경도장애학생의 사회과 교수？학습을 위한 인지적 도구로서의 컴퓨터 사용 효과와 과제
The effectiveness and challenges of the use of computers as cognitive tools for teaching and learning of social studies for students with mild disabilities
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초록
본 논문의 목적은 경도장애학생의 사회과 교수학습에 인지적 도구로서 컴퓨터를 사용한 연구들을 검토하여 그 효과와 과제를 분석해보는 것이다. 수집된 연구에서 인지도구로서 컴퓨터를 사용한 방식을 다음의 네 측면으로 구분해 검토해 보았다. (1) 학습 결과를 멀티미디어로 제작할 수 있도록 지원하기 위해, 멀티미디어 저작 도구와 프레젠테이션 프로그램이 사용되었고, (2) 학습 정보를 조직하고 시각화하기 위해 그래픽 조직자 프로그램이 사용되었으며, (3) 학습 지침서의 역할을 하고, 학습 정보의 접근성을 향상시키기 위해 전자 교재가 사용되었고, (4) 교수학습 정보와 학습 활동의 저장을 위해 웹 기반 프로그램이 사용되었다. 문헌의 검토 결과, 인지도구로서의 컴퓨터의 활용은 교사와 학생의 동기를 높이고, 학생의 지식 암기와 이해를 증가 시키며, 자기 효능감을 향상 시키고, 협력적인 탐구를 가능하게 하는 다양한 긍정적 효과를 보이고 있다. 그러나, 실제로 컴퓨터가 단순히 교사의 역할을 보조하거나, 장애학생의 장애를 보완하는 수준을 넘어 인지적 도구로 사용 되어, 본연의 목적인 경도장애학생의 고차적 사고 능력 배양에 기여했는지의 여부는 회의적이다. 컴퓨터의 지원을 포함한 학습자 중심의 학습 환경 설계와 교사 개발의 필요성에 대한 논의가 제시된다.
Abstract
The purpose of this study was to critically examine the use of computers as cognitive tools for teaching and learning of social studies for students with mild disabilities. The use of computers as cognitive tools shown in the research literature can be categorized in the following four ways: (1) multimedia authoring programs and presentation programs were used to enable students to create multimedia projects; (2) graphic organizer was used to support organize and visualize text materials and students thinking; (3) electronic texts were used to increase student access and understanding; and (4) web-based environment was used as information archives.According to the review of the literature, the use of computers as cognitive tools generates various positive effects, including increasing the motivation of students and teachers, increasing students' understanding of content knowledge, raising self-efficacy, and creating an opportunity to collaboratively work on inquiry project. However, it is pessimistic whether computer was used as cognitive tools for developing higher-order thinking skills of students with disabilities, or as an aid of teacher or assistive technology to circumvent students' disabilities. Discussions of the need for the design of technology supported, learner centered learning environment and innovative professional development are provided.
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