본 연구는 시각장애학생의 인터넷 사용과 중독 실태를 파악하여 인터넷 중독에 대한 예방교육과 건전한 정보통신교육에 필요한 기초자료를 제공하는 데 목적을 두었으며, 12개 시각장애학교 초등부 4학년 이상 중ㆍ고등부 학생 299명을 연구 대상으로 하였다. 연구 도구는 강문위(2003)와 이계원(2001)이 사용한 도구와 Young(1998)이 제작하고 윤재희(1998)가 번안하여 사용한 도구를 시각장애학생의 특성에 맞게 수정하여 사용하였다. 연구결과와 논의에 기초한 결론은 다음과 같다.
첫째, 시각장애학생의 변인별 인터넷 사용 실태를 보면, 하루 평균 이용 시간에서는 남학생이 여학생보다 이용 시간이 많았으며, 인터넷 사용경력은 학년이 높을수록, 여학생보다 남학생이, 맹 학생보다 저시력 학생이 경력이 많은 것으로 나타났다. 인터넷 사용용도는 채팅, 정보 및 자료검색, 게임, 전자우편 등의 순으로 나타났다. 인터넷 과다 사용에 대한 절제 이유로는 부모의 꾸중과 학업에 열중하기 위한 비율이 높았다.
둘째, 시각장애학생의 인터넷 중독 실태에서 중독 평균점수는 44.93점이며, 학교급별과 시력정도에 따라서는 집단간 차이가 없으나, 성별과 거주형태에 따라서는 집단간 차이가 있었다. 인터넷 중독 정도에 대해서는 중독군이 8.0%로 나타났으며, 학교급별에서는 집단간 차이가 없으나 성별, 시력정도별, 거주형태별에 있어서는 집단간 차이가 있었다.
본 연구는 시각장애학생의 인터넷 사용과 중독 실태를 파악하여 인터넷 중독에 대한 예방교육과 건전한 정보통신교육에 필요한 기초자료를 제공하는 데 목적을 두었으며, 12개 시각장애학교 초등부 4학년 이상 중ㆍ고등부 학생 299명을 연구 대상으로 하였다. 연구 도구는 강문위(2003)와 이계원(2001)이 사용한 도구와 Young(1998)이 제작하고 윤재희(1998)가 번안하여 사용한 도구를 시각장애학생의 특성에 맞게 수정하여 사용하였다. 연구결과와 논의에 기초한 결론은 다음과 같다.
첫째, 시각장애학생의 변인별 인터넷 사용 실태를 보면, 하루 평균 이용 시간에서는 남학생이 여학생보다 이용 시간이 많았으며, 인터넷 사용경력은 학년이 높을수록, 여학생보다 남학생이, 맹 학생보다 저시력 학생이 경력이 많은 것으로 나타났다. 인터넷 사용용도는 채팅, 정보 및 자료검색, 게임, 전자우편 등의 순으로 나타났다. 인터넷 과다 사용에 대한 절제 이유로는 부모의 꾸중과 학업에 열중하기 위한 비율이 높았다.
둘째, 시각장애학생의 인터넷 중독 실태에서 중독 평균점수는 44.93점이며, 학교급별과 시력정도에 따라서는 집단간 차이가 없으나, 성별과 거주형태에 따라서는 집단간 차이가 있었다. 인터넷 중독 정도에 대해서는 중독군이 8.0%로 나타났으며, 학교급별에서는 집단간 차이가 없으나 성별, 시력정도별, 거주형태별에 있어서는 집단간 차이가 있었다.
The purpose of this study was to examine to what extent students with visual impairment used the Internet and were addicted to that in a bid to provide preventive education for those students to stay away from Internet addiction. And it"s also meant to lay the foundation for offering sound IT educat...
The purpose of this study was to examine to what extent students with visual impairment used the Internet and were addicted to that in a bid to provide preventive education for those students to stay away from Internet addiction. And it"s also meant to lay the foundation for offering sound IT education. The findings of the study were as follows; First, regarding the use of the net among visually impaired students by school grade, sex, visual acuity and residential type, the boy students spent more mean daily time on the net than the girls did, and as for experience of accessing the Internet, those who were in the upper grades, who were boys and who had a low vision had more experience than those who were in the lower grades, who were girls and who were totally blind. Concerning what they used the net for, having a chat was most common, followed by searching information and data, playing games and sending e-mail. As to the time of logging on to that, they were on the Internet mainly during the day or in the evening. As for the place, they logged onto it mostly at school or home. In regard to the attitude of their parents toward their excessive use of the Internet, their parents let them access it at a fixed time or after they finished what they had to do. Concerning the reason why they controlled themselves not to be overly exposed to the net, a lot of the students did that not to be scolded by their parents or to concentrate their attention on studies. Second, the collective average of the visually impaired students in Internet addiction was 44.93. There was no intergroup gap triggered by school grade and visual acuity, but the Internet addiction of the groups was different according to their sex and residential type. 55.2% weren"t hooked on the net, and 36.8% were at risk, and 8.0% were addicts. Their school grade made no differences to their addiction, but their Internet addiction was different according to their sex, visual acuity and residential type.
The purpose of this study was to examine to what extent students with visual impairment used the Internet and were addicted to that in a bid to provide preventive education for those students to stay away from Internet addiction. And it"s also meant to lay the foundation for offering sound IT education. The findings of the study were as follows; First, regarding the use of the net among visually impaired students by school grade, sex, visual acuity and residential type, the boy students spent more mean daily time on the net than the girls did, and as for experience of accessing the Internet, those who were in the upper grades, who were boys and who had a low vision had more experience than those who were in the lower grades, who were girls and who were totally blind. Concerning what they used the net for, having a chat was most common, followed by searching information and data, playing games and sending e-mail. As to the time of logging on to that, they were on the Internet mainly during the day or in the evening. As for the place, they logged onto it mostly at school or home. In regard to the attitude of their parents toward their excessive use of the Internet, their parents let them access it at a fixed time or after they finished what they had to do. Concerning the reason why they controlled themselves not to be overly exposed to the net, a lot of the students did that not to be scolded by their parents or to concentrate their attention on studies. Second, the collective average of the visually impaired students in Internet addiction was 44.93. There was no intergroup gap triggered by school grade and visual acuity, but the Internet addiction of the groups was different according to their sex and residential type. 55.2% weren"t hooked on the net, and 36.8% were at risk, and 8.0% were addicts. Their school grade made no differences to their addiction, but their Internet addiction was different according to their sex, visual acuity and residential type.
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