Journal of The Korean Association of Information Education (정보교육학회논문지)

Korea Association of Information Education (한국정보교육학회)
권호 표지
DOI QR코드

DOI QR Code

A Study on ICT Competency of Preliminary Teachers Based on PISA 2015 Data

PISA 2015 데이터를 기반으로 예비 교사들의 ICT 능력에 대한 연구

  • Kim, Kapsu (Seoul National University of Education, Dept. of Computer Education) ;
  • Min, Meekyung (Seokyeong University, Dept. of Computer Science)
  • 김갑수 (서울교육대학교 컴퓨터교육과) ;
  • 민미경 (서경대학교 컴퓨터과학과)
  • Received : 2018.04.17
  • Accepted : 2018.04.21
  • Published : 2018.04.30
Download PDF
⟨ Previous Next ⟩

Abstract

Software education will be implemented in elementary schools in Korea since 2019. Although 17 hours of software education is provided, it is necessary for preliminary teachers to have basic ICT skills in training software education. Therefore, it is necessary to objectively compare the basic ICT literacy of preliminary teachers in Korea. This study examines the ICT of preliminary teachers based on the OECD PISA 2015 questionnaires. The contents of the survey compares and analyzes ICT availability and usability items of students. Comparisons are made with students from OECD countries. ICT usability at school was the highest at 2.56, followed by ICT availability at school at 2.4. The third was high at 2.38 for using school works outside the school. Availability outside the school was low at 2.33, and the lowest at school was very low at 1.79. It is necessary for the preliminary teachers to have the ICT ability for the students who will be the protagonists of the future society and the ICT education which can be utilized in each subject in addition to the ICT education in the curriculum of the education college in order to raise the ability.

2019년부터 우리나라 초등학교에서 소프트웨어 교육을 실시한다. 비록 17시간의 소프트웨어 교육을 실시하지만 예비 교사들이 소프트웨어 교육을 실시할 수 있는 기초 소양을 갖추어야 한다. 이에 우리나라 예비 교사들이 소프트웨어 교육을 할 수 있는 기본 소양을 갖추었는지 객관적으로 비교할 필요가 있다. 본 연구에서는 OECD PISA의 2015년 질문지를 기반으로 예비교사들의 ICT 능력을 조사한다. 조사 내용은 ICT 접근성과 활용성이다. 비교 분석 대상은 OECD 국가들의 학생들이다. 그 결과는 다음과 같다. 학교에서의 ICT 활용성이 2.56수준으로 최고로 높았고, 학교에서의 ICT 접근성은 2.4이다. 학교이외에서 학교 수업과제 등에 이용하는 경우는 2.38수준으로 높았고, 학교이외에서의 접근성은 2.33으로 낮았고, 학교이외에서 수업 과제이외의 일반적인 활용성은 1.79 수준으로 매우 낮았다. 예비교사들의 ICT 능력이 매우 필요하고 이러한 능력을 기르기 위해서는 교육대학의 교육과정에서 ICT 교육과 더불어 각 교과에서 활용할 수 있는 ICT 교육을 할 필요가 있다.

Keywords

References

  1. CAS(2012). Computer science : A curriculum for schools, Computing At School.
  2. Jonassen D. H., Carr C., & Yueh, H., (1998). Computers as mindtools for engaging learners in critical thinking. Techtrends, 43-2, 24-32. https://doi.org/10.1007/BF02818172
  3. Kim, Hye-Sook etc(2017) Trend Analysis of ICT Accessibility and Utilization Levels of Korean Students based on OECD PISA 24-4 pp.17-43 https://doi.org/10.22693/NIAIP.2017.24.4.017
  4. Kim,Kapsu(2014) Measuring and Applying the Self-efficacy in Computer Programming Education Journal of The Korean Association of Information Education 18-1, 111-120 https://doi.org/10.14352/jkaie.2014.18.1.111
  5. Kim,Kapsu(2015) A Study on ICT Competences of Korean Students Focus on PISA 2009 and 2012, Journal of The Korean Association of Information Education 19-2, 233-242 https://doi.org/10.14352/jkaie.2015.19.2.233
  6. Kim,Kapsu(2017) A Study on ICT Usability and Availability of Between Korean Students and OECD Students : Focus on PISA 2015 Journal of The Korean Association of Information Education 21-3, pp.361-370 https://doi.org/10.14352/jkaie.21.3.361
  7. MOE(2000), Manual of ICT in elementary and secondary schools.
  8. MOE(2005), Manual of ICT in elementary and secondary schools.
  9. MOE(2015), 2015 Revised National Curriculum 2015-74
  10. MOE(2015), 2015 Revised National Curriculum 2015-74(Attached issue 10)
  11. OECD(2003). Feasibility study for the PISA ICT literacy assessment: report to network A. Paris: OECD.
  12. OECD(2009). PISA data analysis manual. Paris: OECD.
  13. OECD(2011). PISA 2009 Results: Students On Line Digital Technologies and Performance (Volume IV).
  14. OECD(2013). PISA2012 Results
  15. OECD(2017). PISA2015 Results
  16. Roschelle J. M., Pea R. D., Hoadley C, M., Gordin D. N., & Means B.M. (2000) Changing how and what children learn in school with computer-based technologies. Children and Computer Technology, 10-2, 76-101.
  17. So, H. J., Lim, W. Y., & Xiong, Y.(2012), Little Experience with ICT : Are They really the Net Generation Student teachers?, Computer & Education, 59-4, 1234-1245. https://doi.org/10.1016/j.compedu.2012.05.008
  18. Susan Brooks-Young(2007), National Educational Technology Standards for Students, Second Edition, ISTE.

Cited by

  1. A Study on Organizing Software Education of Special Education Curriculum for Students with Disability vol.28, pp.4, 2018, https://doi.org/10.21024/pnuedi.28.4.201812.441
  2. 초등학생들의 소프트웨어 교육을 위한 아이돌 교수 학습 모델 vol.22, pp.6, 2018, https://doi.org/10.14352/jkaie.2018.22.6.701
  3. Comparative Analysis of ICT Accessibility and Usability of Korean Students Based on PISA 2015 and 2018 Data vol.12, pp.1, 2018, https://doi.org/10.7236/ijibc.2020.12.1.73
  4. Pre-service teachers’ perception of technology competencies based on the new ISTE technology standards vol.37, pp.1, 2018, https://doi.org/10.1080/21532974.2020.1815108