학교 에듀테크 통합 방해요인과 해결방안: 선도적 교원의 인식을 중심으로
Barriers and Solutions of Edtech Integration in Schools: Focused on Leading Teachers’ Perceptions
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본 연구는 학교 에듀테크 통합 방해요인을 조사하고 이를 해결하기 위한 방안을 모색하고자 한다. 이를 위해 에듀테크 활용 선도적 교원 초․중등 교사 10명을 선정하여 전문가 그룹 인터뷰(FGI)를 실시하고, 귀납적 분석방법에 따라 범주와 키워드를 구분하고 이에 따른 결과를 도출하였다. 연구결과 첫째, 기기 보급 및 인프라 구축 정도에 따라 에듀테크 활용 차이를 보였으며, 끊임없이 도입되는 테크놀로지로 인한 유지보수관리에 어려움 겪었다. 둘째, 콘텐츠의 질 관리와 일부 교과에 편중된 콘텐츠를 문제로 지적하였다. 셋째, 에듀테크 활용 수업 설계에 대한 교사의 이해 부족과 교사별 에듀테크 활용 격차의 심화이다. 넷째, 일부 교사에게 편중된 과중한 에듀테크 관련 업무부담을 지적하였다. 다섯째, 학교 구성원의 공유된 철학 부재로 인한 활용의 어려움이었다. 이를 해결하기 위하여 첫째, 학생 특성에 맞는 1인 1기기 도입과 지속적인 인프라 성능 개선과 학교급 특성을 반영한 기기대여 및 보관 방식 마련. 둘째, 콘텐츠 도입을 위한 예산 지원과 콘텐츠 공유 플랫폼 마련. 셋째, 전문성 개발을 위한 협력적 커뮤니티 형성과 비공식 교사학습 확대. 넷째, 수업 연구에 집중할 수 있는 환경 조성을 위한 업무조정. 다섯째, 학교 구성원 공동의 비전 수립과 리더십 그룹 형성을 해결방안으로 제시하였다. 연구결과를 바탕으로 학교 에듀테크 통합을 위한 구체적 방안을 제안하였다.
Abstract
This study intends to explore barriers to integrating school edtech and finding solutions to remove them. To this end, we selected ten leading teachers using edtech for the focus group interview. We analyzed interview data were analyzed inductively by classifying categories and keywords to draw results. As a result, first, there was a difference in the use of edtech depending on level of device supply and infrastructure installation. Moreover, teachers found it challenging to keep up with the fast-changing technology and its maintenance. Secondly, teachers highlighted the problems of quality management and lack of content, which covers particular subject areas. Third, the teachers indicated that the general level of teachers' understanding of edtech remains low, and the gap between active and inactive users is increasing. Fourth, they indicated that edtech-related work is overloaded for a few teachers. Fifth, they also asserted a lack of shared visions and beliefs among school members as barriers. To alleviate these barriers, participating teachers first suggested a one-device-per-student policy, sustainable infrastructure improvement, and preparation of device rental and storage measures. Secondly, they asserted that budget support for using quality content and establishing content-sharing platforms is necessary. Third, communities or informal learning groups are needed for teachers' professional development. Fourth, role adjustment and workload reorganization are required to ensure time for teachers to focus on their classes and instruction. Fifth, establishing a shared vision among school members and creating leadership groups is needed. Based on these results, we provided further suggestions and policy implications for edtech integration.
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