예비유아교사의 디지털 역량 향상을 위한 '디지털교육' 수업 설계 및 적용 효과 탐색
Design and Application Effects of 'Digital Education' Course for Improving Digital Competency of Pre-service Early Childhood Teachers
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초록
첨단 기술의 발전으로 인한 교육의 디지털 전환이 가속화되고 있다. 최근 교육부는 교사의 디지털 역량 강화를 강조하며, 교원양성기관에서 교직 기초소양 과목으로 ‘디지털교육’을 운영할 것을 요구하고 있다. 이 연구의 목적은 예비유아교사의 디지털 역량 향상을 위한 ‘디지털교육’ 수업을 설계·개발하고 그 적용 효과를 탐색하는 것이다. 연구 문제는, 첫째, 예비유아교사의 디지털 역량 향상을 위한 ‘디지털교육’ 수업은 어떻게 구성되는가? 둘째, 예비유아교사의 디지털 역량 향상을 위한 ‘디지털교육’ 수업의 적용 효과(디지털 역량 변화, 학습자 반응)는 어떠한가?로 설정하였다. 연구방법으로, 관련 문헌자료를 기반으로 수업을 설계·개발하여 수도권 소재 유아교육과에 재학중인 예비유아교사를 대상으로 한 학기 동안 적용한 후, 수업의 효과를 분석하였다. 효과 분석을 위하여 총 45문항으로 구성된 디지털 역량 설문도구를 사용하여 학기 초 사전검사 및 학기 말 사후검사를 실시하였고, 대응표본 t검증을 통해 디지털 역량 차이를 분석하였다. 또한 학기 말 학생들의 수업 성찰 내용을 기반으로 학습자 반응을 분석하였다. 연구 결과, 교수자 중심의 강의와 퀴즈, 학습자 중심의 실습과 프로젝트(개인, 팀)가 병행되는 총 15주간의 '디지털교육' 수업이 설계·개발되었으며, 수업의 적용 효과로 예비유아교사의 디지털 역량 전반에 걸쳐 통계적으로 유의미한 향상 효과가 있을 것으로 나타났으며, 생성형 인공지능을 비롯한 디지털 활용에 대한 인식 변화 등 다양한 학습자 반응이 확인되었다. 결론 및 제언으로, 연구결과를 통해 도출된 연구의 시사점 네 가지와 연구의 제한점, 후속 연구를 제안하였다.
Abstract
The digital transformation in education is accelerating with the advancement of state-of-the-art technologies. Recently, the Ministry of Education has emphasized strengthening teachers' digital competency and requires teacher training institutions to include 'Digital Education' as a fundamental course in the teacher preparation program. The purpose of this study was to design and develop a 'Digital Education' course to enhance the digital competency of pre-service early childhood teachers and analyze its application effects. The research questions were: First, how is the 'Digital Education' course structured to enhance pre-service early childhood teachers' digital competency? Second, what are the application effects (changes in digital competency and learner responses) of the 'Digital Education' course? As a research method, a course was designed and developed based on relevant literature and implemented with first-year students enrolled in the Department of Early Childhood Education at a university located in the Seoul metropolitan area for one semester, and the effectiveness of the course was analyzed. To analyze the effectiveness, a digital competency questionnaire consisting of 45 items was used to conduct a pretest at the beginning of the semester and a posttest at the end of the semester, and the difference in digital competency was analyzed using a paired t-test. In addition, learner responses were analyzed based on students' reflections at the end of the semester. As a result, a 15-week 'Digital Education' course was designed and developed, which included instructor-centered lectures and quizzes, and learner-centered exercises and projects (individual and team), and statistically significant improvements in the digital competencies of pre-service early childhood teachers were achieved through the application of the course, and various learner responses were identified, including changes in their perceptions of digital utilization, including generative artificial intelligence. In conclusion, four research implications derived from the findings, limitations of the study, and suggestions for further research are presented.
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