- Volume 18 Issue 7
DOI QR Code
Analysis on Pre-service Early Childhood Teachers' Stage of Concerns about Software Education According to the Concerns-Based Adoption Model
예비유아교사의 소프트웨어 교육에 대한 관심도 분석: 관심중심수용모형(CBAM)을 중심으로
- Jung, Ji-Hyun (Department of Early Childhood Education, Kyungsung University)
- 정지현 (경성대학교 유아교육과)
- Received : 2017.06.30
- Accepted : 2017.07.07
- Published : 2017.07.31
This study surveyed pre-service early childhood teachers' level of concern about software education on the assumption that software education will be introduced into early childhood education in the future. It was shown that the pre-service early childhood teachers' level of concern about software education is the highest at stage 0(95%) and that they have a high level of informative, personal and managerial concern. Thus, a non-user pattern was mostly indicated. However, compared to the typical non-user pattern, their personal and informative level of concern is slightly higher. A 'tailing up' phenomenon to stage 6(refocusing) was shown. Hence, a pattern aspect close to critical non-user appeared to some extent. A difference in the significant level of concern was shown at all stages, except for managerial concern, according to the need for awareness, the appearance of a future implementation plan, and technology efficacy level. Based on this outcome, it was proposed that teacher training in early childhood software education should be made available as part of the educational activity connected with the Nuri Curriculum, since this would be more suitable for young children's developmental level than the early childhood software education, including coding education, etc., currently found in private institutions.
Concerns-Based Adoption Model(CBAM);Early childhood teacher education;Stages of Concern(SoC);Pre-service early childhood teachers;Software education
- Y. S. Lee, J. J. Lee, & K. J. Kim, "Software Oriented Society and Future Regional Development in the Age of the 4th Industrial Revolution", Journal of Environmental Studies, Vol. 59, pp. 82-86, Mar. 2017.
- S. Shin, & Y. Bae, "Review of software education based on the coding in Finland, Journal of The Korean Association of Information Education, vol. 19, no. 1, pp. 127-138, 2015. DOI: https://doi.org/10.14352/jkaie.2015.19.1.127 https://doi.org/10.14352/jkaie.2015.19.1.127
- Ministry of education, SW education, Seoul: MoE, 2016.
- Rogers, E. M., Diffusion of innovations(4th ed.), New York, NY: Free Press, 1995.
- K. O. Nah, & J. O. Ha, "The role of technology in constructivist education for young children", Soonchungyang Journal of Humanities", vol. 20, pp. 69-87, 2007.
- J. Jo, C. Park, & K. Hong, "Awareness and needs for early childhood software education in early childhood teachers", Journal of Learner-Centered Curriculum and Instruction, vol. 17, no. 3, pp. 83-106, 2017. DOI: https://doi.org/10.22251/jlcci.2017.17.3.83 https://doi.org/10.22251/jlcci.2017.17.3.83
- Y. R. Jang, et al., A study on plan for enhancing ICT-SW education in elementary and secondary school, KOFAC, 2015.
- K. Kim, "A recognition analysis of elementary teachers for software eduction of 2015 revised Korea curriculum", Journal of the Korea Association of Information Education, vol. 20, no. 1, pp. 47-56, 2016. DOI: https://doi.org/10.14352/jkaie.2016.20.1.47 https://doi.org/10.14352/jkaie.2016.20.1.47
- Hall, G. E., & Hord, S. M., Taking charge of change. Alexandria, VA: Association for Supervision and Curriculum Development, 1987.
- Hall, G. E., & Hord, S. M., Implementing change: patterns, principles, and potholes, Needham Heigts, MA: Allyn and Bacon, 2006.
- George, A. A., Hall, G. E., & Stiegelbauer, S. M.,. Measuring implementation in schools: The stages of concern questionnaire, Austin, TX: Southwest Educational Development Laboratory, 2008.
- Hall, G. E., George, A., & Rutherford, W., Measuring stages of concern about the innovation: A manual for the use of the SoC questionnaire (Report No. 3032). Austin, TX: The University of Texas, Research and Development Center for Teacher Education.(ERIC Document Reproduction Service No. ED 147 342), 1979.
- J. Cha, S. S. Baek, & J. S. Oh, "Survey on the pre-service early childhood special teachers' concern levels on E-learning", The Korean Journal of Early Childhood Special Education, vol. 10, no. 4, pp. 191-215, 2010.
- Y. H. Byun, "Kindergarten teachers' awareness for intelligent robots(r-learning)", Korean Journal of Early Childhood Education, vol. 31, no, 6, pp. 493-510.
- S. S. Baek, "R-learning perception of the early childhood and early childhood special teachers based on concern based adoption model survey", The Journal of Special Education: Theory and practice, vol. 17, no. 2, pp. 45-65, 2016.
- H. Kim, & S. Kim, "Stages of concern of Korean teachers about software education and the relationship with teacher characteristics", Journal of The Korean Association of Information Education, vol. 20, no. 4, pp. 387-400, 2016.
- K. Lee, S. Han, & D. Moon, "Teachers' concerns about blended learning: Based on Concerns-Based Adoption Model", The Journal of Educational Research, vol. 8, no. 1, pp. 171-191, 2010.
- A. Manches, & L. Plowman, "Computing education in children's early years: a call for debate", British Journal of Educational Technology, vol. 48, no. 1, pp. 191-201, 2017. DOI: https://doi.org/10.1111/bjet.12355 https://doi.org/10.1111/bjet.12355
- K. C. Kim, S. D. Park, & E. J. Kim, "Early childhood teachers' perception on a teaching assistant robot", The Journal of Korea Open Association for Early Childhood Education, vol. 15, no. 3, pp. 25-42, 2010.
- Holden, H., & Rada, R., "Understanding the influence of perceived usability and technology self-efficacy on teachers' technology acceptance." Journal of Research on Technology in Education, vol. 43, no. 4, pp. 343-367, 2011. DOI: https://doi.org/10.1080/15391523.2011.10782576 https://doi.org/10.1080/15391523.2011.10782576
- Albion, P., "Self-efficacy beliefs as an indicator of teachers' preparedness for teaching with technology. In proceedings of the 10th International Conference of the Society for Information Technology & Teacher Education, Association for the Advancement of Computing in Education(AACE), pp. 1602-1608, 1999.