유아교사의 온라인 교사 커뮤니티 이용실태와 인식 및 만족도에 관한 연구 = (A) study of early childhood teachers' perception, satisfaction, and practice in using online teacher communities

다국어 초록 (Multilingual Abstract)

The purpose of this study was to examine the use of online teacher communities among early childhood teachers, their awareness of it the relationship between their motivation of using the communities and satisfaction level in a bid to provide some information on ways of vitalizing online teacher communities. For this purpose, the following research questions were established.
1. What is the state of the use of online teacher communities among early childhood teachers?
2. What is the awareness of early childhood teachers on online teacher communities?
3. What is the satisfaction level of early childhood teachers on online teacher communities?
The subjects for this study were 300 teachers at kindergartens and daycare centers that were selected by random sampling from the city of Busan. They included 70 kindergarten teachers and 30 daycare center teachers. A survey was conducted, and the questionnaire used in this study was developed by modifying Hyun Kyo-jong(2009)'s questionnaire that was based on earlier studies of online communities and relevant literature. The answer sheets from 256 teachers(85.3%) were gathered, and the answer sheets from 240 respondents(80.0%) were analyzed by PASW 18.0 except for some incomplete ones that weren't worth analyzing.
The results of this study are summed as follows.
First, as a result of checking the use of online teacher communities by the early childhood teachers, 90.4 percent of the teachers made use of online teacher communities, and the most widely used online teacher community was Kidkids(76.5%). The majority of the teachers used online teacher communities once or twice a week(45.6%) or three or four times a week(42.4%). The type of materials mainly utilized by the teachers was pictures(22.3%), and the most common type of activities was talking(23.9%). Concerning the time for using services provided by online teacher communities, they used the services when they prepared their instruction(75.1%). The most widely utilized service(88.0%) and the most useful service(74.2%) were both supply of teaching materials, and shortage of contents(31.8%) was pointed out as what gave them the most inconvenience when they used online teacher communities.
Second, as a result of analyzing the awareness of the early childhood teachers on online teacher communities, the largest group(47.9%) found those communities most useful to improve their multimedia literacy, and the biggest group(35.9%) pointed out supply of teaching materials as the service in which there was room for improvement. And the greatest group(33.2%) replied that the quality of contents should be taken to another level to step up the vitalization of those communities. As to motivation of using the communities, the largest group utilized the communities to boost their job efficiency or for the sake of convenience (M=3.89, SD=.79).
Third, as a result of checking the satisfaction level of the early childhood teachers with online teacher communities, their satisfaction level was above the average(M=3.57, SD=.64). Specifically, they were most satisfied with the convenience of those communities(M=3.47, SD=.71).
Given the findings of the study, there are some suggestions on future research efforts:
First, only the kindergarten and daycare center teachers from the city of Busan were examined, and the findings of the study might not be generalizable. Subjects should be selected from different regions all over the nation to make a nationwide study of the awareness of early childhood teachers.
Second, just a research study was implemented by utilizing questionnaires, which made it difficult to gather extensive opinions from teachers and to find out gaps in their awareness in detail. A wide variety of research methods such as observation and in-depth interview should be employed to produce more reliable and profound results.

목차 (Table of Contents)

• Ⅰ. 서론 1
• 1. 연구의 목적 및 필요성 1
• 2. 연구문제 4
• 3. 용어의 정의 4
• 4. 연구의 제한점 5
• Ⅱ. 이론적 배경 6
• 1. 커뮤니티 6
• 2. 교육정보화 16
• Ⅲ. 연구 방법 23
• 1. 연구대상 23
• 2. 연구도구 25
• 3. 연구절차 27
• 4. 자료처리 29
• Ⅳ. 결과 및 해석 30
• Ⅴ. 논의 및 결론 55
• 참고문헌 63
• ABSTRACT 71
• 부록 74