노인정보화교육 개선 및 활성화를 위한 연구

다국어 초록 (Multilingual Abstract)

Information technology(IT) education for the aged provides an opportunity for elderly people to acquire an information literacy not to feel left out intellectually, psychologically and socially in today's information society. And that makes a contribution to facilitating their confidence building, letting them lead a satisfactory life and improving their quality of life. IT education for the aged is of such a great importance to the elderly. The purpose of this study was to examine the state of IT education for the aged and problems with it, and to seek ways of taking it to improved level and making it more prevailing.
Literature review and research study were implemented to serve the purpose. Domestic and international studies, theses, dissertations, data released by the government, periodicals issued by academic societies and Internet materials were analyzed to find out the reality of IT education for the aged and problems with that. And case studies were carried out by visiting two selected senior welfare centers providing IT education for the aged, by having an interview and by taking a survey to check into the state of IT education for the aged, the satisfaction level of elderly participants and their educational needs. The survey was conducted on 195 elderly people who received IT education in Ilsan Senior Welfare Center and Seoul Eunpyeong Senior Welfare Center. The major findings of the study were as follows:
As for the state of IT education for the aged, there were neither prolonged and consistent national policies nor well-established system for that education in our country. Just fundamental education was provided for form's sake by a small number of public and private institutions such as Korea Agency for Digital Opportunity & Promotion (KADO) or senior welfare centers. KADO, a leading institution for IT education for the aged, offered the education to elderly people over 55, and provided approximately 70 courses via their websites titled Learning Country, Helping Country, Senior Country, etc.
In terms of the content of IT education for the aged, KADO and the senior welfare centers aimed at understanding of the concepts of computer and the Internet and acquiring required basic knowledge and information literacy. They offered courses for beginners and practical programs, and there were about 20 or 30 sessions in each course.
Concerning the human resources of instructors, most of IT education for the aged programs were conducted by volunteers as part of lifelong education. The instructors were computer-literate but lacked knowledge on education and teaching methods. Furthermore, they had little experiences in teaching elderly people, which resulted in deteriorating their interaction with elderly learners and triggering a lot of difficulties.
Regarding the route of participating in the programs, a lot of the elderly participants were self-motivated. But many were dissatisfied with the programs since they had just a few chances to receive education due to a shortage of educational facilities and instructors. And stereotyped and overly simple programs and harsh educational environments like outdated computers and small classrooms ended up provoking their dissatisfaction as well.
As to the reality of IT education for the aged in each of the institutions, there were a lot of problems with that education offered by Ilsan Senior Welfare Center and Seoul Eunpyeong Senior Welfare Center, though the educational environments and conditions of the two institutions were relatively good. Various basic and practical courses that numbered 5 to 11 were provided, but the number of instructors wasn't large enough to cover the programs. What's more, there was a fierce competition among the elderly people who wanted to sign up for the programs because only a small number of applicants were admitted, and many consequently had to wait for a long time. The inadequate and outdated computers contributed to detracting from that education as well. The results of the survey lent credibility to all the above-mentioned findings.
As for the satisfaction level of the elderly participants with that education, they found that education to be satisfactory in general. Their satisfaction level was affected by the institutions' way of program management and by the fact that there were lots of fellow elderly people around them. They expressed better satisfaction with the institution that offered a wider variety of programs. Overall, they were pleased with the instructors, especially their punctuality, integrity, accurate teaching, appropriate teaching methods and motivation. The elderly learners were eager to receive IT education, but their computer literacy lagged behind a lot, which justified the necessity of enlarging and fortifying IT education for the aged. As to what improvements should be made in that education, they called for a change of outdated computers, and many wanted to receive more prolonged and enriched education. They hoped to sign up for education programs in a more simplified way, and asked for more practical and diversified programs tailored to their individual variances and abilities. Some found it necessary to secure competent instructors and called for better-educated assistant instructors.
Given the findings of the study, there are some suggestions for the improvement of IT education for the aged:
First, long-term and systematic policy setting is required to lay the legal, administrative and financial groundwork for that education. There should be a large increase in national budget earmarked for that education to replace outdated computers with new ones and improve educational facilities. In order to make it happen, it's needed to raise awareness among people in general of the importance and necessity of IT education for the aged.
Second, elderly people should be given more opportunities to receive the education. Educational institutions and facilities should be enlarged, and the teaching term should be extended to conduct quality education. What matters is increasing online learning opportunities so that elderly people could access the education without being restricted by time and space, and they should have plenty of chances to receive reeducation as well. Although many elderly people want reeducation, there weren't enough chances for them to do that. In particular, IT education should be more accessible to disadvantaged people including low-income earners, country people and illiterates.
Third, IT education programs for the aged should be developed in response to learners' needs, and the unique characteristics of the elderly should be taken into account. Multi-level programs should be prepared in view of the level, learning capability and needs of individual learners, and client-centered informationization education should be actualized, which aims at acquiring not only basic computer literacy but more practical skills that could be applied to real life. To provide motivation to the elderly, they should be informed that e-application for civil affairs document, Internet banking, e-commerce, distance education and blogs(mini-websites) make it possible to lead a more convenient life in the information society. In addition, integrative programs should be provided for them to take advantage of various skills and knowledge instead of merely acquiring fragmentary knowledge. A computer-aided elderly autobiography writing program developed by this researcher would be one of good examples of that integrative approach.
Fourth, specialists who could be responsible for IT education for the aged should be secured, and they should keep on receiving in-service training and be in control so that they could be motivated to enhance their qualifications. For instance, the instructors who work at KADO should take in-service training on a regular basis, and they should especially be educated to acquire and apply superb teaching methods tailored to the elderly.

목차 (Table of Contents)

• Ⅰ. 서론 = 1
• 1. 연구의 필요성 = 1
• 2. 연구목적 및 문제 = 6
• 3. 연구방법 및 범위, 제한점 = 8
• Ⅱ. 이론적 배경 = 10
• 1. 고령화 사회와 정보화 사회 = 10
• 가. 고령화 사회와 노인문제 = 10
• 나. 정보화 사회와 정보격차 = 19
• 2. 노인정보화교육 = 27
• 가. 노인정보화교육의 개념 = 27
• 나. 노인정보화교육의 필요성 = 30
• 다. 노인정보화교육의 가능성 = 33
• 라. 노인정보화교육의 효과성 = 35
• 3. 노인정보화교육의 방법적 원리 = 38
• 가. 노인정보화교육의 방법 = 38
• 나. 노인정보화교육 교육자료 개발 및 활용 = 44
• 다. 노인정보화교육 프로그램 개발 = 46
• 라. 학습동아리 조직 = 50
• Ⅲ. 노인정보화교육 현황 및 문제점 = 55
• 1. 노인정보화교육 현황 = 55
• 2. 노인정보화교육 교육기관 = 62
• 3. 노인정보화교육 교수자원 = 68
• 4. 노인정보화교육 교육내용 = 72
• 5. 노인정보화교육의 문제점 = 78
• Ⅳ. 노인정보화교육 만족도 및 요구조사 = 82
• 1. 조사대상 표집 및 실시절차 = 82
• 2. 조사도구 및 조사내용 = 84
• 3. 자료처리 및 분석 = 86
• 4. 운영기관의 현황 비교 = 87
• 5. 분석결과 = 91
• 가. 조사대상자의 일반적 특성 비교 = 91
• 나. 정보화 교육 현황 = 94
• 다. 정보화교육 프로그램에 대한 만족도 = 100
• 라. 정보화교육 프로그램에 대한 학습자 참여도 = 104
• 마. 불편한 점 및 개선사항 = 107
• Ⅴ. 노인정보화교육 개선 및 활성화방안 = 111
• 1. 노인정보화교육의 문제점 = 111
• 가. 일반적 현황에서 살펴본 문제점 = 111
• 나. 만족도 요구조사에서 살펴본 문제점 = 112
• 2. 개선 및 활성화 방안 = 113
• 가. 사회적, 국가적 관심지원 확대 = 113
• 나. 질 높은 프로그램 개발 = 113
• 다. 교육기회의 확대 = 115
• 라. 노인정보화교육 전문가 양성 = 115
• 마. 교재개발 및 교수방법 개발 = 117
• Ⅵ. 요약 및 제언 = 119
• 1. 연구결과 요약 = 119
• 2. 제언 = 123
• 참고문헌 = 127
• 영문초록 = 132
• 부록 1 노인정보화교육 개선 및 활성화에 관한 설문지 = 137
• 부록 2 컴퓨터를 이용한 자서전쓰기 = 141