초등학교 ICT 교육 현황과 개선방안에 관한 교사 인식 연구
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As a program suitable for knowledge and information-integrated society, emphasized in the 7the education process, ICT education program has been introduced to the elementary schools. On current stage that the program is required for all the elementary schools from the 1st grade, the purpose of this study is to recognize the current state of the ICT on cite and the teachers understanding of ICT, and their abilities to utilize ICT. And finally, through this study it is hope to find the problems of ICT and educate the students efficiently. Analysis targets as follows have been established based on the purpose. First, the teachers abilities to utilize ICT in elementary schools Second, the status of training and utilization of ICT in elementary schools Third, the problems and improvement methods of ICT in elementary schools The subject of the study was 340 teachers under the Department of Education in Changwon, and the number of the respondent was 306. Teachers were extracted from the elementary schools in Changwon based on the proportion (3 schools from A type, with 5 from B, 4 from C, and 4 schools from D). For survey, the method of questionnaire was used. The contents were teachers recognition of ICT education, computer education currently in use, education utilizing ICT in teaching and learning, and general recognition of the improvement methods of ICT. Based on the integrated data of theoretical background, previous study, and relevant findings on the internet, analysts constituted the questionnaire, revised it upon the consultation of the teachers, and completed the final version of the questionnaire with 31 questions. We analyzed the data in the 295 questionnaires out of the collected 306, using SPSS/PC+ program. For identification of the general characteristics, the frequency and percentage was analyzed, and Chi-Square Test was used to identify the difference of teachers recognition of ICT education, computer education currently in use, education utilizing ICT in teaching and learning, and general recognition of the improvement methods of ICT according to the teachers background variables (sex, age, career, class number, grade in charge). The findings of this study were as follows: First, Variable teacher training have been performed for ICT education and consequently their computer skills were improved and they affirmed their ICT ability. But their ability in using computer was limited only to using word-processor or corresponding e-mails. Especially female teachers or old teachers left behind male or young teachers who can design home pages, use computer graphic programs, or manufacture multi-media. In fact, it is inefficient to give ICT instruction using only the basic ICT skills. Specific and systematic training should be performed. And the teacher themselves also should do their best accumulate variable ICT skills like registering for cyber education. Second, the textbooks for ICT education include basic concept of computer or information morality, but they do not include skills to operate and utilize the functions of the computer. It is because at least one PC for one family is supplied and many students can easily operate computers through instruction from the private institutes or using computers PC rooms around. Since ICT education is limited to computer education and teachers are having trouble teaching because of the difference of the students interests and pre-education levels and lack of facilities, ICT education has not been efficiently performed. Therefore it is needed to emphasize the morals through internet as well as deal with variable ICT contents attractive to the learners. Then the learners can raise their ability to utilize information and solve problems using ICT skills. Third, the purpose of 7th education process is to raise students information abilities utilizing 100% of information communication skills for entire education and instruction rather than using a specific curriculum. Currently in the order of music, sociology, and Korea, elementary school teachers are using more ICT, and the more frequently used materials are Internet, projection TVs, and education software. It is needed to use those materials with regards of the characteristics of the subjects. And the major method of teacher-oriented ICT instruction of merely giving information should be converted to more diversified methods of instruction. Fourth, the teachers said that advanced equipments on the platforms are available in each classroom, but what is more needed for adequate education is a classroom with multi-media equipment. For more efficient ICT education, each of the classroom should be equipped with at least 7 computer for cooperated education, and internet using and networking should be available between the computers so that the students can exchange and analyze information and form data. Therefore atmosphere to equip the ICT education is the first thing to be complemented.