Fourth Industrial Review, KODISA Foundation

PDF Citaion Integrated Educational Strategies for Enhancing Basic and Digital Literacy in Elementary Students

Suhyun JE(Korea National Open University) ; Hosung WOO(Korea National Open University) pp.1-8 https://doi.org/10.13106/fir.2025.5.1.1

초록보기

Abstract

Purpose: This study aims to propose an integrated educational approach to enhance both basic literacy and digital literacy among elementar. Research design, data and methodology: The study was conducted with a total of 92 students in the Gyeongsangbukdo region, consisting of 14 third graders, 25 fourth graders, 24 fifth graders, and 29 sixth graders, by combining picture book literacy activities with lessons utilizing generative AI. Results: The picture book literacy activities effectively enhanced students' reading comprehension, critical thinking, and interaction with texts, while the AI-based lessons contributed to improving digital literacy, creativity, and problem-solving skills. These results suggest that integrating traditional literacy education with advanced digital tools can be effective in addressing literacy challenges in a rapidly changing educational environment. Conclusions: This approach provides a practical solution for improving students' overall literacy and equipping them with essential skills needed in the digital age. The study concluded that this integrated model has significant potential for application across diverse educational settings, offering a balanced approach to developing foundational literacy and technological proficiency. Further research will explore the long-term impact and broader applicability of this educational strategy.

PDF Citaion A Design of EdTech Competencies to Improve the Quality of EdTech Professionals*

Yong KIM(Korea National Open University) pp.9-16 https://doi.org/10.13106/fir.2025.5.1.9

초록보기

Abstract

Purpose: As information and communication technologies advance, edtech tools used in education are becoming more diverse. Accordingly, it is necessary to define the competencies that edtech experts, including instructors, should have. This paper presents the competencies that instructors should have as edtech experts. Research design, data, and methodology: This paper conducted a Delphi survey to define edtech competencies. The survey was conducted with students in the master's program in edtech, all of whom are adult learners working in the edtech field. There were 55 participants, and the research process was conducted in five stages. Results: The research results presented four areas of edtech competencies that edtech experts should have: “AI digital literacy,” “Edtech teaching competencies,” “Edtech work competencies,” and “Data analysis competencies.” A total of 23 detailed competencies were presented for each area. Conclusions: Based on the research results, it is necessary to develop competencybased edtech training programs and utilize them in education. In addition, it is necessary to revise the contents of the National Competency Standards developed by the state concerning edtech competencies. The results of this paper are expected to serve as a basis for developing competencies for edtech experts in the future

PDF Citaion An Analysis of Elementary School Students’ Perceptions and Satisfaction with Software Education According to Teachers’ Perceived Necessity for Software Education

Hosung WOO(Korea National Open University) ; Ilkyu YOON(Korea Foundation for the Advancement of Science & Creativity) ; Yunjae JANG(Sahmyook University) pp.17-22 https://doi.org/10.13106/fir.2025.5.1.17

초록보기

Abstract

Purpose: This study aimed to examine how elementary teachers’ perception of the necessity of SW education affects students’ awareness of SW education, their intent to pursue SW-related studies or careers, and their overall educational satisfaction. Based on the findings, the study provides insights for improving the quality of elementary SW education and enhancing teachers’ competencies. Research design, data and methodology: Data were drawn from a 2020 survey by the Korea Foundation for the Advancement of Science and Creativity, covering 12,915 students at 1,997 elementary schools. According to teachers’ perceived need for SW education, students were categorized into a “high” group and a “low” group. The two groups were then compared in terms of their perceptions of SW education, career/academic intentions, and satisfaction with SW education; differences between male and female students were tested using t-tests. Results: Students’ overall awareness of and satisfaction with SW education were higher when teachers placed greater importance on SW education. Male students, in particular, showed a sharper rise in their SW-related career intentions and learning engagement when teachers viewed SW education as important. Female students, however, generally demonstrated lower interest and weaker links to future studies or careers in SW, revealing a gender gap. Conclusions: Strengthening teachers’ competencies, offering personalized guidance, addressing gender disparities, providing opportunities for career exploration, and enhancing learning satisfaction appear to be necessary. Ultimately, as key facilitators of SW education, teachers should be supported by ongoing professional development and institutional policies to implement integrated education that fosters students’ creative thinking and collaboration skills.

바로가기메뉴