 no.2
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• pp.241-265
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• 2013

This study aims to investigate the current state of digital literacy education in Korean public libraries and suggest improvements. The education programs were analyzed, which are offered in the National Library of Korea and related social and educational institutions, in order to explore the digital literacy education program required for public libraries. An interview was conducted with 38 librarians of the regional central libraries. Respondents reported that a cooperative program for digital literacy education with national library is essential, due to the lack of the budget and digital literacy resources. Based on the analysis, a model of the National Digital Library Information Literacy Education and the cooperative programs for digital literacy education were proposed.

• The Journal of the Korea Contents Association
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• v.18 no.3
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• pp.41-51
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• 2018

This research discusses the necessity for change in the domestic digital cultural heritage education. In following, this research analyzes definition and categories of digital cultural heritage education alongside with several case studies of global institutions and their characteristics. Throughout the analysis, this research suggests a direction of domestic digital cultural heriage which has limitations. Currently domestic use of digital cultural heritage education is currently limited to applying digital technology. Analysing literature review and case studies, this research found that digital cultural heritage education can make learners be mature in perspective of historical thinking and digital literacy simultaneously. In other words, digital cultural heritage education should not aim at pursuing education via digital platform simply, but rather fundamental cultural heritage education based on understanding of digital technology and future trend of education such as informal learning. Throughout the analysis of current cases and suggestion for future direction, the research aims at being a fundamental study of digital cultural heritage.

• Journal of The Korean Association of Information Education
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• v.22 no.6
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• pp.711-721
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• 2018

The development of artificial intelligence technology and the shift to a software-driven society are raising the need for digital literacy education on how to access, understand, use, create and share new open content in a variety of sustainable open content. At this point in time, this paper defines the digital literacy as the subliteracy concept for data, tools, and device elements. It is defined as a concept that includes cognitive and non-cognitive abilities and is stratified by computer literacy, ICT literacy, and information literacy. Open content is also defined as teaching-learning materials that can be used and shared freely by anyone, such as the Open Education Resource (OER) and the Open Access movement. Based on the two definitions, a three-step strategy for digital literacy education was developed to select open content in the digital environment, followed by a digital literacy education plan, and finally, an education frame to foster digital literacy capabilities.

• International Journal of Contents
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• v.6 no.1
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• pp.35-40
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• 2010

In recent years, China Digital Media Design related undergraduate education has developed into great dimensions while producing a lot of problems. Now cause of rapid development, Disciplinary Location, Training Objectives and Curriculum require study. Firstly, the paper points out the scope and general process of Digital Media Design through an analysis of properties of digital media industry. Secondly, the paper studies the current status of Digital Media Design-related undergraduate education from the policy of Chinese Ministry of Education and the practice of representative universities. Through questionnaire survey of Digital Media Designers from Beijing, Shanghai and Guangzhou, the paper points out the problems of China Digital Media Design related undergraduate education. Finally, paper brings forward the right direction of new system of China Digital Media Design related undergraduate education.

• The Journal of the Convergence on Culture Technology
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• v.9 no.1
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• pp.799-805
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• 2023

During the pandemic period, when non-face-to-face education became commonplace, the discourse on digital education increased rapidly. And this is reflected in education policy. This is because most policies are influenced by public discourse. Therefore, this study analyzed influential newspaper articles to analyze public discourse on digital education. The results are as follows. First, in 2020, when COVID-19 peaked, the discourse on digital education surged, which originated from the need for efficient management of learning and students in non-face-to-face education situations. Second, the discourse discussed the problem of digital competency mainly about the problem of acquiring new skills and dealt with it most importantly. Third, the discourse of digital education was dominated by discourse from the current perspective. However, it is necessary to consider the perspective of what capabilities are needed for a future society. This is just because acquiring new technologies or cultivating functions cannot be seen as the whole of digital literacy. Therefore, it is necessary to revitalize the discussion on what digital competencies are needed in the future society and reflect them in education policies.

• Journal of Internet of Things and Convergence
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• v.8 no.1
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• pp.73-78
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• 2022

Due to COVID-19, the digital transformation centered on unmanned and non-face-to-face is accelerating. Like a digital civilization, it is changing into a digital age, but for those who cannot use digital, the inconveniences in daily life are falling to the level of digital illiteracy. There is a social gap between digital users and non-users, and digital non-users are separated from society. For the digital socialization of the digitally underprivileged, the transition to the digital world is accelerating, and the ability to use digital in everyday life is becoming more important. As the transition to the digital world accelerates, individual social and economic differences are occurring. These problems are hindering the sustainable growth of society. In this study, in order to receive digital education conveniently, we intend to design an education model with excellent accessibility as an education that can be received by all citizens. It is intended to propose a digital education model that can be used universally and solve the inconvenience of life through digital comprehensive competency education that can be received step by step and can be easily received.

• International journal of advanced smart convergence
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• v.8 no.3
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• pp.145-150
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• 2019

Due to the development of science and technology and the emergence of new industries, the environmental change of the digital contents industry is rapidly progressing. The scope of technological development in the digital contents industry is affecting not only the entertainment industry but also various industries. Recently, with the development of digital convergence using realistic content, games, video, and VR have provided new opportunities for the growth of the content industry. The researcher determined that a new education system would need to be changed as the digital contents industry developed. For this purpose, an AHP questionnaire was conducted for experts with a high basic understanding of the education platform based on previous studies. We proposed a platform model for human resource development as an education system that meets the demand of digital contents industry. The education system for nurturing talents needed by future society should include elements that can interest the learning of users. The platform should not be approached from a system point of view, but should be developed from the content and user's point of view, considering the platform's original purpose.

• Journal of The Korean Association of Information Education
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• v.24 no.1
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• pp.107-115
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• 2020

The computing environment is rapidly changing to mobile device base, with the development of computer technology. Until now, digital literacy education has been based on desktop PC education, but it is time to change it into literacy education suitable for mobile environment. In this paper, we propose a mobile-based digital literacy MoDL (Mobile Device Digital Literacy). MoDL proposes three phases. One is Mobile Based Digital Environment (MoDE), which builds a mobile digital environment, seconds is Bring Your Own Devices (BYOD) class method when using it for education. Finally, MoDLI (MoDL Instruction) for learning mobile literacy is presented step by step. To verify the validity of the proposed, eight experts were surveyed so that the Content Validity Ratio was calculated. As a result, CVR was ensured in all items except for the applicability of MoDLI.