2022 개정 교육과정의 디지털 리터러시 교육을 위한 초등교사의 역량 분석
Analysis of Elementary School Teachers' Competency for Digital Literacy Education in the 2022 Revised Curriculum
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초록
본 연구는 2022 개정 교육과정의 디지털 리터러시 내용 체계를 바탕으로 초등교사의 디지털 리터러시 역량을 분석하고, 교사의 역량 향상을 위한 시사점을 제시하기 위한 목적이 있다. 이를 위해 17개 시도교육청에서 선정한 초등학교 핵심 교사를 대상으로 설문조사를 실시하였으며, 교사의 SW 관련 전문성 관련 배경 변인에 따른 디지털 리터러시 역량을 분석하였다. 분석 결과, 컴퓨터 심화 전공을 하였거나, SW 교양과목을 수강한 적이 있는 교사는 디지털 리터러시를 ‘가르칠 수 있다’(4.00)에 가까운 점수를 나타냈으나, 그렇지 않은 경우 ‘보통’(3.00)을 선회하는 것으로 분석되었다. 본 연구는 초등교사의 디지털 리터러시 교육에 대한 역량 분석을 바탕으로, 교사의 디지털 리터러시 교육 방향에 대한 시사점을 제시했다는 점에 의의가 있다.
Abstract
This study aims to identify elementary school teachers' self-perceived digital literacy competency based on the digital literacy content framework of the 2022 revised curriculum, and to suggest implications for improving teachers' competency. To this end, a survey was conducted among core elementary school teachers selected from 17 provincial education departments, and digital literacy competencies were analyzed according to background variables related to teachers' SW-related expertise. The results showed that teachers who majored in advanced computer science or who had taken SW liberal arts subjects were closer to ‘able to teach digital literacy’(4.00), but otherwise hovered around ‘average’(3.00). The significance of this study is that based on the analysis of primary teachers' competence in teaching digital literacy, it provides implications for the direction of teachers' digital literacy education.
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