Informatization Policy (정보화정책)

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The Trends and Prospects of ICT based Education

ICT를 활용한 교육의 동향과 전망

  • 우현정 (한국교원대학교 일반사회교육과) ;
  • 조혜정 (연세대학교 사회발전연구소) ;
  • 최율 (한국교원대학교 일반사회교육과)
  • Received : 2018.10.12
  • Accepted : 2018.11.13
  • Published : 2018.12.31
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Abstract

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 nurture digital citizenship among students and to enable them to participate in different sectors of our society. ICT education characterizes the core capacities of its future learners as 'lifelong learners,' 'information producers/consumers,' and 'local/global citizens.' Second, in regard to the educational content of ICT education, researchers investigate SW education importantly: They develop the educational programs and examine the effectiveness of those programs. However, to ensure the relevancy of the educational contents to the future society, institutional support is imperative including facilitating educators' capacities and synchronizing ICT education with subject education. Third, as the educational methods, various ICTs such as flipped learning and augmented reality (AR) are being applied to actual classroom teaching. Research on the educational methods, which is the most vibrant area in the ICT education scholarship, is expected to improve the previous educational methods and to lead the qualitative development of ICT education. Fourth, the previous discussion on the educational evaluation focuses on computer-based evaluations. Educational evaluation using ICT will enable educators to assess the characteristics and achievement of an individual learner accurately and to lead them to apply a teaching-learning process effectively, which will ultimately enhance the effectiveness of educational evaluation. Along with the overall review on the possibilities of ICT education, this article discusses the limitations of the current ICT education and its implications for educational inequalities.

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.

Keywords

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<그림 1> TPACK 프레임워크와 지식구성요소 Framework and knowledge components of TPACK

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<그림 2> 초·중등교사의 TPACK에 대한 인지경로 모형 Recognition path on TPACK of elementary & secondary teachers

<표 1> 국외 주요 기관이 제시한 미래 핵심 역량

Core capacities of a future learner presented by international organizations

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<표 2> 국내 주요 연구 기관이 제시한 미래 핵심 역량

Core capacities of a future learner presented by domestic organizations in South Korea

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<표 3> 디지털 시민성 하위 요소의 쟁점과 핵심 용어

Riddle’s theoretical elements of digital citizenship

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<표 4> 2015 개정 교육과정 SW교육 관련 내용 요소

SW education components in the 2015 revised national curriculum

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<표 2> 국내 주요 연구 기관이 제시한 미래핵심역량

JBSHBC_2018_v25n4_3_t0005.png 이미지

<표 4> 2015 개정 교육과정 SW교육 관련 내용 요소

JBSHBC_2018_v25n4_3_t0006.png 이미지

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