Journal of the Korea Academia-Industrial cooperation Society (한국산학기술학회논문지)

The Korea Academia-Industrial cooperation Society (한국산학기술학회)
권호 표지
DOI QR코드

DOI QR Code

An Analysis of Teachers' TPACK on Robotics in Education

로봇활용교육에 대한 교사들의 테크놀로지내용교수지식 분석

  • Shin, Won Sug (Department of Korean Language Education, Incheon National University)
  • 신원석 (인천대학교 국어교육과)
  • Received : 2020.03.03
  • Accepted : 2020.06.05
  • Published : 2020.06.30
Download PDF
⟨ Previous Next ⟩

Abstract

Robotics has been increasing its role among factors affecting teachers' technological, pedagogical, and content knowledge(TPACK) in education. This paper reviews these factors and analyses each to identify those most influential: teachers' individual (gender, teaching experiences), professional development(PD) for technology integration, psycho-philosophical characteristics (attitude toward technology integration, constructive belief), and school characteristics.Those having the most significant influence on teachers' TPACK of robotics were PD for technology integration from individual characteristics, attitudes toward technology integration, educational belief from psycho-philosophical characteristics, and schools' atmosphere and support from school characteristics.Thisreview confirmed that PD for technology integration and school atmosphere are the two most influential factors among all factors considered. Practical implications on precautions for effective integration of robotics in education were identified.

본 연구는 초등교사들을 대상으로 로봇활용교육의 테크놀로지내용교수지식(TPACK)에 영향을 미치는 요인들을 알아보고자 하였다. 이를 위해 교사들의 개인적 배경(성별, 교직경력, 테크놀로지 활용교육 연수)과 심리·철학적 배경(테크놀로지 활용교육에 대한 태도 및 신념) 및 학교 배경(테크놀로지 활용교육과 관련된 학교의 분위기, 지원, 시설) 및 에 대해서 살펴보고, 이 중 중요한 요인이 어떤 것인지 살펴보았다. 설문조사는 온라인 도구을 통해서 이루어졌으며, 총 121명의 초등학교 교사들이 참여하였다. 연구결과, 개인적 배경요인에서 테크놀로지 활용교육 연수와 학교의 분위기 및 지원이 유의미한 영향을 미치는 것으로 나타났다. 또한, 개인의 심리철학적 배경인 테크놀로지 활용교육에 대한 태도와 교육적 신념 모두 유의한 영향을 미치는 것으로 나타났다. 마지막으로 본 연구에서 고려한 요인 중 어떠한 요인이 가장 큰 영향을 미치는지 살펴본 결과, 테크놀로지 활용교육에 대한 학교의 분위기와 교사들의 연수가 교사들의 TPACK 수준에 가장 큰 영향을 미치는 것으로 나타났다. 본 연구를 통해 현직 교사들의 로봇활용교육에 대한 TPACK수준을 알아볼 수 있었으며, 추후 로봇활용교육을 효과적으로 진행하기 위해서 교사들로 하여금 어떠한 준비를 해야 하는지와 어떻게 지원할 수 있는지에 대한 근거를 제시할 수 있을 것으로 기대한다.

Keywords

References

  1. G. Chen, J. Shen, L. Barth-Cohen, S. Jiang, X. Huang, X., M. Eltoukhy, "Assessing elementary students' computational thinking in everyday reasoning and robotics programming", Computers & Education, Vol. 109, pp. 162-175, June 2017. DOI: https://doi.org/10.1016/j.compedu.2017.03.001
  2. Pyungjun Yoo, "Comparison of perceptions of robot-based instruction between school teachers and students", The Journal of Educational Information and Media, Vol 16, No 4, pp. 631-653, Dec. 2010.
  3. Inkee Jung, "Study on the preliminary teachers' perception for the development of curriculum of the robot-based software education in the universities of education", Journal of The Korean Association of Information Education, Vol. 21, No. 3, pp. 277-284, June 2017. https://doi.org/10.14352/jkaie.21.3.277
  4. Jyung-Hyun Jim, "An analysis of teachers' perception and the status of robot based education", The Journal of Educational Research, Vol. 13, No. 1, pp. 69-91, Mar. 2015. https://doi.org/10.1080/00220671.1926.10879624
  5. Ki-Cheon Hong, Jae-Kuk Shim, "A study of STEAM education for elementary science subject with robots", Journal of The Korean Association of Information Education, Vol. 17, No. 1, pp. 83-91, Mar. 2013.
  6. Hwa-Sug Lee, Jeong-Hye Han, Mi-Heon Jo, "Effect analysis of learning nwith a robot for improving creativitiy in the regular curriculum of elementary school", The Journal of Child Education, Vol. 22, No. 2, pp. 19-35, Apr. 2013.
  7. A. Khanlari, "Teachers' perceptions of the benefits and the challenges of integrating educational robots into primary/elementary curricula", European Journal of Engineering Education, Vol. 41, No. 3, pp. 320-330. June June 2015. DOI: https://doi.org/10.1080/03043797.2015.1056106
  8. A. Freeman, S. A. Becker, M. Cummins, NMC/CoSN horizon report: 2017 K, p. 64, The New Media Consortium, 2017, pp. 42-43. Available from : https://www.learntechlib.org/p/182003/ (Accessed Feb. 28, 2020)
  9. Seong-Won Kim, Youngjun Lee, "Development of project-based robot education program for enhancing interest toward robots and computational thinking of elementary school students", Journal of The Korea Society of Computer and Information, Vol. 24 No. 1, pp. 247-255, January 2019. DOI: https://doi.org/10.9708/jksci.2019.24.01.247
  10. M. J. Koehler, P, Mishra, "What Is Technological Pedagogical Content Knowledge?", Contemporary Issues in Technology and Teacher Education, Vol, 9, No.1, pp. 60-70.
  11. Won sug Shin, Insook Han, Mi-Ri Eom, "Influence of Technology Integration Course on Preservice Teachers' Technological Pedagogical and Content Knowledge (TPACK)", Journal of The Korean Association of information Education, Vol. 16, No. 1, pp. 71-80, Mar. 2012.
  12. P. Mishra, M. J. Koehler, "Technological pedagogical content knowledge: a framework for integrating technology in teacher knowledge", Teachers College Record, Vol. 108, No. 6, pp. 1017-1054, June 2006. https://doi.org/10.1111/j.1467-9620.2006.00684.x
  13. D. A. Schmidt, E. Baran, A. D. Thompson, P. Mishra, M. J. Koehler, T. S. Shin, "Technological Pedagogical Content Knowledge (TPACK): The development and validation of an assessment instrument for preservice teachers", Journal of Research on Technology in Education, Vol 42, No. 2, pp. 123-149, Feb. 2014. DOI: https://doi.org/10.1080/15391523.2009.10782544
  14. Yong Ju Jung, Kyungwha Cho, Won Sug Shin, "Revisiting critical factors on teachers' technology integration: the differences between elementary and secondary teachers", Asia Pacific Journal of Education, Vol. 39, No. 4, pp. 548-561, Dec..2019. DOI: https://doi.org/10.1080/02188791.2019.1620683
  15. S. Hsu & P. Y. Kuan, "The impact of multilevel factors on technology integration: The case of Taiwanese grade 1-9 teachers and schools", Educational Technology Res earch and Development, Vol. 61, No. 1, pp. 25-50. Feb. 2013. DOI: https://doi.org/10.1007/s11423-012-9269-y
  16. Y. Baek, J. Jung, B. Kim, "What makes teachers use of technology in the cla ssroom? Exploring the factors affecting facilitation of technology with a Korean sample", Computers & Education, Vol. 50, No. 1, pp. 224-234. DOI: https://doi.org/10.1016/j.compedu.2006.05.002
  17. I. Han, S. Y. Byun, W. S. Shin, "A comparative study of factors associated with technology-enabled learning between the United States and South Korea", Educational Technology Research and Development, Vol. 66, No. 5, pp. 1303-1320. Feb 2016. DOI: https://doi.org/10.1007/s11423-018-9612-z
  18. Won Sug Shin, "Exploring factors influencing teachers' change of role since integrating technology in a classroom", Journal of Educational Technology, Vol. 27, No. 3, pp. 625-652, Sep. 2011. https://doi.org/10.17232/KSET.27.3.625
  19. Hyo-Jae Ahn, Chul-Hyun Lee, "A Educational Needs Analysis of Elementary School Teachers for Education Using by Robot", Journal of Korean Practical Arts Education, Vol. 27, No. 3, Sep. 2014, pp. 205-224.
  20. P. Ertmer, "Addressing first- and second-order barriers to change: Strategies for technology integration", Educational Technology Research and Development, Vol, 47, No. 4, pp. 47-61. Dec. 1999. DOI: https://doi.org/10.1007/BF02299597
  21. Kim, C., Kim, M.K., Lee, C., Spector, J.M., & DeMeester, K. (2013). Teacher beliefs and technology integration. Teaching and Teacher Education, 29, 76-85. DOI: https://doi.org/10.1016/j.tate.2012.08.005
  22. Won sug Shin, "Teachers' use of technology and its influencing factors in Korean elementary schools", Technology, Pedagogy and Education, Vol. 24, No. 4, pp. 461-476, Oct. 2015. DOI: https://doi.org/10.1080/1475939X.2014.915229
  23. Seong-Won Kim, Youngjun Lee, "The Effects of Robot Programming on the Attitudes toward Robot of Pre-service Teachers'", The Journal of Korean Association of Computer Education, Vo. 19, No. 6, pp. 91-103, Nov. 2016. https://doi.org/10.32431/KACE.2016.19.6.009
  24. J. Brinkerhoff, "Effects of a long-duration, professional development academy on technology skills, computer self-efficacy, and technology integration beliefs and practices", Journal of Research on Technology in Education, Vol. 39, No. 1, pp. 22-43, Feb 2014. DOI: https://doi.org/10.1080/15391523.2006.10782471
  25. S. L. Woolley, W. J. J. Benjamin, A. W. Woolley, "Construct validity of a self-report measure of teacher beliefs related to constructivist and traditional approaches to teaching and learning", Educational and Psychological Measurement, Vol. 64, No. 2, pp. 319-331, Apr. 2014. DOI: https://doi.org/10.1177/0013164403261189