스마트 교육 경험 집단과 비 경험 집단 간 활용 의도 경로계수 차이 분석
An Analysis about of Path Coefficient Difference of Intention to Use between Smart Education Experience Group and Non-Experience Group
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초록
본 연구는 ICT 기반의 맞춤형 학습 방법인 스마트 교육의 도입 및 활용에 대한 교사들의 인식을 조사하였다. 이를 통해 스마트 교육 활용 의도와 그에 대한 영향 요인들의 관계를 실증적으로 규명하고, 스마트 교육 경험 유․무별 차이를 중심으로 교사들의 스마트 교육의 활용 의도의 차이를 분석하고자 하였다. 분석을 위해 합리적 행동 이론의 모형을 토대로 확장된 구조 방정식 모형을 제시하였고, 스마트 교육 경험 유․무별로 스마트 교육 활용 의도에 미치는 경로계수 차이를 비교 검증한 결과 스마트 교육 무경험 교사 집단에서 교사 효능감이 수업 부담감에 부적으로 더 크게 유의한 것으로 나타났다. 스마트 교육 경험 교사 집단에서는 스마트 교육에 대한 태도가 활용 의도에, 조직시민행동이 활용 의도에, 교사 효능감이 스마트 교육에 대한 태도에, 교사 효능감이 조직시민행동에 더 크게 유의한 것으로 나타났다. 나머지 가설에서는 집단 간 경로계수의 유의한 차이가 없는 것으로 나타났다. 이러한 결과를 통해 스마트 교육 도입과 촉진 요인과 활성화 방안을 제시하였다.
Abstract
This study investigated the recognition of teachers on the introduction and use of SMART education, which is an ICT-based customized learning method. Through the investigation, the study was to empirically examine the relationship between the use intention of SMART education and its influential factors, and analyze the difference in the use intention of SMART education by teachers, focusing on the experience of SMART education. For analysis purpose, a structural equation model, which was expanded from the theory of reasoned action, was presented. In addition, the difference in path coefficient, which affects the use intention of SMART education, was compared based on the experience with or without SMART education. The results showed that teacher efficacy in the teacher group without SMART education experience was more negatively significant in class burden. In the teacher group with SMART education experience, it was found that the attitude toward SMART education was more significant in use intention; organizational citizenship behavior was more significant in use intention; teacher efficacy was more significant in the attitude toward SMART education and; teacher efficacy was more significant in organizational citizenship behavior. No significant difference was found in the path coefficient among the groups in other hypotheses. Through these results, the factors for introducing and promoting SMART education and its invigoration measures were presented.
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