An Exploratory Case Study on Types of Teaching and Learning with Digital Textbook in Primary Schools
0
조회
0
다운로드
0
인용
0
참고문헌
키워드
초록
The purpose of this study was to analyze the types of lesson and its effectiveness with digital textbook. To address those goals, we had observed five classes of the primary school, which designated as a research pilot school for digital textbook. Based on the result of observation, 3 types of lesson with digital textbook were categorized: Teacher-directed lecture (type 1), Blended learning (type 2), and Flipped learning (type 3). Depending on the type of lesson was analyzed the positive and negative effectiveness by means of matrix analysis method. As a result, in Teacher-directed lecture (type 1), there was found out the participation of the lesson in atmosphere of stable and comfortable as positive experience, also digital textbook operating immature and boring as negative experience. In Blended learning (type 2), there was found out the fun by sharing the product and peer feedback, and flow by learning transfer as positive experience, also digital textbook operating immature and understanding the difference between assignments as negative experience. In Flipped learning (type 3), there was shown the positive attitude and ownership in the lesson as positive experience, also distracting and boring in the lesson when learner was excluded in participation as negative experience. Based on the results, we suggested some strategies for improving positive experience and protecting negative experience in the lesson with using digital textbook.
Abstract
The purpose of this study was to analyze the types of lesson and its effectiveness with digital textbook. To address those goals, we had observed five classes of the primary school, which designated as a research pilot school for digital textbook. Based on the result of observation, 3 types of lesson with digital textbook were categorized: Teacher-directed lecture (type 1), Blended learning (type 2), and Flipped learning (type 3). Depending on the type of lesson was analyzed the positive and negative effectiveness by means of matrix analysis method. As a result, in Teacher-directed lecture (type 1), there was found out the participation of the lesson in atmosphere of stable and comfortable as positive experience, also digital textbook operating immature and boring as negative experience. In Blended learning (type 2), there was found out the fun by sharing the product and peer feedback, and flow by learning transfer as positive experience, also digital textbook operating immature and understanding the difference between assignments as negative experience. In Flipped learning (type 3), there was shown the positive attitude and ownership in the lesson as positive experience, also distracting and boring in the lesson when learner was excluded in participation as negative experience. Based on the results, we suggested some strategies for improving positive experience and protecting negative experience in the lesson with using digital textbook.
참고문헌 (17)
- 안순선, "디지털교과서 활용수업의 핵심성공요인에 관한 질적 사례연구", 컴퓨터교육학회 논문지, 16(2), pp.49~60 (2013), 한국컴퓨터교육학회[DOI]
- Allen, I. E., "Going the distance: Online education in the United States, 2011" (2011), Sloan Consortium
- 변호승, "디지털교과서의 연구동향과 학업성취도 효과성 연구에 대한 메타분석", 교육방법연구, 23(3), pp.635~663 (2011), 한국교육방법학회[DOI]
- 한춘희, "사회과 디지털교과서 활용 수업에서 교사의 바람직한 역할", 사회과교육, 53(4), pp.81~94 (2014), 한국사회과교육연구학회
- 한승연, "디지털교과서 활용수업 상호작용 분석연구: 수학과 과학 수업을 중심으로", 교육방법연구, 26(3), pp.533~560 (2014), 한국교육방법학회[DOI]
- 홍후조, "학습자 중심의 ‘참고서가 필요 없는’, ‘확장된’ 교과서의 의미와 구현 방안 탐색", 학습자중심교과교육연구, 13(2), pp.255~283 (2013), 학습자중심교과교육학회
- 황홍섭, "초등 사회과 디지털 교과서의 문제점과 개선방안", 사회과교육, 53(3), pp.69~87 (2014), 한국사회과교육연구학회
- 정영식, "초등 디지털교과서의 교육적 효과 분석", 정보교육학회논문지, 22(1), pp.141~149 (2018), 한국정보교육학회[DOI]
- 김혜숙, "사회과 디지털교과서 활용 수업 사례 분석", 사회과교육, 52(1), pp.85~102 (2013), 한국사회과교육연구학회
- 이미자, "교사와 학생이 지각하는 디지털교과서의 교수학습 적합성 평가 및 개선방안", 한국교원교육연구, 29(1), pp.441~467 (2012), 한국교원교육학회[DOI]
- 이문학, "국내 디지털교과서 연구 경향에 대한 메타분석", 한국출판학연구, 41(1), pp.23~43 (2015), 한국출판학회
- Leem, J. H., "Teachers’ beliefs and technology acceptance concerning smart mobile devices for SMART education in South Korea", British Journal of Educational Technology, 49(3), pp.1~13 (2018)
- 임희준, "디지털 교과서를 활용한 초등 과학 수업에 대한 비평적 접근", 과학교육연구지, 38(2), pp.270~285 (2014), 과학교육연구소[DOI]
- 임유나, "종이교과서에서 디지털교과서로의 단계적 발전 방안에 관한 시론", 교육학연구, 51(2), pp.1~36 (2013), 한국교육학회
- Issue paper: Present and future of digital textbooks, "Seo, J.", Korea Institute of Curriculum and Evaluation, ~ (2012)
- 성은모, "대학생의 스마트미디어 활용 유형분류에 따른 스마트미디어 유용성, 학습민첩성, 학업성취도의 차이 분석: 잠재계층분석(Laten Class Analysis)을 중심으로", 교육정보미디어연구, 23(3), pp.631~655 (2017), 한국교육정보미디어학회[DOI]
- 성지현, "학습자 중심 교육에서 디지털교과서의 역할 탐색", 교육정보미디어연구, 23(4), pp.831~859 (2017), 한국교육정보미디어학회[DOI]