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.

The purpose of this study is to examine the concepts and features of K-fishbone analysis used in the AeLT program and to find suggestions. For this purpose, I analyzed the AeLT Training Manual and lecture PPT file and AeLT final reports. The procedure of K-fishbone analysis is as follows. First, specify the problem to be solved. Second, brainstorm the cause and factor of the problem. Third, cluster problems and elements with the same factors. Fifth, the branching branches (2nd branch , 3rd branch) extending from large thorns become the sub-cause. After all the causes of the problem have been identified, the causal relationship and the correlational relationship are analyzed. The cause of receiving the most arrows is the fundamental cause and the priority of the solution. K-fishbone analysis should 1) consider as many causes and sub-factors as possible through brainstorming and 2) by doing casual and correlation relationship analysis, help to ① determine the more critical factors of the problem, ② remove unnecessary elements that hinder the discussion, so increase concentration on the subject, and ③ in the situation of the lack of data and information, improve the analyst's understanding of the problem and its causes. Moreover 3) It is suitable for solving problems especially in developing countries. The implications of K-fishbone analysis are as follows. First, it can be effectively used in invitational training for policy makers in developing countries. Second, it will be more widely used in inquiry classes in the school. Third, it can be widely extended and utilized as a method of RCA.

본 연구의 목적은 중국의 교육정보화 전반의 현황에 대한 중국 교육정보화 책무자들의 논의를 알아보는 것이다. 이러한 목적을 달성하기 위해 APEC e-Learning 연수에 참여한 중국 연수생들의 초기연구문제를 내용분석법을 통해 분석하였다. 내용분석의 범주를 설정하기 위해 5가지의 교육정보화 발달의 판단기준을 도출하였고이를 바탕으로 하여 교육정보화 인프라, 활용 인적자원의 인식, 지원 정책과 같은세 가지 범주를 설정하였다. 범주의 설정 후 중국 연수생들의 초기연구문제를 단어와 구를 분석단위로 하여 그 사용빈도를 측정하여 상위 빈도를 보이는 단어 및 구를 추출하였다. 이를 연구자들이 선정한 단어 및 구와 비교하여 주요 단어를 도출하여 분석범주에 따라 구분하고 이를 해석하여 중국의 교육정보화 현황에 대하여분석하였다. 본 연구의 결과는 우리나라가 중국에 다양한 교육정보화 사업을 추진하기 위한 기초자료가 될 것이며 나아가 중국교육정보화에 특화된 추진모형개발의기초가 될 것이다.