• Educational Technology International
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• v.24 no.2
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• pp.169-202
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• 2023

This study aims to develop instructional design strategies included in educational programs that can effectively improve the educational data literacy of pre-service teachers. We used the design and development model proposed by Richey and Klein and investigated its internal and external validity. Internal validity assessment involved the input of five experts who evaluated the initial instructional strategies. We conducted an educational data literacy education program with 29 pre-service teachers from Korean colleges and graduate schools for external validity. The effectiveness of the program was verified by the Wilcoxon Rank Sum Test, which revealed a meaningful statistical difference between Wilcoxon Rank Sum Test post-scores after the four weeks of online classes. Therefore, this study developed instructional strategies followed by the steps of data-based decision-making: the final instructional strategies encompass 21 strategies, categorized for implementation before, during, and after classes, accompanied by 38 detailed guidelines. This approach bears notable significance as it encapsulates actionable and effective instructional strategies thoughtfully tailored to the unique circumstances and educational setting of the field, as well as the specific characteristics and requirements of the learners.

• Journal of Creative Information Culture
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• v.7 no.3
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• pp.129-144
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• 2021

This study was conducted for the purpose of developing a design thinking-based capstone design instructional model for pre-service teachers. Through the analysis of literature related to learner-centered instruction, design thinking and capstone design instructional design principles and instructional models for pre-service teacher education were discovered, and core elements were derived. Based on the core elements derived through literature analysis, the capstone design instructional design model and teaching and learning model based on design thinking for pre-service teachers were developed. The developed model conducted a total of three Delphi surveys including expert validation for 6 experts related to education including design thinking, capstone design, was revised, supplemented, and the final draft was confirmed. The final results of this study contain the overall contents of the instructional design, instructor's activities in detailed steps, and guidelines for learners' activities.

• Journal of Korea Society of Digital Industry and Information Management
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• v.20 no.1
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• pp.75-85
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• 2024

This study explored the overall perception of teaching media from the perspective of pre-service teachers. For this purpose, reflection journals written by 138 pre-service teachers were analyzed, and positive and negative perceptions of teaching media were explored. In the reflection diary, pre-service teachers were asked to write down examples of appropriate use of instructional media and the effects of their experiences, cases of inappropriate use of instructional media, and areas requiring improvement. The main research results are as follows. First, the positive aspects of teaching media perceived by prospective teachers were that it presented examples that could help understanding, aroused curiosity to focus attention, and encouraged participation to motivate learning. Second, the negative aspects of teaching media perceived by prospective teachers include cases where the playback time of the video containing learning content is excessively long and the content of the video is unclear or is higher than the learner's level and difficult to understand. This study is significant in that it presents pre-service teachers experiences and perceptions of teaching media and their desirable use methods.

• Journal of The Korean Association of Information Education
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• v.9 no.2
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• pp.197-208
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• 2005

For the wide spread of cyber education, it is important to understand the instructional characteristics of cyber education and its applications in the educational sites which help to cope with the practical needs and problems. This study was conducted to analyze the experience of cyber classes(working hours, tasks and evaluation, satisfaction level and instructional effectiveness, suggestions for cyber education) and use of instructional methodology (instructional activities, interaction frequencies, cooperative learning activities, instructional activities toward knowledge building). The data was collected from pre-service teachers(403) and in-service teachers(318) in June 2004. The results were that pre-service and in-service teachers all consider the satisfaction level and academic achievement level of cyber classes lower than that of FTF classes. Particularly the boring presentation of instructional materials and the inadequate instructional strategies for cyber classes were the biggest complains, and lack of interaction among peer groups and with instructors, lack of learning opportunity for cyber instructional strategies, limited group activities, lack of interaction with experts were followed. Limited types of evaluation also showed that cyber classes focus on results more than the process of students' academic achievement.

• Journal of the Korean Home Economics Association
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• v.44 no.7 s.221
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• pp.73-83
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• 2006

This paper is focused on culinary practice. The objective of this research was to develop Instructional Media for efficient culinary practice at high school. For evaluation, Instructional Media were developed and used for culinary practice at a high school located in Chunan. Understanding, interest and scholastic achievement in culinary practice were evaluated and compared for the study group using the developed Instructional Media and the control group not using the developed Instructional Media. Understanding (p<.001), interest (p<.01) and scholastic achievement(p<.01) were higher in the study group than in the control group. The important contributions of this research include the reduction of practice time and improvement of scholastic achievement. The Instructional Media developed in this research will increase the students' interest, reduce the difficulties of culinary practice, and improve the students' culinary skill. The study and development of culinary practice is limited to CDs and illustrated books, and research on the development of various Instructional Media will continue.

• Journal of the Korean Society of Earth Science Education
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• v.13 no.1
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• pp.90-99
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• 2020

The purpose of this study is to investigate the difference in science class ability, science pedagogy achievement and class evaluation factors according to elementary pre-service teacher's gender. Also, the correlation between science pedagogy achievement and science instructional ability was examined. Finally, the evaluation factors applied to the evaluation of science instruction according to male and female gender of elementary pre-service teachers were examined. This study was conducted from september 2019 to december 2019 for 88 elementary pre-service teachers attending P University of Education in Pusan metropolitan city. Among these 88 students, 32 elementary pre-service students were male, 56 were female. The conclusions of this study are as follows. First, as a result of analyzing the science instructional ability according to genders of elementary pre-service teachers, female elementary pre-service teachers showed statistically significant higher scores in science class ability compared to male elementary pre-service teachers. Second, as a result of analyzing the achievement of elementary science pedagogy according to gender of elementary pre-service teachers, female showed statistically significant higher scores for elementary science pedagogy than that of male. Third, as a result of analyzing the correlation between science instructional ability and elementary science pedagogy achievement, there was no statistically significant difference. This result can be applied both side of male and female. Fourth, both male and female pre-service teachers had various instructional evaluation factors, among which the linguistic factors of the instruction were used most frequently as criteria for instructional evaluation.

• Journal of The Korean Association of Information Education
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• v.25 no.4
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• pp.641-651
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• 2021

The purpose of this study is to develop and validate an unplugged instructional model for pre-service teachers' SW competences in higher education. The unplugged instructional model was developed through the following procedures; 1) developing the 1st model based on the results of literature review, 2) getting test for use by one practicing instructor, 3) collecting the opinions of learners who participated in the unplugged instruction, and 4) getting model validation by 4 experts. The developed unplugged instructional model consists of 6 phases: 'stimulating of learners' motivation', 'introducing learning activities', 'constructing an activities', experiencing unplugged activities', 'extending and generating outcome of unplugged learning', and 'reflecting' in addition, each phase includes learning activities. The validation results confirm that the unplugged instructional model was both reliable.

• Educational Technology International
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• v.11 no.2
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• pp.77-103
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• 2010

The purpose of this study was to develop an instructional model using new technologies aiming to secure students' learnability and to enhance the public school values in the rural districts. The present study attempts to suggest a practical e-learning instructional and learning model named Group Dynamics- based Debate Instructional Model', which utilizes unique technology environment conditions in most. To develop the model, concepts of group dynamics and debate-based instructional models were reviewed. And in-service teachers in two public schools in a certain rural district were interviewed in order to collect and analyze their needs for a teaching and learning model with which they utilizes unique technology conditions as environment in most. Based on literature review and the need analysis, a group dynamics-based debate instructional model has been suggested in terms of conceptual model. And then expert assessment composing of five in-service teachers from the model schools was implemented twice in order to acquire the suggested model validation, followed by the model validation by a group of experts. Then a revised group dynamics-based debate instructional model has been finally suggested. The group dynamics-based debate instructional model is expected to build up members' affective connection in the process, to generate group value, or collective intelligence, and to establish positive discussion culture. Furthermore, beyond of just utilizing the existing materials, learners are encouraged to develop and collect their own materials and data such as expert's interview, or public news for their argument or refutation. In doing so, learners enhance their learnability as well as accountability, prompting self-directed learning, and establishing appropriate discussion culture resulting in positive learning outcomes.

• Journal of The Korean Association of Information Education
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• v.24 no.4
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• pp.265-278
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• 2020

The purpose of this study is to analyze the experience of the process of developing instructional media by using Scratch for in-service teachers, after they participated in programming education with Scratch conducted as part of teaching methods using ICT. In particular, this study aimed to explore in-service teachers' thoughts and experiences of the objectives and methods integrated the programming education into their subjects creatively and convergently. To achieve the objective, they conducted an instructional design in accordance with their subject's learning goals and methods on the framework of the ASSURE model. Then, they conducted a project to develop instructional media with Scratch as part of the instructional design. 10 in-service teachers who attends the Graduate School of Education at K University in the second semester of 2019 were participated in this study. As a result, teachers showed positive expectation that the use of media developed by Scratch could bring significant results to attract students' interest and promote students' participation to lead learner-centered classes. This study has implications for future direction on programming education for professional development programs of prospective teachers as well as in-service teachers.

• The Journal of the Convergence on Culture Technology
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• v.7 no.4
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• pp.421-428
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• 2021

This study intended to identify the differences of pre-service elementary school teachers' perceptions on instructional design between face-to-face and online instruction. Lesson plans for face-to-face and online instruction were analyzed by 84 participants who were seniors at C university of education. Results of content analysis indicate that 'Providing Learning Guidance' domain is the biggest domain in terms of the frequency gap between face-to-face and online instruction. Frequency differences by domains between face-to-face and online instruction were found to be significant as a result of Chi-square test. Frequency differences by instructional elements in the 'Providing Learning Guidance' domain between face-to-face and online instruction were found to be statistically significant as well. In conclusion, this study indicates the differences of pre-service elementary school teachers' perceptions on instructional design between face-to-face and online instruction, which implies the necessity for the development and implementation of professional development programs focusing on the perceptions on instructional design of online instruction for pre-service elementary school teachers.