최근 선진국을 중심으로 소프트웨어(SW) 교육의 중요성에 대한 연구는 계속 쏟아져 나오고 있다. 단순히 프로그래밍 언어를 습득한다는 개념을 넘어서서 논리적 사고력, 문제 해결력 등의 향상을 목적으로 한 SW 교육은 SW 교육 플랫폼을 중심으로 다양하게 개발, 연구되어 지고 있다. 본 연구에서는 컴퓨터를 활용한 SW 학습 플랫폼을 SW 교육을 처음 접하는 학습자들에게 적용하여 SW 교육 플랫폼의 중요성과 효과적인 SW 교육 플랫폼의 요소에 대해 고찰하고 학생들의 동기부여와 참여도를 높이기 위해 게임화 된 학습의 필요성에 대해 논하고자 한다.

The study aims to assess the use of social networking sites among Educational Technology (Edtech) students of Philippine Normal University Visayas. Descriptive method was used. A total of 95 respondents participated, 27 were males and 68 were females. The statistics used were: frequency, percentage weighted mean, and rank. The top three uses of social networking in the personal life of the respondents according to rank are: 1) to connect with people, 2) to do research, and 3) to e-mail people. With regard to its use in their academic life, the top three are: 1) to do research, 2) to e-mail, and 3) to connect with people. The social networking sites which ranked number one as being used by the respondents are Google for research, Yahoo for e-mail, Facebook for connecting with people and OLX for purchasing. The study disclosed that the respondents “agree” with the benefits of social networking. It was concluded based on the findings of the study that there are social networking sites used to a high extent by the respondents. However, they are limited only to Facebook, Google and Yahoo. The foremost use of social networking is for researching, chatting and messaging and uploading and downloading. Furthermore, it was concluded that the respondents are aware that social networking has both benefits and risks. The researcher recommends the following: the students should be given trainings and workshops on the effective use of social networking; the teachers should monitor the social networking done by their students for purposes of proper guidance and information.

본 연구는 온실의 온도와 CO2농도를 높이기 위해 DME버너용 연료로 DME가스를 사용했을 때 DME 연소가스의 성능을 결정하고 겨울에 상추와 양배추의 엽록소 함량 그리고 무게와 건조무게에 대한 영향정도를 조사하기 위해 수행되었다. 각각 온실1과 온실2에 처방 된 DME-1과 DME-2 처방은 덕트의 평균 DME 유량 17.4 m3 min-1과10.2 m3 min-1으로 구성됐으며, 대조군(DME-3)으로 남겨진 온실3에는 DME 가스가 공급되지 않 았다. DME 공급 시간은 각각 주차 별로 1주차는 하루당 0.5시간, 2주차는 1시간, 3주차는 1.5시간, 4주차는 2 시간으로 설정하였다. 각각 처방마다 엽록소 함량과 상추와 배추의 건조 전, 후 중량을 측정했으며, 연구결과 무처리구인 온실3과 비교하여 온실1과 온실2 의 CO2 농도는 각각 265%, 174% 증가하였고, 온도의 경우 4.8oC, 3.10oC 상승하였다. DME 가스를 제외한 다른 조건이 같은 온실에서 재배된 상추와 양배추의 엽록소 함량과 생체중, 건물중은 온실1에서 (유의적으로) 가장 높았으며, 온실2는 대조구 온실보다 높았다. 이러한 결과는 DME가스 연소에 의한 CO2 농도 차이에 기인된 것으로 판단된다. 일반적으로 가스연소에 의해 발생되는 유해가스 증상은 나타나지 않았으며 동절기 난방과 CO2 공급이 동시에 필요할 경우 DME가스가 기존의 경유 또는 LPG 등을 대체할 수 있는 가능성을 확인하였다. 향후 정밀한 연구를 통하여 효율적인 난방방식으로의 검토가 적극 필요하다고 판단된다.

The purpose of this study is to investigate the constraints on implementing task-based language teaching (TBLT) and strategies that make TBLT feasible with novice second language (L2) learners in college. When the researcher (a bilingual teacher) struggled to implement tasks into traditional English courses with almost 210 novice undergraduates throughout three separate semesters, a number of constraints were identified for the task syllabus, and TBLT was modified and adapted to a localized college-level context. The study was conducted over three 16-week-semesters, and its process was recorded in field notes. The findings demonstrated that there were four major constraints on implementing TBLT: 1) irrelevant topics in the coursebooks, 2) novice learners’ writing dependence and limited use of the second language, 3) excessive use of the first language, and 4) an irrelevant examination system. As four strategies to adapt TBLT in a local college context, the following were practiced and suggested: 1) a needs analysis is necessary, 2) instead of task-supported language teaching, a new hybrid form of TBLT and presentation-practice-production might work, 3) teaching English in English is necessary but specifying strategies for selective use of first language (L1) is needed, and 4) relevant tests are necessary. It is hoped that these findings will enrich the actual process from adoption to adaptation of localized TBLT for novice L2 learners in Korean colleges.