초･중학교 교사의 디지털 리터러시 교육에 대한 인식 분석

Abstract

The purpose of this study is to examine how digital literacy is accepted in subject-matter curriculum, to identify how elementary and middle school teachers perceive and practice digital literacy education and to suggest implications for improvement of digital literacy education in subject-matter education. As a result of reviewing the subject-matter curriculum, it appeared that digital literacy contents have been accepted in them along with the trend of the time, but they have not been systematic. Teacher survey results showed that elementary and middle school teachers recognized the need for digital literacy education and relatively understood the changes in the 2015 revised curriculum, while its practice in class was not the equivalent level as the recognition and understanding. The middle school teachers were more passive than the elementary school teachers in terms of recognition and practice as well as the aspects of each subject were shown different. Thus, it is necessary to clarify what basis the implementation of the digital literacy education in the subject-matter curriculum has, to design learner-centered classroom instruction, to build the digital resource management and support system, or to coordinate the interdisciplinary system among teachers or different subject-matters.