초등학교 교원의 인공지능융합교육 연수 인식 비교 연구
A Comparative Study on Elementary School Teachers’ Perceptions of Artificial Intelligence Convergence Education Training
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참고문헌
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초록
이 연구는 초등학교 교원을 대상으로 인공지능융합교육 연수 후 교원들의 연수단계, 성별, 지역별 교육 연수 만족도, 연수 내용의 활용도, 지속적인 지원과 네트워킹 등에 관한 인식을 비교하고 활성화 방안을 찾는 데 목적이 있다. 이 연구의 조사 대상은 대전, 세종, 충청남도, 충청북도 지역에서 인공지능융합교육 연수를 받은 초등학교 교원 총 1,043명 중 설문조사에 응답한 353명(응답률 33.8%) 이다. 연구의 주요 결과는 첫째, 연수단계별 교육 연수 만족도, 연수 내용 활용도, 지속적인 지원과 네트워킹은 교원 집단 간에 인식의 유의한 차이가 있었고, 둘째, 성별은 3개의 인식에서 유의한 차이가 모두 없었다. 셋째, 지역은 교육 연수 만족도에서만 유의한 차이가 있었다. 이 연구를 통해 인공지능융합교육 연수 후 활성화 방안은 첫째, 연수단계별 맞춤형 개선의 필요, 둘째, 지역별 연수 차이의 인식 고려, 셋째, 연수 내용과 진행 방식의 개선, 넷째, 지속적인 지원과 네트워킹을 강화해야 한다. 제언으로 첫째, 연수받은 교원들을 위한 각 지역의 교육청과 교육지원청의 지원 및 컨설팅, 둘째, 중등 교원 대상의 인식 비교 연구가 요구된다.
Abstract
The purpose of this study is to compare perceptions of teachers' training stage, gender, satisfaction with educational training by region, usability of training contents, continuous support and networking, etc. after artificial intelligence convergence education training for elementary school teachers and find ways to revitalize them. The subjects of this study were 353 (response rate 33.8%) who responded to the survey out of a total of 1,043 elementary school teachers who received artificial intelligence convergence education training in Daejeon, Sejong, Chungcheongnam-do, and Chungcheongbuk-do. The main results of this study are that, firstly, there were significant differences in perceptions among teacher groups regarding satisfaction with educational training by training stage, utilization of training contents, continuous support, and networking, and secondly, there were no significant differences in the perceptions of gender in all three perceptions. Third, there was a significant difference between regions only in satisfaction with educational training. Through this study, measures to revitalize artificial intelligence convergence education after training include: first, the need for customized improvement for each training stage; second, consideration of regional differences in training; third, improvement of training content and methods; and fourth, continuous support and strengthening of networking. do. As a suggestion, first, support and consulting from each regional office of education and education support office for trained teachers, and second, a comparative study on the perception of secondary school teachers is required.
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