Journal of the Korea Academia-Industrial cooperation Society (한국산학기술학회논문지)

The Korea Academia-Industrial cooperation Society (한국산학기술학회)
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The Composition of Curriculum to Improve ICT Instructional Media Competency of Early Childhood Teacher

유아교사의 ICT 수업매체 역량 강화를 위한 교육과정 구성 방안

  • Received : 2019.10.14
  • Accepted : 2019.12.06
  • Published : 2019.12.31
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Abstract

The purpose of this study is to propose an ICT-oriented teacher curriculum in order to improve early childhood teacher's competency using ICT instructional media. To this end, a survey was conducted to investigate the importance and current level of early childhood teacher's competency. After identifying the necessity of ICT instructional media competency, the contents of an ICT-oriented teacher curriculum were designed. A survey of teacher competency among 207 teachers showed the highest educational need for ICT instructional media competency. In addition, ICT-based teacher curriculum was classified into ICT literacy education and ICT utilization education based on the analysis results of sub-indexes on ICT instructional media competency. Each part was hierarchized into three levels of awareness, application, and spread according to the teacher's competency level and the educational contents were suggested based on the goals set for each level. In this study, it consisted of ICT literacy education, including understanding educational policy related to ICT utilization, understanding the goals and assessment of the ICT curriculum and ICT utilization education, including the use of teaching and learning methods, application of digital technology, ICT learning environment building and management for developing teacher professionalism related to ICT instructional media.

본 연구는 유아교사의 ICT 수업매체 활용 능력을 양성하기 위해 ICT 중심 교사 교육과정 구성안을 제안하는데 있다. 이를 위해 유아교사들의 교사 역량에 대한 중요도와 현재 역량 수준을 조사하고 ICT 수업매체 역량 교육의 필요성을 확인한 후, ICT 중심 교사 교육과정 내용 구성안을 설계하였다. 207명의 유아교사를 대상으로 교사역량에 대한 설문조사를 실시한 결과 ICT 수업매체 역량에 대한 교육 필요도가 가장 높게 나타났다. 또한, ICT 수업매체 역량에 대한 하위 지표들의 분석결과를 기초로 ICT 중심 교사 교육과정을 ICT 수업매체 소양교육과 ICT 수업매체 활용교육으로 분류하였다. 각 영역은 교사의 역량수준에 따라 인식, 적용, 확산의 3수준으로 위계화 되며 수준별 설정된 목표에 근거하여 교육내용을 제안하였다. 연구에서는 ICT 수업매체와 관련한 교사 전문성 개발을 위해 ICT 활용 교육정책 이해, ICT 교육과정의 목표와 평가 이해로 구성된 ICT 소양교육과 교수학습방법 활용, 디지털 기술의 적용, ICT 학습 환경 구성 및 관리를 포함한 ICT 활용교육으로 구성하여 ICT 중심 교사 교육과정 안을 제안하였다.

Keywords

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