초등학교 ‘유러닝교실’에서 교수학습실천의 변화와 문제점
The impact of technology-enhanced classrooms on teaching and learning practices
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본 연구는 그동안 교육과학기술부와 시도교육청에 의해 활발하게 진행되어 온 미래형 교실(‘유러닝교실’) 구축 사업과 관련하여 과연 이들 교실에서 기대한 바와 같은 변화가 일어나고 있는지를 교수-학습활동 측면에서 검토하였다. 정부가 추진하고 있는 ‘유러닝교실’ 사업은 ICT기술을 활용하여 교수-학습의 혁신을 꾀하고자 하는 목적으로 추진되고 있다. 현재 교과부, 시도교육청 차원에서 다양한 이름으로 ‘유러닝교실’이 구축되고 있다. 그러나 이들 교실에서의 교수-학습 실천이 어떤 방식으로 진행되며 일반 교실과 어떤 차이가 있는지에 대해서는 연구학교 보고서나 단편적인 연구에서 엿볼 수 있을 뿐이다. 이에 본 연구에서는 ‘유러닝교실’에서 교사와 학습자의 실천방식이 어떤 변화를 보이는지, 학생들의 자기주도적학습능력에서 어떤 변화가 있는지를 살펴보았다. 연구를 위하여 ‘유러닝교실’ 활동이 활발한 3개 초등학교와 그렇지 않은 3개 초등학교를 선정하여 설문조사를 실시하였다. 조사 결과 ‘유러닝교실’은 교수-학습행위 실천과 교실 분위기에 대한 인식에 있어서 일반교실에 비해 차이를 보이는 것으로 나타났다. 이 중에서 특히 교실에서 교수자의 행위에 대한 학습자의 인식이 일반교실에 비해 매우 긍정적인 것으로 나타났으며, 교실 분위기 면에서 협력적, 안정적, 허용적 분위기가 조성되는 것으로 학습자들이 인식하였다. 그렇지만, 학습자 자신에 대한 성찰 면에서 목표지향성이나 자기주도적 학습능력 등은 ‘유러닝교실’에 의해 유의미하게 영향을 받지 않는 것으로 나타났다. 본 연구에서는 이들 결과에 기초하여 초등학교 ‘유러닝교실’에서 교수-학습 실천양식의 변화와 문제점을 종합적으로 논의하였다.
Abstract
This study is to investigate the impact of ‘u-classroom’(a classroom enhanced by ubiquitous computing technology) on teaching and learning practices. Currently, ‘u-classroom’ projects are being done by MOE and Provincial Educational Bureau, which purposes are to understand the future classroom and to develop the prototype of technology-enhanced classroom environments. Up to now, many studies focus on the satisfaction degree and academic achievement, but researchers hardly inquire the actual process of teaching and learning in the classroom and what is really going on in this ‘adventurous’ classrooms. This study compares the ‘u-classroom’ with traditional classrooms in terms of teaching practices, learning process, classroom's social and psychological environment, and students' self-directed learning. The survey method was used to collect data from students in six classrooms(3 u-classrooms, 3 traditional classrooms). The T-test was used to identify the statistical significance of the differences. The results show that the teaching practices and learning processes of u-classroom were more constructivist than traditional classrooms, but students' learning skills and SDL were not meaningful compared to those of the traditional classrooms. The issues and implications of the results were also discussed.
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