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ICT 활용 수업 이후 교사의 역할 변화에 영향을 미치는 요인 연구

Exploring Factors Influencing Teachers’ Change of Role since Integrating Technology in a Classroom

신원석
한국교육공학회 (Korean Society Of Educational Technology)|2011.09|교육공학연구 (Journal of Educational Technology)|제27권 제3호|pp. 625-652

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키워드

ICT 활용 수업교사의 역할 변화ICT 활용 요인teachers’ change of roleICT instructionfactors influencing ICT instruction
주제분류교육학

초록

본 연구에서는 ICT 활용 수업 이후의 교사의 역할 변화에 영향을 미치는 요인이 무엇인지를 규명해보고자 하였다. 기존의 연구들이 주로 ICT 활용 수업에 영향을 미치는 요인을 개인적 배경과 심리적 요인을 통해서 밝혀내고자 하였다. 이에 반해 본 연구는 ICT 활용 수업이 교사의 역할을 변화시켰는지에 초점을 두고, 최근에 들어 중요성이 부각되고 있는 교사들의 환경적 배경도 추가적으로 고려해서 ICT 활용 교육과 교사의 역할 변화에 대해 좀 더 다양한 측면에서 바라보고자 하였다. 연구 수행을 위해 314명의 현직교사들로부터 설문지를 수합하여 중다회귀분석으로 교사의 개인적 배경, 심리․태도요인, 환경요인을 분석하였다. 중다회귀분석을 사용하여 분석한 결과, ICT 활용 수업 이후 교사들의 역할변화에 세 영역의 요인들이 모두 중요한 것으로 드러났다. 특히 기존의 많은 연구들이 중요시하지 않았던 환경요인이 교사들의 ICT 활용 이후의 변화에 많은 영향을 미친 것으로 나타났다. 요인 별로 살펴보면, 개인 배경에서는 ICT 활용 연수 경험, 테크놀로지 활용 능력 순으로 유의미한 영향을 미치는 것으로 드러났고, 태도요인에서는 테크놀로지에 대한 태도와 테크놀로지 유능감 순으로 영향을 미치는 것으로 나타났으며, 마지막으로 환경요인에서는 학교문화, 테크놀로지 사용에 대한 압력, ICT 활용 정책 순으로 교사들의 태도 변화에 영향을 준 것으로 드러났다.

Abstract

This study aims to examine factors that influence teachers' change of role since using ICT in class time. Previous studies have been investigated factors influencing teachers' technology integration, however, this study focuses on the change of teachers' role since integrating technology in a classroom. In addition, this study investigated teacher-related factors that influence technology integration in teaching activities, including individual background(teaching experiences, technology ability, professional development), psychological personality(innovativeness, technology attitude, and technology competency), and socio-organizational factors(supports, public pressure, and ICT policy). A survey instrument gathered from 314 in-service teachers was analyzed using multiple regression technique for three areas of factors. The results showed that all three area of factors were shown to be important factors influencing teachers' change of role since using ICT in classrooms. With a closer look at the results, technology ability and experiences of ICT related professional development were proven to be important factors among the individual background factors. In addition, technology attitude and competence were shown to be good predictors among phycho-attitudinal factors. Finally, school culture, pressure to use technology, and ICT policy have influenced teachers' change of role since implementing ICT instruction among socio-organizational factors.

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