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온라인매체 활용 교육과 가상⋅증강현실 활용 교육에 대한 교사의 TPACK 수준 비교

Examining TPACK for Teaching and Learning with Technologies: Online vs. AR/VR-based Learning

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주제분류교육학

초록

본 연구는 교육현장에서 활발하게 쓰이기 시작하고 있는 가상⋅증강현실이 기존의 온라인매체 활용 교육과 어떤 차이점이 있는지 살펴보고, 이를 통해 가상⋅증강현실의 교육적 활용도를 높이기 위해 교사들에게 어떠한 지원이 필요한지 논의해보고자 하였다. 이를 위해 186명의 초등학교 교사들로부터 온라인 설문형태로 응답을 수집하였다. 수집된 데이터는 테크놀로지 내용교수지식(TPACK) 모형을 기반으로 온라인매체 활용교육과 가상⋅증강현실 활용 교육에 대한 교사 개인수준의 변인(내용교수지식, ICT 연수, 테크놀로지 활용수준, 구성주의 교육신념)과 학교수준의 변인(테크놀로지 시설, 활용지원, 활용분위기)을 분석하였다. 분석 결과, TPACK 모형에서 교사들의 테크놀로지 관련 지식(TK, TCK, TPK, TPCK)은 가상⋅증강현실 활용 교육에 비해 온라인매체 활용 교육이 높게 나타났다. 교사들의 개인적 배경 중 교사들의 ICT 연수는 두 형태의 테크놀로지 활용 수업 모두에서 주요한 변인으로 나타났으며, 구성주의 교육신념은 온라인매체 활용 교육의 TPACK에는 영향을 미쳤으나 가상⋅증강현실 활용 교육에는 영향을 미치지 않는 것으로 나타났다. 학교수준 변인 중 학교의 분위기는 가상⋅증강현실 활용 교육을 하는데 영향을 주는 것으로 드러났다. 마지막으로 모든 변인들을 고려하였을 때, 테크놀로지를 활용하는 데 있어서 가장 중요한 것은 ICT 연수로 나타났다. 이러한 결과를 바탕으로 테크놀로지 활용 관련 연수의 중요성 등에 대한 논의를 진행하였다.

Abstract

The purpose of the current study is to examine differences between online learning and AR (Augmented Reality)/VR (Virtual Reality)-based learning, thereby providing practical implications to support teachers for AR/VR-based teaching and learning. For the study, an online questionnaire was distributed to 186 inservice elementary school teachers. The collected data was analyzed using Technological Pedagogical Content Knowledge (TPACK) framework with teacher individual-level factors (i.e., content knowledge, pedagogical knowledge, pedagogical content knowledge, information communication technology professional development (ICT PD), level of technology use, constructivist beliefs) and school-level factors (i.e., school infrastructure, support, and atmosphere) as independent variables, and teachers' TPACK level for online and AR/VR-based learning as dependent variables. Results showed that teachers' technology knowledge, technological content knowledge, technological pedagogical knowledge, and technological pedagogical content knowledge in online learning were higher than those of AR/VR-based learning. Among individual-level factors, ICT PD was found to be an important influencer both in online and AR/VR-based learning, but constructivist beliefs influenced online learning only. Among school-level factors, school atmosphere for technology integration was the most influencing variable. When all variables considered, ICT PD was found to have the most importance for technology-enhanced teaching and learning.

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