디지털융복합연구 (Journal of Digital Convergence)

  • 제14권1호
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  • Pages.13-23
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  • 2016
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  • 2713-6434(pISSN)
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  • 2713-6442(eISSN)
한국디지털정책학회 (The Society of Digital Policy and Management)
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스마트 교육 도입 및 활용에 대한 예비 유아교사의 인식과 태도

Perception and Attitude of Pre-Service Early Childhood Education Teacher about The Introduction and Utilization of Smart Education

  • 이영주 (전주비전대학교 유아교육과) ;
  • 길효정 (전주기전대학 유아교육과)
  • Lee, Young-Joo (Dept. of Early Childhood Education, Vision University College of Jeonju) ;
  • Gil, Hyo-Jung (Dept. of Early Childhood Education, Jeonju Kijeon College)
  • 투고 : 2015.10.21
  • 심사 : 2016.01.20
  • 발행 : 2016.01.28
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초록

본 연구의 목적은 스마트 교육 도입 및 활용에 대한 예비 유아 교사의 인식과 태도를 살펴보는 것이다. 이를 위해 J시, 전문대학 유아교육과에 재학 중인 예비 유아 교사 262명을 연구 대상으로 선정하여 설문지와 포커스 면접을 실시하였다. 연구 결과, 예비 유아 교사는 대부분 스마트 폰을 사용하며, 하루 2시간 이상을 통화하는 용도이외로 사용하였다. 용도는 주로 메신저로 사용하는 것으로 나 타났다. 스마트 교육의 도입 및 활용에 대한 태도는 개인적 변인에서는 통계적으로 유의미한 차이가 나타나지 않았고, 수업에서의 기기 활용 경험, 발달에 대한 영향에 따라 통계적으로 유의미한 차이가 나타났다. 포커스 면접을 통하여. 예비 유아 교사의 스마트 교육 도입 및 활용에 대한 인식을 분석한 결과, 2개의 주제, 4개 영역, 18개의 의미 범주가 나타났다.

The purpose of this study is to examine the perceptions and attitudes of pre-service early childhood education teachers about the introduction and utilization of smart education. We selected 262 pre-service early childhood education teachers. The Focus Group Interview and questionnaire were used to measure the perceptions and attitudes about the introduction and utilization of smart education. As a result, most of pre-service early childhood education teachers use smart phones and they use extra two more hours except phone calls. The most frequent usage is text. It is affected to device utilization experience in class, impact on childhood development. FGI results of pre-service early childhood education teachers for the introduction and utilization of smart education were analyzed by 2 subjects, 4 categories, 18 items.

키워드

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