정보교육의 내용별 초등교원 인식 및 교육 요구도 분석
Analyzing Perceptions and Educational Needs of Elementary School Teachers on Informatics Education Contents
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초록
본 논문에서는 초등교원의 정보교육 내용에 대한 인식 및 교육 요구도를 분석하여 2022 개정 교육과정과 AI 디 지털 교과서 도입을 앞둔 현시점에 시사점을 제공하고자 하였다. 이를 위하여 전국의 초등교사 571명을 대상으로 한국정보교육학회의 초등학교 정보 교육과정[21] 5~6학년 성취기준을 조사 도구로 활용하여 초등교사들의 정보 교수역량과 교육 요구를 파악하는 설문을 실시하였다. 수집된 자료는 대응 표본 t 검정, Borich 요구도, Locus for Focus 모델을 활용하여 분석되었다. 분석 결과, 초등교사들은 정보교육의 전 영역과 성취기준에서 중요도와 보유 도 간에 유의한 차이를 보여 이를 줄이기 위한 지속적인 재교육이 필요함을 확인하였다. 영역별로는 ‘인공지능’과 ‘디지털 문화’ 영역에서 높은 교육 수준의 교육 요구를 보여 관련된 정책적 지원의 필요성이 강조되었다.
Abstract
This study aims to provide insights at the current situation, ahead of the introduction of the 2022 revised national curriculum and AI digital textbooks, by analyzing the perceptions and educational needs of elementary school teachers regarding informatics education contents. To this end, a survey was conducted with 571 elementary school teachers nationwide, using the 5th and 6th grade achievement standards of the Korean Association of Information Education’s elementary informatics curriculum as a survey tool to assess the elementary school teachers' teaching competencies and educational needs. The collected data were analyzed using paired sample t-tests, Borich needs assessment, and the Locus for Focus model. The analysis revealed significant differences between the importance and possession levels across all areas and achievement standards of informatics, indicating the need for continuous retraining to bridge these gaps for elementary school teachers. Particularly high educational needs were identified in the areas of ‘artificial intelligence' and ‘digital culture,' underscoring the necessity for related policy support.
참고문헌 (21)
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