교원을 위한 단계별 AI디지털 역량 프레임워크 개발
Development of Steps AI Digital Competency Framework for Teachers
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본 연구는 교원의 AI디지털역량을 평가하고 연수에 활용할 수 있는 교원의 AI디지털 역량에 대한 단계별 프레임워크 개발에대한 것이다. 이를 위해 AI디지털역량에 대해 활용과 소양의 관점을 테크놀로지컬교수내용지식(TPACK)의 관점과 연계하여분석하였다. 그리고 단계별 교원의 AI디지털 역량 선행연구 사례로 영국교육훈련재단의 3단계 역량, 유네스코 ICT 교사 역량프레임워크 등을 제시하였다. 그리고 본 연구에서는 선행연구와 국내의 여건을 고려하여 교원의 AI디지털 역량을 진입, 적응,선도의 3단계로 구분하여 제시하였다. 최초 진입단계는 2차에 델파이 조사를 통과하였으며 그 외 2개 단계는 1차에서 통과하였다. 최종 진입단계는 AI디지털에 대해 이해는 하였지만, 실천에 어려움을 겪는 단계, 적응단계는 표준교육과정에 적용하는 수준, 선도단계는 심화과정에 AI디지털 적용과 타 교사에게 모델이 되는 수준으로 기술하였다. 본 연구에서 제시한 총괄 AI디지털 역량을 통하여 세부적인 역량 개발이 가능하며 평가문항개발의 참고자료로 이용할 수 있다.
Abstract
This study evaluates the AI digital competencies of teachers and presents a step-by-step framework for teacher’s AI digital competenciesthat can be utilized in training. To do this, AI digital competencies were analyzed from the perspective of utilization anddisposition, linked with the Technological Pedagogical Content Knowledge (TPACK) perspective. Then, as a precedent for stepby-step teacher AI digital competencies, the 3-step competency of the British Education and Training Foundation and the UNESCOICT Teacher Competency Framework were presented. In this study, teacher’s AI digital competencies were divided into threestages: entry, adaptation, and leadership, considering precedent research and domestic conditions. The initial entry stage passedthe validity test in the second round of the Delphi survey, and the other two stages passed in the first round. The final entry stage isdescribed as a stage where teachers understand AI digital but have difficulty implementing it, the adaptation stage is a level appliedto standard curricula, and the leadership stage is a level where AI digital is applied in advanced courses and teachers serve as modelsfor others. Through the overall AI digital competencies presented in this study, detailed competency development is possible, and itcan be used as a reference material for developing evaluation items.
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