초등학교 아동이 접하는 기술환경의 의미와 교사, 학부모의 역할 기대 = An inquiry into elementary children's technological environments and its educational implications for teachers and parents

국문 초록 (Abstract)

본 연구는 대도시에 거주하는 네 명의 초등학교 아동들이 접하는 기술환경의 의미를 탐구하여 아동들이 그들의 기술환경과 긍정적인 상호작용을 하는데 도움이 될 수 있는 교사와 학부모의 역할을 찾고자 하였다. 자료는 주로 관찰, 대화, 면접을 통해 수집되었으며, 수집된 자료는 교사와 학부모에 대한 교육적 시사점을 토대로 이야기적 텍스트로 구성되었다. 연구의 결과들은, 첫째, 기술환경은 아동들의 삶의 의미를 소외시키기도 하고 창조하기도 하는 다면적 힘의 실체들로 존재하였으며, 둘째, 학부모의 책임 있는 보살핌을 받는 아동들은 기술환경과의 긍정적 상호작용을 통해 의미 있는 삶을 구성해가는 반면에 그렇지 못한 아동들은 기술환경과의 부정적 상호작용을 통해 힘겨운 삶을 살아간다는 것을 보여 주었으며, 셋째, 교사의 책임 있는 보살핌은 부정적인 기술환경에 노출된 아동들이 그들의 기술환경과 긍정적인 상호작용을 하는데 도움이 될 수 있음을 보여주었다. 이러한 이해를 통해, 본 연구는 교사와 학부모가 아동들이 일상생활 속에서 그들의 기술환경과 긍정적인 상호작용을 할 수 있도록 책임 있는 보살핌을 제공해 주어야 함을 시사한다.

다국어 초록 (Multilingual Abstract)

The purpose of this study was to provide teachers and parents with the educational insights on how to play a role of helping children coping with their technological environments by exploring how five elementary children in a metropolitan area experience their technological environments. By using observation and interview as data gathering method, the collected data were transformed into a storied accounts.
As a result, this study showed, first, that technology existed as a variety of powerful entities which can create or alienate children's life meanings. Second, it revealed that the children with responsible parental caring tended to cope with their technological environments more desirably than the children without responsible parental caring. Third, it implied that teachers and parents would be able to help children coping with their technological environments more desirably by providing their children with responsible caring.
Considering the above understandings, this study suggests that parents and teachers provide children with responsible caring based on the whole understanding of each child's life in relation to technology so that children can cope with their technological environments in more desirable ways.

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