Design of contents for ICT literacy in-service training of teachers in Korea

The importance of ICT literacy education for students and teachers in the information society cannot be overemphasized. The Korean government had developed an ICT literacy curriculum for students and teachers since 2000. It announced the ICT literacy curriculum for students in 2000 and the ISST for teachers in 2002. Most contents of the ICT literacy curriculum and ISST focused on teaching the use of application programs. However, as the IT environment changes rapidly, the parties concerned thought that the revision of the ICT literacy curriculum and ISST is indispensable. Therefore, the Korean government announced the revised ICT literacy curriculum for students in 2005. The revised ICT literacy curriculum emphasized the principles of computer science and problem-solving methods. However, although the ICT literacy curriculum was revised, there was no ICT literacy in-service training curriculum to reflect the revised ICT literacy curriculum.In this research, we designed the contents of the ICT literacy in-service training program based on the revised ICT literacy curriculum. The contents of the ICT literacy in-service training program consist of four sections: the Information society, Information devices, Information processing, and Information handling. The contents in each section of the ICT literacy in-service training curriculum are divided into two groups: mandatory and optional. There were several findings made in this study. After analyzing the opinions and requirements of experts and teachers, the ‘Information processing’ section was found to be the most important part of the ICT literacy in-service training program. It was found that the experts and teachers have different views on the contents of the ICT literacy in-service training program. Also, we found that effective teaching strategies and evaluation methods should be provided for the ICT literacy in-service training curriculum to be effective.     

Design of contents for ICT literacy in-service training of teachers in Korea

The importance of ICT literacy education for students and teachers in the information society cannot be overemphasized. The Korean government had developed an ICT literacy curriculum for students and teachers since 2000. It announced the ICT literacy curriculum for students in 2000 and the ISST for teachers in 2002. Most contents of the ICT literacy curriculum and ISST focused on teaching the use of application programs. However, as the IT environment changes rapidly, the parties concerned thought that the revision of the ICT literacy curriculum and ISST is indispensable. Therefore, the Korean government announced the revised ICT literacy curriculum for students in 2005. The revised ICT literacy curriculum emphasized the principles of computer science and problem-solving methods. However, although the ICT literacy curriculum was revised, there was no ICT literacy in-service training curriculum to reflect the revised ICT literacy curriculum.In this research, we designed the contents of the ICT literacy in-service training program based on the revised ICT literacy curriculum. The contents of the ICT literacy in-service training program consist of four sections: the Information society, Information devices, Information processing, and Information handling. The contents in each section of the ICT literacy in-service training curriculum are divided into two groups: mandatory and optional. There were several findings made in this study. After analyzing the opinions and requirements of experts and teachers, the ‘Information processing’ section was found to be the most important part of the ICT literacy in-service training program. It was found that the experts and teachers have different views on the contents of the ICT literacy in-service training program. Also, we found that effective teaching strategies and evaluation methods should be provided for the ICT literacy in-service training curriculum to be effective.     

A Web-based model for developing assessment literacy of secondary in-service teachers

This research investigates the effect of a web-based model, named ‘Practicing, Reflecting, and Revising with Web-based Assessment and Test Analysis system (P2R-WATA) Assessment Literacy Development Model,’ on enhancing assessment knowledge and perspectives of secondary in-service teachers, and adopts a single group experimental research design. The WATA system provides teachers with personalized learning resources and situated environment to practice assembling, administering tests on-line, and appraising test-related statistical information to reflect and revise test items. The sample consisted of forty-seven secondary in-service mathematics and science teachers in a summer program for 36 h within six weeks. This research collects and analyzes quantitative data, including the pre-test and post-test of teachers’ knowledge and perspectives on assessment. The major results generally confirm the effectiveness of P2R-WATA model. Firstly, the assessment knowledge of the participants has improved after training, especially for teachers with low-level prior knowledge. Secondly, the findings also reveal that there is a significant improvement on teachers’ assessment perspectives.     

Computer metaphors: Approaches to computer literacy for educators

This paper describes a number of different metaphors which may be used by educators for gaining computer literacy. Each metaphor relates the computer to some other (presumably well-understood) conceptual foundation in order to make new knowledge about computers more comprehensible. These metaphorical approaches include: THE COMPUTER AS PERSON; THE COMPUTER AS TOOL; THE COMPUTER AS BRAIN; THE COMPUTER AS MAP; THE COMPUTER AS GLASS BOX; THE COMPUTER AS VITAMIN; THE COMPUTER AS PALETTE; THE COMPUTER AS MENTOR; THE COMPUTER AS CATALYST.     

Exploring the information literacy competence standards for elementary and high school teachers

The main purpose of this study was to establish Information Literacy Competence Standards for Elementary and High School Teachers. To establish these standards a set of two expert round-table discussions and three rounds of Delphi Technique surveys were employed. Ten participants including field scholars, information professionals were invited to the expert round-table for open discussions on definitions, framework, and items of information literacy competence. A questionnaire for the “Delphi Technique Survey” was developed based on the results acquired from the round-table discussions. The resulting questionnaire was distributed to another group of 33 participants which included graduate school deans of Information Education, professors, school principals, department directors and teachers, and information professionals. After three rounds of Delphi Technique Surveys with these participants, the “Information Literacy Competence Standards for Elementary and High School Teachers” was established. Three levels (standards, main indicators, and secondary indicators) and three dimensions (knowledge, skills, and attitudes) were identified. Distinguished from existing research which over-emphasizes the dimensions of knowledge and skills, the present study found that the dimension “attitude” is the most powerful force for promoting teachers’ information literacy competence and their willingness to apply information technology in teaching. It is hoped that the proposed standards could be served as a self-evaluation tool for teachers as well as the basis for staffing and training programs for elementary and high school teachers in Taiwan.     

Computer game development as a literacy activity

This study examined computer game development as a pedagogical activity to motivate and engage students in curriculum-related literacy activities. We hypothesized that as a consequence, students would improve their traditional reading and writing skills as well as develop new digital literacy skills. Eighteen classes of grade 4 students were assigned to either an experimental or control group. Both groups studied the same curriculum unit over a 10 week period, however, in addition the experimental group developed computer games related to the unit using a game development shell. An analysis of pre- and post-unit scores on two standardized literacy test batteries revealed that the experimental students performed significantly better on one of the subtests, a measure of logical sentence construction (p = .002). Field notes and teacher interview data indicated that game development helped improve student content retention, ability to compare and contrast information presented, utilize more and different kinds of research materials including digital resources, editing skills, and develop an insight into questioning skills.     

Computer literacy and the education/training interface

This paper reviews some relationships between training and formal education, and discusses ways in which education for “Computer Literacy” might provide foundations for subsequent training and retraining in the face of an increasingly automated and information-rich environment. Computer Literacy is defined in terms of learning experiences at all levels of education which contribute to general technological awareness, to familiarity with routine applications of computers and understanding of their potential for human emancipation and to practical problem-solving skills based on creative use of computers and information technology. The effects of different levels of investment available for motivated training and education are considered. Close co-operation between education and training sectors is advocated.     

Computer literacy skills among school students and employees in industry

Abstract  A program was developed to examine the computer skills of 180 school leavers and 190 workers in industry. The 25-minute task tested skills of using a mouse, typing information, and ordering parts for a LEGO construction. In general, school students performed better than the workers in industry, and males better than females. These results are attributed to the greater familiarity of males with computers, particularly in school, where differences in scores were particularly significant.     

Computer literacy across the lifespan: a review with implications for educators

The ability of an individual to interact with a computer, referred to as computer literacy, has been receiving increasing attention in the research literature. However, there appear to be no reviews of the empirical research regarding computer literacy to date. The present article summarizes past and current empirical studies regarding computer literacy that have implications for educators of students of any age, organized by the developmental domains of childhood, young and middle adulthood, and older adulthood.     

Computer literacy and inquiry learning: when geeks learn less

Abstract A low level of computer literacy has often been hypothesized as constituting a disadvantage in knowledge acquisition. However, within the field of computer‐supported inquiry learning systematic investigations of these purported relations have not been conducted. This classroom study investigates the role of computer literacy (procedural computer‐related knowledge, self‐confidence in using the computer, and familiarity with computers) as a learning prerequisite for knowledge acquisition, and analyses the learners' patterns of media use as processes that might explain this role. Thirty‐seven students from two final classes of a secondary school worked in pairs on the project ‘How far does light go?’ in the Web‐based Inquiry Science Environment. Findings did indicate significant relations of neither procedural computer‐related knowledge nor self‐confidence in using the computer to knowledge acquisition. However, students with greater familiarity with computers acquired significantly less knowledge. In the light of the patterns of media use, these findings might be explained by different navigation styles adopted by students with high and low familiarity with computers: students with high familiarity with computers exhibit more shallow processing strategies (‘browsing’) which are less functional for learning.     

Computer literacy in secondary education: The performance and engagement of girls

This research study examines performance and engagement in computer literacy of boys and girls (N = 873). Performance and engagement in computer literacy are established with CAST. Computer Alfabetisme Schalen Twente, a Dutch version of the Minnesota Computer Literacy Awareness Assessment. The results of the study show that girls perform lower and are less engaged in computer literacy than boys. Research on sex differences in mathematics and science education shows that three factors are important for the design of action programs for girls, viz. the expectation and behaviour of significant others, the perception of the usefulness of the subject for a future career and a positive attitude towards the subject. This study shows that these factors seem to be relevant for computer literacy too. It has been found that a positive attitude towards mathematics and physics is positively related to a positive attitude towards computer literacy. An examination of the relation between performance in computer literacy and attitude towards mathematics and physics shows no differences in performance between boys and girls with a negative attitude towards mathematics and physics. For boys and girls with a positive attitude towards mathematics and physics however a difference in performance in computer literacy has been found in favour of boys.     

Computer skills instruction for pre-service teachers: A comparison of three instructional approaches

The computer self-efficacy of teachers contributes positively to their technology integration self-efficacy. Many studies have examined instructional strategies that foster computer self-efficacy but not their corresponding impact on teachers’ technology integration self-efficacy. This study investigated the instructional strategies used for pre-service teacher computer skills instruction and their corresponding impact on teacher computer self-efficacy and technology integration self-efficacy. Using a multiple case-study approach, video recordings were made of the class sessions of three participating instructors throughout a semester. Content analysis of these video recordings found the instructors using three approaches of computer skills instruction: Extensive behavioral modeling, targeted behavioral modeling, and independent problem-solving. Analysis of pre and post-study student survey responses also found that the three instructional approaches raised their perceived computer self-efficacy. However, the effect sizes were largest when the independent problem-solving approach was used. This approach was also found to have had better motivational effects on students than the extensive behavioral modeling approach. On the other hand, computer skills instruction increased students’ technology integration self-efficacy only when instructors modeled teaching-related examples and provided students with multiple mastery experiences of technology integration practices. The applications of the three computer skills instructional approaches for teacher education are discussed.     

中职信息化大赛背景下师资队伍信息素养的研究

当前是以计算机与网络技术为主要核心的信息技术时代,该种信息技术在教育领域中也得到了广泛的运用。在中职院校中,应用现代信息技术改造传统教学的趋势也愈演愈烈。在近年来,在全国各大城市也相继举办了中职院校的信息化大赛,而正是因为在中职信息化大赛的背景下,曝露出了中职师资队伍信息素养中存在的一些问题。而为了针对中职院校师资队信息素养中存在的问题制定相应的对策,文章将主要从中职教师信息素养的基本概况、教师队伍信息素养培养的必要性、存在的问题出发,从而探讨相应的解决措施,旨在为相关工作者提出一丝启示。     

ABRACADABRA in the hands of teachers: The effectiveness of a web-based literacy intervention in grade 1 language arts programs

This study explored how teacher variations in use of a web-technology of known effectiveness, affected growth in literacy. Teachers used ABRACADACABRA (ABRA) (http://grover.concordia.ca/abra/version1/abracadabra.html), in Grade 1 Language Arts classes. Children (N = 60) across three classrooms were exposed to ABRA activities and a control class followed the regular provincial literacy program. Interventions were run by briefly-trained teachers for a total of 16 h. Each teacher chose to use the program in qualitatively distinct ways that corresponded to the first three stages of Sandholtz, Ringstaff, and Dwyer’s (1997) technology integration model, namely: Entry, Adoption and Adaptation. Growth in literacy between pre- and post-test revealed significant differences associated with technology integration style across all measures of literacy and related language skills. The largest and most-widespread effects were evident for the Adaptation group that linked technology content to wider learning themes in the classroom. In terms of overall growth in standardised literacy scores across all six such measures used, Adaptation proved to be 60% more effective than Adoption. Results suggest that explorations of exactly how teachers use technology have important implications for practice as well as for the interpretation of field-based studies of the effectiveness of educational technology.     

Computer oriented attitudes as a function of risk-taking among Israeli elementary school teachers

Abstract  This study examines the relationship between the level of risk-taking among Israeli elementary school teachers and their attitude towards the use of computers within the framework of Computer-Assisted Instruction (CAI). The teachers in the research sample responded to two questionnaires-risk-taking questionnaire and attitude towards computers questionnaire. One factor-risktaking behaviour-was yielded from the first questionnaire and one factor-computer related attitude-was yielded from the second.
An analysis of the data obtained in the study indicates that teachers who are high-level risk-takers are more positive towards the use of computers in their teaching activities than medium-level risktakers who in turn have a more positive attitude towards computer use within the framework of CAI than low-level risk-takers.     

Intelligent assistance for teachers in collaborative e-learning environments

Collaborative learning environments provide a set of tools for students acting in groups to interact and accomplish an assigned task. In this kind of systems, students are free to express and communicate with each other, which usually lead to collaboration and communication problems that may require the intervention of a teacher. In this article, we introduce an intelligent agent approach to assist teachers through monitoring participations made by students within a collaborative distance learning environment, detecting conflictive situations in which a teacher’s intervention may be necessary. High precision rates achieved on conflict detection scenarios suggest great potential for the application of the proposed rule-based approach for providing personalized assistance to teachers during the development of group works.     

Intelligent assistance for teachers in collaborative e-learning environments

Collaborative learning environments provide a set of tools for students acting in groups to interact and accomplish an assigned task. In this kind of systems, students are free to express and communicate with each other, which usually lead to collaboration and communication problems that may require the intervention of a teacher. In this article, we introduce an intelligent agent approach to assist teachers through monitoring participations made by students within a collaborative distance learning environment, detecting conflictive situations in which a teacher’s intervention may be necessary. High precision rates achieved on conflict detection scenarios suggest great potential for the application of the proposed rule-based approach for providing personalized assistance to teachers during the development of group works.