The purpose of this study is multifold: First, to develop an educational program using artificial intelligence (AI) in middle school free semester system of South Korea. Second, to verify the program’s effectiveness, the study clarified the definition of AI and AI education and considered their meaning in technology education. This study used three steps: preparation, development, and improvement. In the preparation step, this study set the theme and purpose of the AI program and selected the free semester activity type “theme selection activity.” After analyzing the technology curriculum and extracting AI-related elements in the development step, this study laid out the program for 16 h of class time. In the improvement step, to augment the program’s validity, the researcher revised and supplemented it as a whole through expert consultation. This research differentiated the developed program from the AI education program of other subjects and specialized it, focusing on the specificity of technology education. The study emphasized the social impact of the latest technology, ethics of AI, physical computing using AI, and technological problem-solving activity using AI. The final developed program was applied to the students, and students participated in a pretest and posttest. The study used the PATT and AI competency test tools. The PATT results showed a significant increase in the mean of both constructs in “interest in technology” and “career aspirations in technology.” In AI competency, the mean of two constructs increased significantly in “social impact of AI” and “AI performance.” In particular, “AI performance” showed the largest increase. There was no statistically significant change in “interaction with AI.” The study results confirmed that the developed AI program was effective in technology education and career exploration, which is the primary purpose of the free semester. In addition, it was possible to confirm the technology educational value of the AI education program centered on technological problem-solving. These research results have implications for bringing AI into technology education.

The purpose of this study was to develop a program that incorporates computational thinking into technology education classrooms and to investigate its effect on students. Software (SW) education and physical computing education are frequently addressed topics in technology education, but education about computational thinking (CT) lacks interest and research. Therefore, it is necessary to further develop educational programs in technology. In this study, we developed a program integrating CT, which centered on technological problem-solving processes. The program comprised 12 total hours of hacking a remote control (RC) car using Micro:bit development tool. This study investigates the effects of the developed program with a single group pre- and post-test quasi-experimental design. Nineteen students participated in the study, completing survey instruments that measure CT competency and attitudes toward CT and technology, answering an open-ended questionnaire, and voluntarily took part in semi-structured interviews. The results showed that the technological problem-solving program positively affected participants’ CT-related competencies. Moreover, we observed improvement in participants’ attitudes toward technology due to the integration of CT into their technology education classes. This study provides a strong case for incorporating CT into technology education. It also suggests future research direction regarding the development of students’ CT competencies in various technological problem-solving contexts.

Software (SW) is one of the key technologies in modern society, and its importance is receiving the attention of the educational community. In addition, Computational Thinking (CT) has been studied in fields of various education such as computer science, science, mathematics, and technology. The prominence of computer science education has increased in K-12 South Korean schools with the effect of the 2015 Revised National Curriculum and the National Plan for Activating Software Education. In addition, there are active efforts to include CT in science, technology, and mathematics classrooms. Therefore, this study aims to review prior studies on CT in science and mathematics education. The results of this study are as follows: 1) CT in science and mathematics education has a different conceptual approach than CT in computer education. Science education is mostly about problem-solving activities using computers, and mathematics education mostly utilizes the ‘abstraction’ related approach. 2) The key to improving CT in both subjects is to implement practical experience in science and mathematics education. Variables of interest in prior studies were scientific and mathematical problem-solving skills, the attitude of subjects, and creativity. 3) CT education in science and mathematics education has used a convergence education approach (STEAM education). Keywords: computational thinking, mathematics education, research trend analysis, science education