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일대일 컴퓨팅의 연구 분석을 통한 현장적용 탐색연구

A Research Synthesis on One-to-One Computing Initiatives and Exploration for its Implementation

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한국교육정보미디어학회 (Korea Association for Educational Information and Media)|2009.03|교육정보미디어연구 (Journal of Korean Association for Educational Information and Media)|제15권 제1호|pp. 97-123

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참고문헌

키워드

유비쿼터스 컴퓨팅research synthesisubiquitous computingone-to-one computing연구분석일대일 컴퓨팅
주제분류교육학

초록

본 연구는 미국을 중심으로 진행되고 있는 일대일 컴퓨팅의 연구동향을 파악하고, 그 교육효과성과 성공요인을 분석하여 우리나라에 주는 시사점을 찾는 것을 목적으로 한다. 복수의 검색사이트에서 내려 받은 연구물 282개 중 선정기준에 따라 최종 32개의 연구물을 선정하여 분석하였다. 연구결과 질적 연구가 양적연구보다 두 배 이상 많았고, 양적연구는 준실험설계 이상의 엄격한 연구가 부족하였다. 1년 이상의 장기 연구에서 읽기와 작문에 효과가 있는 것으로 나타났으나, 영어·수학·과학 등 주요과목의 효과성연구에서는 결론을 내리기 어려웠다. 한편, 성적하위자들에게는 과목에 상관없이 학습효과가 있는 것으로 나타났다. 코딩을 통한 질적연구 내용분석 결과 연구의 주제는 수업형태, 흥미나 태도, 교사교육의 필요성, 책무성과 학업성취도, 교사와 학생간의 상호작용, 일대일 컴퓨팅 성공 및 실패요소, 사회적 평등의 문제, 재정확보방안, 교사의 정체성 문제 등 다양했다. 일대일 컴퓨팅 성공 및 실패 요소로는 교사교육, 기술 및 정책적 지원시스템, 교사의 신념, 테크놀로지 환경 등 네 가지로 나타났다. 이를 바탕으로 우리나라에 적용을 위한 시사점으로는 장기적인 적용과 체계적인 성취도 연구, 적절한 하드웨어와 기술지원서비스의 확보, 교사교육의 필요성, 리더십과 교육당국의 정책적 지원이 도출되었고, 학업성취도 외의 목표가 필요하다는 것을 제안하였다.

Abstract

The purpose of this study is to understand research studies on implementation and effects of one-to-one computing initiatives that is prevalent in the United States, and analyze effectiveness and the success factors that would throw light on Korean school setting. After screening process, 32 out of 282 studies were selected for synthesis. The number of qualitative studies were twice as much as that of quantitative studies. Quantitative studies lacked in numbers and in rigorous experimental design. Research studies over one year showed positive effects on writing and reading. Achievement scores on core subjects such as Mathematics, Reading, and Science showed inconsistent results to make any conclusion. However, the results showed that one-to-one computing was effective on lower achieving students, regardless of subject matters. Content analysis using coding scheme revealed diverse themes including instructional methods, attitude and motivation, professional development, accountability and achievement tests, interactions between student and teachers, the barriers and success factors, as well as social equity, finance, and teacher identity issues. Success factors identified in this research are professional development, technical and administrative support, teacher beliefs, technological environment. The necessity for quality professional development was ranked high, and hardware problems and its support were considered a highest priority. Accountability mechanism for teachers, leadership, budget, interactions with parents and learning community were also included in the success factors. Suggestions for further studies were long-term implementation and rigorous research studies, providing adequate hardware and technical support system, and leadership and administrative support.

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