장애학생들의 교육능력 향상을 위한 실감형 콘텐츠 운영 활성화 방안 연구

Abstract

(Background and Purpose) The Ministry of Education is announcing and promoting plans to improve basic digital literacy and classroom instruction using new technologies to strengthen the capabilities of future generations. As part of these efforts, realistic content experiential classrooms are being installed and operated in special schools. To effectively utilize realistic content experiential classrooms for students with disabilities, efforts are required to build and activate the necessary environment and contents. The purpose of this study is to analyze the current status and requirements of realistic content experiential classrooms for students with disabilities, which are being promoted from 2021, and seek ways to activate their operation. (Method) First, we look at the current status of space, facilities and equipment, and installed contents for the 'Imaginary Experiential Classroom' project, nationwide realistic experiential classrooms built in 2021 by the National Institute of Special Education. Second, a survey is conducted targeting managers, teachers, and teachers in charge of experiential classrooms in special schools where the classrooms are created to understand the perception and demand for realistic content experiential classrooms. Third, FGI was conducted targeting field officials to identify support and improvement needs for vitalization of realistic content experiential classroom operation. Fourth, based on the analysis of survey and FGI results, problems and future tasks of realistic content experiential classrooms are derived. (Results) As a result of the survey, the biggest problems in operating experiential classrooms were the lack of contents suitable for students with disabilities and concerns over expensive equipment failure. It was found that the older the teacher, the more difficult it was to operate the device, and in terms of academic achievement, the effect of the type of intellectual disability was analyzed to be the greatest. In terms of facilities and equipment, it was found that it is necessary to improve equipment that can enhance the quality of realistic experience, improve device accessibility, durability, safety, and build an environment suitable for content utilization and experience characteristics. For continuous operation, it was necessary to establish a maintenance plan and continuously develop content considering special education courses.(Conclusions) The operational directions for activating experiential classrooms through research are as follows. First, it is required to develop user-centered contents that are subject to special education, and second, it is necessary to plan universal design that anyone can use safely regardless of the type and degree of disability. Third, it is required to accumulate and develop training plans for equipment utilization and education plans that reflect the needs of teachers. Fourth, it is needed to support maintenance and repair policies for continuous operation. Finally, it is necessary to enable continuous content update and high-quality content provision through the establishment of the operating infrastructure of the experience class.