특수학교 교원의 정보소양 수준 및 교육정보화에 대한 인식 = The Level of Special Education Teachers Information Literacy Ability and Their Recognition in Use of Information Technology in Education

국문 초록 (Abstract)

본 연구는 특수학교 교원의 정보소양 수준과 교육정보화에 대한 인식을 알아봄으로써 특수 교육 교육정보화에 대한 기초 자료로 활용하고자 수행된 것이다. 이를 위하여 전국 97개 특수학교 766명을 대상으로 정보소양에 수준 및 교육정보화에 대한 인식을 설문조사 연구를 실시하였다. 정보소양 수준은 성별, 담당 급별, 근무학교 장애영역, 경력, 직위, 담당교과 계 열, 학력, 연수 경험으로 분류하여 알아보았으며, 교육정보화에 대한 인식은 12개 인식도 문항에 따라 알아보았다.
연구결과에서는 교사의 정보소양 수준을 결정하는 중요한 요소는 교육정보화에 대한 연수경험이었으며, 교육정보화로 인하여 관련 업무는 증가하였다. 또한, 정보화 활용 수업 효과가 전통적인 수업방식보다 학생의 학습효과가 높다고 인식하고 있었다.

다국어 초록 (Multilingual Abstract)

The society in which we live is being called era of technology and information, and the development of information and computer technology made this possible to happen, which relates to all aspects of our society including especially to the area of educational information that will be viewed as a pridictor of the country’s future.
In order to achieve information in schools, the following three conditions should be met. First, hardware computer and other information technology equipment should be in place, second, various computer software and/or programs sould be provided, and third, teachers themselves should be recognizing the importance of information.
Without positive perception of teachers who are responsible for the implimentation of information technology and self-initiated efforts, it is not possible to expect the development of informational technology in schools.
The aims of this study are to evaluate the level of teacher’s understandings of informational technology and to find out perception of teachers regarding current educational information in special education schools. Thus, the core of educational information in schools, the understandings of teachers towards educational information and perceptions to educational information will provide insights and foundation necessary to improve the quality and the development of informal technology in schools.
Research questions are as follows.
First, what are the levels of understandings of special education teachers regarding informational technology?
Second, what are the perceptions of special education teachers regarding informational technology?
Gathered data were analyzed using SPSS for Windows(V10.0). T test was used to find out if there is any difference depending on the acquired certification of computer technology and Anova and Scheffee were uthized to get the relationship between current classes in charge, in-service experience of teachers, special area of disability in current school, the subject area to teach, last degree received, and certification in the area of computer technology and the level of current understandings of informational technology. Perceptions of informational technology in schools was analyzed using percentage and frequencies.
The findings of the study are:
First, the experence of in-service in the area of computer technology was significant to the level of the understandings. The role of teachers in informational technology is very important and it should be implemented that more opportunities with longer time of in-service should be provided. According to the gender difference, female teachers did not have enough opportunities to participate in-service and should be provided more frequently, and teachers in elementary schools should be focused on fundamental operation and concepts of computer technology and communication, in-service in communication for teachers whose teaching experience were more than 6 years.
Second, the increased role of teachers by adapting informational technology in schools should be reconsidered. Teachers believed that, although helpful, the jobs to take care of have been increased. Therefore, maintenence and operation of informational technology in schools should not be given to teachers and administrative process should adapt electronic signing system to speed up the precedure and to reduce the amount of jobs.
Third, computer assisted lesson is more effective than traditional model of lesson. To maximize such needs, it is necessary to develop software for students with disabilities. It is also necessary to encourage students disabilities to use assistive technology. Informational technology in schools so far has not focused on the special needs of students with disabilities. In the future, various types of assistive technology to enable students with disabilities should be provided.

목차 (Table of Contents)

• Ⅰ. 서론
• 1. 연구의 필요성 및 목적
• 2. 연구의 문제
• 3. 용어의 정의
• 1) 교육정보화(Use of Information Technology in Education)
• 2) 정보소양
• 3) 교원 정보소양
• Ⅱ. 이론적 배경
• 1. 특수교육 교육정보화에 대한 개념
• 2. 정보화 소양
• 1) 정보소양의 배경 및 필요성
• 2) 정보소양의 개념
• 3) 교원 정보소양
• 4) 교원 정보소양 평가지
• Ⅲ. 연구 방법
• 1. 대상 밀 절차
• 2. 도 구
• 3. 자료의 처리
• Ⅳ. 결과 및 해석
• 1. 특수학교 교사의 정보화 소양 실태
• 1) 성별에 따른 정보화 소양
• 2) 담당 급별에 따른 정보화 소양
• 3) 근무학교 장애영역에 따른 정보 소양
• 4) 교사의 경력에 따른 정보화 소양 실태
• 5) 교사의 직위에 따른 정보 소양 실태
• 6) 담당교과 계열에 따른 정보화 소양 실태
• 7) 교사의 최종학위에 따른 정보 소양 실태
• 8) 교사의 연수 경험에 따른 정보화 소양 실태
• 2. 특수학교 교사의 교육정보화에 대한 인식
• 1) 교육정보화 필요정도에 대한 인식
• 2) 교육정보화 활성화에 대한 인식
• 3) 교단 선진화 기자재의 이용에 대한 인식
• 4) 인터넷·멀티미디어 활용 수업의 효과
• 5) 교수학습 방법 개선에 대한 인식
• 6) 업무 경감에 대한 인식
• 7) 교원정보소양인증제에 대한 인식
• 8) 교원정보소양인증제의 효과
• 9) 컴퓨터관련 자격증의 점수부여에 대한 인식
• 10) 컴퓨터 관련 자격증의 점수부여에 대한 교원정보소양과의 관계
• 11) 학교 교육정보화 조기정착을 위해 필요한 것
• 12) 교육정보화 분야 중 제일 만족스러운 분야
• Ⅴ. 결론