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교원의 정보통신기술(ICT) 활용 촉진요인에 관한 연구

A Study on Factors Affecting the Satisfaction and Intention to Use ICT in Elementary, junior and Commercial high schools

김미량|한광현
한국교원교육학회 (The Korean Society For The Study Of Teacher Education)|2006.12|한국교원교육연구 (The Journal of Korean Teacher Education)|제23권 제3호|pp. 145-168

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참고문헌

키워드

ICT기술수용모형technology acceptance modelICT활용교육교사만족도teacher satisfactionPLS(Partial Least Square)
주제분류교육학

초록

본 연구는 교육현장에 새로운 혁신적 아이디어나 매체가 등장할 때 교사의 협조와 참여, 이해가 전제될 때 비로소 성공적 정착과 활용이 가능할 것이라는 가정하에, 현재 초중등학교 교육현장에서 실시되고 있는 정보통신기술(ICT) 활용교육이 보다 실질적으로 활성화될 수 있는 방안을 강구하고자 수행되었다. 이를 위해 혁신의 확산과정을 의미있게 설명하는 Davis의 기술수용모형을 기초로 연구모형을 개발하고 교사들의 ICT 활용에 영향을 미치는 다양한 요인을 설문자료를 토대로 검증해보고자 하였다. 265명의 초중등 현장교사들이 본 연구에 유의미한 데이터를 제공해 주었으며 자료는 PLS(Partial Least Square)로 분석되었다. 그 결과, 교사들의 태도, 인지된 유용성, 주관적 규범, 즐거움, 준비의 용이성, 자기효능감, 활용촉진조건, 이미지 등이 이용에 대한 태도 및 실제 이용에 유의한 영향을 미치는 것으로 나타났으며 이러한 요소들이 최적화될 때 ICT활용교육의 성과도 보다 만족스러울 것으로 판단되었다. 특히 교사들의 ICT 활용교육에 대한 긍정적인 태도가 매우 중요한 것으로 파악되었으며, ICT 활용교육 활성화방안으로 자기효능감 향상을 위한 교내자율연수의 활성화 및 인센티브 제도 등의 도입이 의미있는 활성화 방안으로 제안되었다.

Abstract

Information and Communication Technology(ICT) contributes to creating powerful learning environments in numerous ways. ICT provides opportunities to access an abundance of information using multiple resources and viewing information from multiple perspectives, fostering the authenticity of learning environments. ICT may also make complex contents easier to understand through simulations that, again, contribute to authentic learning environments. Furthermore, ICT may serve as a tool to curriculum differentiation, providing opportunities for adapting the learning content and tasks to the needs and capabilities of each individual pupil and by providing tailored feedback. The purpose of this study is to identify the determinants of attitude and planned behavior toward the use of ICT by teachers. This study developed a research model, based upon technology acceptance model developed by Davis, to analyze the factors influencing the satisfaction level and intention to use ICT for class and interaction with students, employing attitude toward ICT use, perceived usefulness, subjective norm, perceived enjoyment, ease of preparation, self-efficacy, images and facilitating conditions as major research variables. 265 survey responses from elementary, junior and high school teachers were collected for analysis. Bases on statistical results generated from using PLS(Partial Least Square), we show that perceived usefulness and ease of preparation are the major determinant for attitude toward ICT usage. Three factors, including images, perceived enjoyment and ease of preparation are empirically shown to determine perceived usefulness. In addition, perceived enjoyment and self-efficacy have been shown to significantly and directly affect ease of preparation. Some useful guidelines for promoting ICT use are also provided.

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관련 논문AI추천

교사들의 ICT 활용 촉진 요인 분석 및 제언박병호한국정보교육학회 · 정보교육학회논문지2004 · 제8권 제2호고등학교 교사의 ICT 활용 리터러시와 활용 의도에 관한 분석고주은, 박성열한국정보교육학회 · 정보교육학회논문지2021 · 제25권 제4호초등학교 수업에서 정보통신 테크놀로지 활용에 대한 교사의 인식 연구권성연한국교육정보미디어학회 · 교육정보미디어연구2017 · 제23권 제1호특성화고등학교 교사의 ICT 활용수업의도와 관련변인 연구고주은, 김한성, 박성열, 주민호한국농·산업교육학회 · 농업교육과 인적자원개발2019 · 제51권 제4호인터넷활용수업의 확산모형 탐색: 정보기술수용모형(TAM)을 중심으로박소영한국교육공학회 · 교육공학연구2004 · 제20권 제3호초등교사들의 컴퓨터 자기효능감과 태도에 미치는 요인 연구강명희한국열린교육학회 · 열린교육연구2006 · 제14권 제2호

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