유치원에서의 인터넷 커뮤니티 활용 실태 분석

Abstract

The aim of this study is to investigate the condition of the use of an internet community managed by kindergartens, and to expose the role of this community. Following is the research question that informs the aim of this study. 1. How is the use of an internet community managed by kindergartens? This study aims to investigate six internet community websites managed by kindergartens. The research methodology I employed in the study was to analyze the boards in detail, and to investigate the proportion of attendance of the members for certain periods of time. The results of the study are as follows: First, the study indicated an inefficient management of construction and use of the boards. This is influenced by the excessive construction of specific boards and also the lack in, or absence of, certain community boards. Second, the study verified a need for an endeavor to achieve an interactive communication and a bilateral negotiation among system operators, educators, parents and children, as the internet communities are currently only run due to necessity, and fail to incorporate the element that largely constitutes an interactive internet community, which emerges as a place of interactive communication. Third, the study indicated that stake holders in kindergartens such as teachers, directors were more active in the internet communities than general members such as parents and children. The investigation indicated that less than one percent of all members of kindergarten internet communities actively participated in the internet communities, by writing comments and uploading opinions. Only one internet community, among all of the active members in the internet communities, indicated a fifty percent proportion of the participation respectively from teachers, directors and general members. Fourth, it is necessary for operators to clearly define the aims of the internet community. If the kindergartens aim to promulgate their pedagogical intentions to general members, it is advisable for operators to construct additional boards, or explanations, so to assist general members to develop a better understanding of the syllabus and curriculum. Thus, firstly, the kindergartens must devise an articulate definition of intentions of the community. Then, based on this, the kindergartens must efforts to achieve an interactive community, by understanding thoroughly the perspectives of the operators, teachers, parents, and children, in relation to their requirements of discourses and themes of interests, or information which the community wants to provide.