초·중학교 교사의 AI융합교육 연수단계별 인식 분석
Analysis of Elementary and Middle School Teachers' Perceptions of AI Convergence Education by Training Stages
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초록
이 연구는 초등학교와 중학교 교사를 대상으로 인공지능융합교육 연수 후, 교사들의 교육 연수 만족도, 연수 내용의 활용도, 지속적인 지원과 네트워킹 등에 관한 인식을 비교하여 연수의 활성화 방안을 찾는 데 목적이 있다. 이 연구의 조사 대상은 초등학교 교사 353명, 중학교 교사 304명, 총 657명이다. 연구의 주요 결과는 첫째, 초등학교와 중학교 교사들은 인공지능융합교육 연수에 높은 만족도를 보여 연수 내용의 실질적 활용 가능성과 교육 현장에서 적용에 대한 긍정적인 인식이 나타났다. 둘째, 교육 연수 만족도는 퍼포머 단계, 연수 내용 활용도는 퍼포머와 리더 단계 교사에서 초등학교와 중학교 교사 간에 유의한 차이가 있었지만, 지속적인 지원과 네트워킹은 교사 간에 유의한 차이가 없었다. 이 연구를 통해 인공지능융합교육 연수 후 활성화 방안은 첫째, 학교급에 따른 연수단계별 맞춤형 교육과정을 개발해야 한다. 둘째, 교사들이 학교 현장으로 돌아가 인공지능과 빅데이터 관련 자기 계발을 할 수 있도록 지원해야 한다. 셋째, 다른 교사들과 지속적인 소통 및 협력의 촉진, 네트워킹을 통한 정보 교류와 공유를 할 수 있도록 지원해야 한다.
Abstract
The purpose of this study is to find ways to revitalize training by comparing teachers' satisfaction with education training, usability of training content, and perceptions of continuous support and networking after artificial intelligence convergence education training for elementary and middle school teachers. The subjects of this study were 353 elementary school teachers and 304 middle school teachers, a total of 657 people. The main results of the study are: First, elementary and middle school teachers showed high satisfaction with artificial intelligence convergence education training, showing a positive perception of the practical usability of the training content and its application in educational settings. Second, there was a significant difference in satisfaction with educational training between elementary and middle school teachers in the performer level and in the utilization of training contents in the performer and leader level teachers, but there was no significant difference between teachers in continuous support and networking. Through this study, the plan to revitalize artificial intelligence convergence education after training is, first, to develop a customized curriculum for each training stage according to the school level. Second, we need to support teachers so that they can return to school and engage in self-development related to artificial intelligence and big data. Third, support should be provided to promote continuous communication and cooperation with other teachers and to exchange and share information through networking.
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