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ICT를 활용한 교육의 동향과 전망
The Trends and Prospects of ICT based Education 원문보기

정보화 정책 = Informatization policy, v.25 no.4, 2018년, pp.3 - 36  

우현정 (한국교원대학교 일반사회교육과) ,  조혜정 (연세대학교 사회발전연구소) ,  최율 (한국교원대학교 일반사회교육과)

초록
AI-Helper 아이콘AI-Helper

본 연구에서는 ICT가 융합된 미래 교육에 대한 다양한 논의를 교육의 목표, 내용, 방법, 평가의 측면에서 고찰하여 ICT 활용 교육의 동향과 전망을 제시하였다. 첫째, ICT 교육의 목표는 다양한 정체성을 바탕으로 역동적인 사회 참여를 가능케하는 디지털 시민성의 구성이다. 디지털 시민성의 확립을 위해서 ICT 교육은 '평생 학습자', '정보생산자이자 소비자', '지역적 세계적 시민' 등을 학습자의 미래 핵심 역량으로 인식하고 있다. 둘째, 교육내용 측면에서 중요성이 부각되고 있는 것은 SW 교육이다. 이에 실제 수업 적용을 위한 프로그램 개발 연구나 효과성 검증 연구가 활발하게 진행되고 있다. 그러나 교육환경 개선과 함께 교사 역량을 강화할 수 있는 제도적 지원, 교과교육과의 통합 운영 역량 강화 등이 뒷받침되지 않는다면 미래 사회를 대비하기 위한 교육내용으로서의 적절성이 반감될 것이다. 셋째, 교육 방법으로서 플립러닝이나 증강현실 등 다양한 ICT가 실제 수업에 적용되고 있다. 각 교과별로 가장 활발하게 연구가 진행되는 분야로서, 해당 기술을 활용한 수업의 설계, 수업의 효과성을 보여주는 연구들은 기존 교육방법을 보완하고 ICT 교육 현장의 질적 변화를 이끄는 데 토대가 될 것이다. 넷째, 평가와 관련된 논의는 컴퓨터 기반 평가에 집중되어 있다. ICT를 활용한 평가는 학습자의 특성 및 수준을 정확하게 파악하고 적절한 방법의 교수-학습 과정을 전반적으로 안내하는 평가의 본질에 더욱 효과적으로 기여할 것이다. 이상의 ICT 교육에 관한 종합적인 검토와 함께 교육 불평등의 관점에서 평가한 ICT 교육의 가능성을 논의하였다.

Abstract ▼ AI-Helper 아이콘AI-Helper

This article discusses the possibilities and limitations of ICT education by reviewing the previous research on its various aspects including educational goals, contents, methods, and evaluation. First, when it comes to its educational goal, the prior studies suggest that ICT education aims to nurtu...

주제어

#교육   #디지털시민성   #평생 학습자   #플립러닝   #증강현실  

표/그림 (8)

질의응답

핵심어 질문 논문에서 추출한 답변
교육정보화백서에서 제시한 ICT 리터러시를 평가하는 능력요소는 무엇인가? 교육정보화백서에 제시된 ICT 리터러시를 평가하는 능력요소는 “문제 해결 전략, 정보의 탐색, 정보의 분석 및 평가, 컴퓨팅 사고력, 정보의 조직 및 창출, 정보의 활용 및 관리, 정보의 소통”(268쪽)이다(Korea Education and Research Information Service, 2017c). 이에 관해 제시된 성취기준을 검토한 결과, 이 능력요소들은 문제 해결에 적합한 ICT 기술을 선택하고 사용하는 방법을 아는지, 개인정보 유출, 저작권 문제 등을 발생시키지 않으면서 필요한 정보를 인터넷상에서 검색할 수 있는지, 검색한 정보의 유용성을 분석할 수 있는지 등 기술적 문제를 해결할 수 있는지를 배우는 것을 ICT 리터러시를 키우는 과정이라고 간주함을 알 수 있다.
2015 개정 교육과정의 초등학교와 고등학교에서 SW교육은 어떻게 강화되었나? 특히 2009년 개정 교육과정과 비교했을 때, 2015 개정 교육과정에서는 SW교육이 강화되는 추세가 뚜렷하다. 구체적으로 초등학교에서는 SW교육을 5시간 이상 추가 이수하게 되었고, 고등학교에서는 심화선택 과목에서 일반선택 과목으로 변경되었다. 무엇보다도 중학교에서는 선택과목이었던 ‘정보’ 과목이 필수과목이 되면서 학생들의 컴퓨팅사고 기반 문제 해결력을 함양 하는 데 초점을 두고 간단한 알고리즘이나 프로그래밍을 개발할 수 있는 능력을 기르는 방향으로 개정이 이루어졌다(Ministry of Science, ICP and Future Planning & Ministry of Education, 2015a).
ICT의 교육적 활용이 불러올 수 있는 문제는 무엇인가? ICT와 교육의 결합이 가지는 청사진이 많이 제시되고 있지만 ICT의 교육적 활용이 학업성취도 향상 등 긍정적인 영향만 가지는 것은 아니다. 오히려 주의 집중을 분산시키거나 학습을 지연시키는 등 학습태도에 문제가 생기거나, 피상적인 의사소통이나 오프라인 대화 기피 등 일상적 의사소통을 저해할 수도 있고, 소외나 사회적 위축, 기술 위주의 협업으로 인한 정보격차를 경험하게 될 수 있고, 중독이나 사이버 비행 등의 문제가 발생할 수도 있다(Seo, et al., 2015).
질의응답 정보가 도움이 되었나요?

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