교사의 디지털 역량 실태 및 영향 요인 분석
Analysis of Teachers’ Digital Competency and Influencing Factors
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초록
본 연구는 디지털 기술을 활용한 교육 혁신을 목표로 하는 현대 교육 환경에서 교사의 디지털 역량 실태를 객관적으로 파악하고, 이를 강화하기 위한 전략을 제안하는 데 목적 이 있다. 이를 위해 경기도 소재 초.중.고등학교 교사 3,231명을 대상으로 온라인 설문 조사를 실시하여 교사의 디지털 역량 수준을 조사하고, 그에 영향을 미치는 요인을 분석 하였다. 연구 결과, 교사들은 디지털 자원의 관리, 보호, 공유와 같은 영역에서 높은 역량 을 보였으며, 교육에 필요한 다양한 디지털 기술 활용 능력을 갖추고 있는 것으로 나타났 다. 그러나 평가 및 전문적 참여와 관련된 역량은 상대적으로 낮게 나타나, 이 영역에서의 역량 강화를 위한 필요성을 시사했다. 또한, 위계적 회귀분석을 통해 교사의 디지털 역량 에 영향을 미치는 주요 요인으로 동기적 지원, TPACK, 사용 태도, 교사 간 협력, 개인의 혁신성, 그리고 학교 자원의 유용성 등이 유의미한 영향을 미치는 것으로 확인되었다. 본 연구는 교사의 디지털 역량 강화를 위한 구체적인 교육 환경 조성과 효과적인 전략적 접 근 방안을 제시함으로써, 디지털 기술을 활용한 교육 혁신을 실현하는 데 중요한 기여를 할 수 있을 것이다.
Abstract
This study aims to objectively assess the current state of teachers’ digital competencies in an educational environment focused on innovation through digital technologies. To achieve this, an online survey was conducted with 3,231 teachers from elementary, middle, and high schools within the Gyeonggi Office of Education. The study sought to understand the status of teachers’ digital competencies and analyze factors influencing them, with the goal of developing strategies for enhancement. Results showed that teachers possess high competencies in managing, protecting, and sharing digital resources, as well as integrating digital technology into the curriculum. However, competencies in evaluation and professional engagement were relatively low, indicating areas for improvement. Hierarchical regression analysis revealed that motivational support, Technological Pedagogical Content Knowledge (TPACK), attitudes towards use, collaboration among teachers, personal innovativeness, and the utility of school resources significantly impact teachers’ digital competencies. These findings provide a concrete understanding of practicing teachers’ digital competency levels, offering insights into the current educational environment and teachers’ needs. Based on these results, this study presents more effective and strategic approaches to enhancing teachers’ digital competencies.
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