AI 디지털교과서 도입에 대한 초등 교사 인식 연구
A Study on Elementary School Teachers' Perceptions of the Introduction of AI Digital Textbooks
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초록
본 연구는 교육부의 AI 디지털교과서 도입에 대한 초등 교사의 인식을 알아보기 위해 실시되었으며 연구를 통 해 도출된 시사점은 다음과 같다. 첫째, 디지털교과서 이용 경험은 발행사별 교수학습지원사이트 이용 경험에 비 해 낮은 것으로 나타났다. 둘째, AI 디지털교과서에서 제공하는 기본 기능에 대해 약 80% 이상의 교사가 필요하 다고 응답하였다. 셋째, AI 기반 맞춤형 학습 지원 기능의 필요성에 대한 응답은 통계적으로 유의미한 차이가 있 는 것으로 나타났으다, 그리고 Borich 요구도 및 The Locus for Focus 모델에 의한 분석 결과는 모든 집단의 응 답에서 AI 보조교사 및 AI 튜터 기능에 대한 요구 수준과 우선순위가 가장 높은 것으로 나타났다. 넷째, AI 기반 맞춤형 학습 지원 기능에 추가로 다양한 기능을 원하는 것으로 나타났다.
Abstract
This study was conducted to explore elementary school teachers' perceptions of the Ministry of Education's introduction of AI digital textbooks. The findings of the research are as follows. Firstly, the experience of using digital textbooks was found to be lower compared to the experience of using publisher-specific teaching and learning support websites. Secondly, over 80% of the teachers responded that they need the basic features provided by AI digital textbooks. Thirdly, responses to questions about the necessity of AI-based personalized learning support features showed a statistically significant difference (< .001), and analysis based on Borich Priority Formula and The Locus for Focus model revealed that the demand level and priority for AI assistant and AI tutor functions were the highest among all groups. Fourthly, it was indicated that additional diverse features are desired for AI-based personalized learning support functions.
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