한 특수교사의 디지털 리터러시 교육경험에 대한 자문화기술지 : 발달장애학생을 중심으로 = An Autoethnography on the Digital Literacy Education Experiences of a Special Education Teacher for Students with Development Disabilities

다국어 초록 (Multilingual Abstract)

The study described the experiences of digital literacy education for students with developmental disabilities as a special education teacher through an autoethnography. Based on the special education teacher's digital literacy education experience, teacher was able to know the digital literacy patterns of students with developmental disabilities, and described about the efforts to change teaching activities, the personal experience of the values and meanings of collaborative approaches in relation to macro social and cultural context. The specific results and conclusions are as follows:
First, the digital literacy of students with developmental disabilities is disproportionate, and teacher can see that this phenomenon has to be solved through education. Second, in order to teach digital literacy well, the existing Pedagogical Content Knowledge was updated to form a living lesson suitable for social change, which enabled him to become a teacher with practical knowledge. Third, the advent of digital has changed education and classes and realized that digital literacy has become a new factor in achieving inclusive education. By reflecting on a teacher’s educational experience from a reflective perspective, teacher wanted to show about the role of special teachers in digital society and the intrinsic value of digital literacy education in special education.