예비유아교사의 디지털윤리 리터러시 지식과 태도의 관계*
The Relationship between Knowledge and Attitude of Digital Ethics Literacy of Pre-service Early childhood Teachers
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Objective: This study attempted to identify the level of knowledge and the attitudes toward digital ethics literacy among pre-service early childhood teachers and to analyze their relationships. Through this study, we intend to provide basic data to help pre-service early childhood teachers acquire desirable digital ethics literacy. Methods: A survey involving 217 pre-service early childhood teacher enrolled in the Department of Early Childhood Education at colleges in Seoul and Gyeonggi Province was conducted. The mean and standard deviation were calculated based on the collected data, and descriptive statistics, one-way variance analysis, the Scheffe post-test, and Pearson's correlation analysis were utilized. Results: First, the levels of digital ethics literacy knowledge and the attitudes of pre-child teachers were generally high, and the level of knowledge was found to be slightly higher than the attitude level. Second, the group with a high level of digital ethics literacy knowledge showed higher scores on digital ethics literacy attitudes than the middle group, and the middle group did so with regard to the low group. Third, looking at the relationship between digital ethics literacy knowledge and the attitudes of pre-child teachers, overall, digital ethics literacy knowledge and attitudes were correlated, and a statistically significant positive correlation was also found for each sub-factor of knowledge and attitude. Conclusions: In the future, pre-service early childhood teachers in a position to educate and guide infants and toddlers need to have a desirable attitude in relation to digital ethics. Therefore, education that can cultivate digital ethics literacy knowledge must be systematically conducted at the university or department level so that prospective early childhood teachers can have a more positive and active digital ethics literacy attitude, and programs for this must be actively developed and utilized.
Abstract
Objective: This study attempted to identify the level of knowledge and the attitudes toward digital ethics literacy among pre-service early childhood teachers and to analyze their relationships. Through this study, we intend to provide basic data to help pre-service early childhood teachers acquire desirable digital ethics literacy. Methods: A survey involving 217 pre-service early childhood teacher enrolled in the Department of Early Childhood Education at colleges in Seoul and Gyeonggi Province was conducted. The mean and standard deviation were calculated based on the collected data, and descriptive statistics, one-way variance analysis, the Scheffe post-test, and Pearson's correlation analysis were utilized. Results: First, the levels of digital ethics literacy knowledge and the attitudes of pre-child teachers were generally high, and the level of knowledge was found to be slightly higher than the attitude level. Second, the group with a high level of digital ethics literacy knowledge showed higher scores on digital ethics literacy attitudes than the middle group, and the middle group did so with regard to the low group. Third, looking at the relationship between digital ethics literacy knowledge and the attitudes of pre-child teachers, overall, digital ethics literacy knowledge and attitudes were correlated, and a statistically significant positive correlation was also found for each sub-factor of knowledge and attitude. Conclusions: In the future, pre-service early childhood teachers in a position to educate and guide infants and toddlers need to have a desirable attitude in relation to digital ethics. Therefore, education that can cultivate digital ethics literacy knowledge must be systematically conducted at the university or department level so that prospective early childhood teachers can have a more positive and active digital ethics literacy attitude, and programs for this must be actively developed and utilized.
참고문헌 (31)
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