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논문 기본 정보

자료유형
학술저널
저자정보
조정문 (한국정보화진흥원) 박시현 (국가평생교육진흥원)
저널정보
한국인터넷윤리학회 디지털 윤리 The Digital Ethics(디지털 윤리) 제2권 제1호
발행연도
2018.6
수록면
45 - 55 (11page)

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Adverse effects of online communications, such as online harassment/bullying, adolescents’ expose to illegal or inappropriate contents, physical or psychological damage caused by the overuse of social network services and online games, and monetary or reputation’s damages caused by the improper handling of personal information are so severe that Internet ethics education has been provided by Korean government. While Internet ethics education has played substantial role in preventing the adverse effects of online communication, its current principle and method requires restructuring for the improving the efficiency of Internet ethics education. Stages of Internet ethics education has been classified as the following: prohibition/recommendation focused 1st stage, virtue focused 2nd stage, function focused 3rd stage, capacity focused 4th stage, and understanding of digital media is suggested as unique characteristics of Internet ethics education. Various organizations has already provided digital citizenship education as a means of Internet ethics education. Korea Communications Commissions and National Information Society Agency’s ‘Digital Citizenship Education’, Singapore Government’s ‘Cyber-wellness Education’, Common Sense Media’s ‘Digital Citizenship Education’, DQ Institute’s ‘Digital Intelligence Quotient Education’ and Kakao Foundation’s ‘Good Digital World Education’ are the cases of digital citizenship education. Based on the benchmarking of digital citizenship education, it is suggested to set the goal of Internet ethics education as ‘Nurturing the virtue and capacity needed to conduct online communication not only without harming myself and others but also benefiting myself and others’. Furthermore, followings are suggested as principles to be applied in conducting Internet ethics education: understanding of characteristics of digital media rather than morals and conscience, training of skills for proper online communication, restoration of good peer relationship, building of supportive culture for proper online communication rather than discipline and drilling, use of online communication as a means to solve ones personal problems, and nurturing the positive use of online communication rather than preventing negative use. In addition, suggestions for legal and institutional recommendation for conducting Internet ethics education as digital citizenship education are also provided.

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