정보사회에 대비한 교사교육과정 개발을 위한 탐색적 연구 : 정보 , 통신 기술 활용을 위한 교육과정을 중심으로 = A Study on Curriculum Development for Teacher Education in the Information Society : Curricular for Utilization of Information and Communication Technology in the Process of Teaching and Learning

다국어 초록 (Multilingual Abstract)

In knowledge-based digital information society, education is undergoing widespread reform in many school systems worldwide. Three agendas of education reform movement in the literature have focused on: (a) a push for restructuring school systems; (b) a constructivist view including cognitive/information processing of learning and the effect of that view on teaching; and (c) a movement toward well-integrated utilizations of information and communication technologies (ICTs) in the school curriculum. Among them the preparation of new teacher and the ongoing professional development of those in the current teaching force is key to educational improvement. The purposes of the present study were to review the trends and issues of designing curricular for utilization of ICTs in the process of teaching and learning worldwide and suggest standards for curriculum redesign in teacher education program. Based upon an extensive literature review, six curricular for curriculum redesign in the field of teaching studies, especially information technology in teacher education (ITTE), were identified and suggested as follows: (a) Basics on computer technology and Internet; (b) Teaching/learning psychology and instructional design; (c) Development and utilization of instructional media and technologies for learning; (d) Integration of ICT`s utilization into curriculum; (e) Digital virtual community, cross-cultural understanding, and ethical issues for information management; and (f) Teaching practicum with utilization of ICTs in the classroom. These curricular for ITTE give pre-service teacher at least some opportunity to develope core competencies to effectively utilize ICTs in the teaching/learning communities. An ICT-savvy generation is entering the classrooms of elementary and middle schools. We need to bridge the educational gaps in our classrooms to meet the unique needs of this new generation. A teacher`s competency to help a virtual community of students construct knowledge and meaning is likely to be improved if that competency is built by the teacher`s similar online inquiry experience in the teacher preparation. ITTE is one title in the vast mosaic of the process of preparing `quality teacher.` But ICTs have the potential for being effective and useful tools in school improvement. For educating the 21st century worker, the utilization of ICTs in the teaching/learning process should be redesigned and undertaken immediately in teacher preparation program. The change in the process of teaching and learning can only come about with teacher confidence and teacher competence in the utilization of ICTs.