사회과에 효율적인 ICT활용 방안 = Plans for the Efficient Use of ICT in Social Studies

국문 초록 (Abstract)

현대사회는 지식과 정보가 개인 및 국가 경쟁력의 핵심요소이자 가치 창출의 근원인 정보화 사회 또는 지식기반사회이다. 정보화사회에서는 정보의 수집, 처리, 활용 능력에 의해 삶의 질과 빈부가 결정되기 때문에 세계 각국에서는 유용한 정보를 생산․수집․가공할 수 있는 첨단 정보통신기술 개발에 온 힘을 기울이고 있다. 시대가 바뀌면 경쟁력의 개념이 바뀌고 요구되는 인재상도 달라진다. 정보화시대에 필요한 인재는 소위 디지털리터러시를 갖춘 인재가 요구된다. 이러한 최근의 환경변화의 흐름에 대응하기 위해 초등학교 교수․학습도 새로운 학습방식이 요구되어 정보통신기술(Information Communication Technology : 이하 ICT로 略함)을 활용한 교수․학습으로 변화되어가고 있다.

다국어 초록 (Multilingual Abstract)

This study purposes to identify the effects of ICT-based social studies, and specifically to examine methods of ICT-based teaching at social studies classes. The fundamental purpose of utilizing ICT in social studies is to achieve the goals of social studies teaching learning more effectively. Thus, educational effects expected from applying ICT to social studies class are as follows. First, ICT-based teaching may give systematic and effective education on information and communication ethics, which is required in the society of knowledge and information. Second, it is easy to apply the approach of integrative subject to ICT-based social studies teaching. Third, ICT-based teaching expands the areas of students\ learning activities. Fourth, ICT-based teaching provides many opportunities for understanding various cultures. Fifth, ICT-based teaching broadens students\ thought through various communication channels. Sixth, ICT-based teaching facilitates learning through the collection, analysis and application of diverse materials and data. As presented above, ICT-based social studies teaching should lead students to have a critical view on social issues raised with the transition of the society and to develop thinking abilities for solving immediate problems. When utilizing ICT at social studies classes, the teacher must consider first what the most effective educational medium is in achieving the goals of the classes. ICT-based education methods recommended for social studies are as follows. First, it is desirable to utilized multimedia materials close to real things, which are hardly available for viewing, hearing or obtaining. Second, in staged social studies education, students may choose, investigate and present topics by themselves according to their interest utilizing ICT. Third, ICT may be used in classes that utilize materials on current events including NIE classes. Fourth, ICT may be used in survey and discussion through Web sites. In conclusions, the most important thing in ICT-based social studies classes is whether the ICT-based education is truly effective in achieving the educational goals of social studies, namely, the sufficient consideration of the goals, contents and characteristics of social studies with regard to ICE-based education. There have been many attempts to reform education employing new educational paradigm and advanced technologies in the information society of the 21st century and they have repeated the cycle of \ excitement - scientific support - disappointment - criticism.\ Such history must be remembered for successful ICT-based education. In social studies, ICT-based education must advance from simply memorizing and saving information for learners toward creating and delivering information and composing and organizing knowledge.

목차 (Table of Contents)

• Ⅰ. 들어가는 말
• Ⅱ. 사회과에서 ICT활용의 효과와 연구동향
• Ⅲ. 사회과에서 권장되는 ICT활용교육 방법
• Ⅳ. 맺는 말