유아교사의 디지털 리터러시, ICT에 대한 태도 및 스마트교육 교수효능감이 스마트교육 실행에 미치는 영향
The Effects of Early childhood Teachers’ Digital Literacy, ICT Attitudes and Smart Education Teaching Efficacy on Smart Education Implementation
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The purposes of this study were to analyze the impact of early childhood teachers’ digital literacy, attitude toward ICT(Informations and Communications Technology), and smart education teaching efficacy on the implementation of smart education, and to seek ways to revitalize smart education in ECEC(Early Chilhood Education & Care). Participants of this study were 321 early childhood teachers nationwide, and statistical analyses were conducted using frequencies, one-way ANOVA, Pearson correlations, and Multiple Regression analysis of the SPSS 21.0 program. The results of this study were as follows. First, there were some significant differences in digital literacy, attitudes toward ICT, and smart education implementation depending on the general background of early childhood teachers. Second, there were some significant correlations among early childhood teachers’ digital literacy, attitude toward ICT, smart education teaching efficacy, and smart education implementation. Third, the main factors affecting the implementation of smart education were computer literacy, emotional and cognitive areas of attitude toward ICT, and smart education teaching efficacy, and these factors explained 34% of the implementation of smart education. The results of this study suggest that in order to improve the efficiency of smart education implementation in early childhood education, it is necessary to improve teachers’ digital literacy skills, form positive attitudes toward ICT, and acquire related skills and teacher training to improve smart education teaching efficacy.
Abstract
The purposes of this study were to analyze the impact of early childhood teachers’ digital literacy, attitude toward ICT(Informations and Communications Technology), and smart education teaching efficacy on the implementation of smart education, and to seek ways to revitalize smart education in ECEC(Early Chilhood Education & Care). Participants of this study were 321 early childhood teachers nationwide, and statistical analyses were conducted using frequencies, one-way ANOVA, Pearson correlations, and Multiple Regression analysis of the SPSS 21.0 program. The results of this study were as follows. First, there were some significant differences in digital literacy, attitudes toward ICT, and smart education implementation depending on the general background of early childhood teachers. Second, there were some significant correlations among early childhood teachers’ digital literacy, attitude toward ICT, smart education teaching efficacy, and smart education implementation. Third, the main factors affecting the implementation of smart education were computer literacy, emotional and cognitive areas of attitude toward ICT, and smart education teaching efficacy, and these factors explained 34% of the implementation of smart education. The results of this study suggest that in order to improve the efficiency of smart education implementation in early childhood education, it is necessary to improve teachers’ digital literacy skills, form positive attitudes toward ICT, and acquire related skills and teacher training to improve smart education teaching efficacy.
참고문헌 (38)
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