• 한국정보과학회논문지:소프트웨어및응용
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• 제34권9호
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• pp.848-856
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• 2007

교원정보화 연수는 연수내용과 연수의 운영 및 관리면에서 여러 가지 문제점을 가지고 있다. 정보화 연수 내용이 응용 소프트웨어 기능 위주의 매뉴얼 학습이 대부분이고, 비체계적이며 중복되는 내용들이 많았다. 또한 정보화 연수가 필수가 아니기 때문에 정보화 연수를 한번도 이수하지 않은 교사들도 있었다. 특히 교원 정보화 연수 및 교원정보활용능력인증제의 기준인 교원의 정보통신기술 활용 능력 기준(ISST)는 개정된 정보통신기술교육 운영지침과도 큰 차이를 보이고 있어 개정이 필요하였다. 본 연구에서는 현 교원 정보화 연수의 현황을 알아보고, 연수의 내용 및 운영상의 문제점을 ISST와 개정된 정보통신 기술교육 운영지침과 분석해 교원 정보화 연수 개선의 필요성을 제안하고자 한다.

• International Journal of Contents
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• 제13권3호
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• pp.32-37
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• 2017

The development of Information and Communications Technology (ICT) has changed the manner in which English teachers are taught as instructors, as well as English language learners. Online-related technology, a product of development of ICT technology, is used for various purposes such as training teachers and enhancing professionalism of current teachers to practice more efficient training. The purpose of this study is to extract common domains and sub-domains related to development of cyber-type in-service training (INSET) through domestic and international case analyses and to develop content areas of INSET using cyberspace or efficient online INSET programs. To accomplish the purpose of this study, domestic and foreign cases were analyzed in relation to direction of development of online English teacher training programs.

• Educational Technology International
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• 제21권2호
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• pp.217-247
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• 2020

Many developing countries consider ICT as a key enabler to improve their educational systems and teachers are viewed as change agents. This paper aims to present policy suggestions concerning how to foster teachers' ICT competencies in developing countries based on the outcomes of an ODA project case in Peru. This study was conducted through three stages: Literature survey, site visit, and policy suggestions. To draw relevant policy suggestions, we employed the framework of the 'macro-meso-micro' level of teacher professional development. The following policy suggestions are discussed: (a) macro level: to develop the national framework of teacher ICT competencies and competency-based teacher training, (b) meso-level: to promote teacher communities of practices and school-based research programs, and (c) micro-level: to redesign teacher professional development programs to help teachers better understand the complex relationships between content, pedagogy, and technology, beyond learning about basic ICT literacy skills. This study contributes to the understanding of how ODA projects can approach the issue of teacher ICT capacity building at multiple levels.

• Educational Technology International
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• 제8권2호
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• pp.141-152
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• 2007

The purpose of this paper is to describe about the issues concerning student teachers' perceptions of ICT use and obstacles they experience during the teaching. Student teacher experience conflicts with ICT in particular, and lack of confidence in using ICT. Furthermore, pre-service teachers experience various conflicts while teaching during student teaching. Main conflicts student teachers experience are reported that their lack of confidence in using ICT, especially in front of the student body during the class, and firm belief on ICT and its effects. Student teachers lack systematic training during their professional development. As a conclusion, the teacher training programs need to have systematic approach in their curriculum to assist pre-service teachers to use ICT before their student teaching to give them first hand experience in classrooms.

• 정보교육학회논문지
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• 제23권5호
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• pp.451-459
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• 2019

미래 사회를 대비하여 인재를 양성하고자 하는 다양한 정책들이 시행되어 왔다. 그 정책들 중에서 STEAM교육, SMART교육과 SW교육이 대표적인 사례가 된다. 이 정책들이 학교 현장에서 효과적으로 실행되기 위해서는 교사들의 긍정적인 인식과 지도 역량이 요구된다. 본 연구는 특히 예비교사 교육의 중요성을 고려하여 STEAM교육, SMART교육과 SW교육 정책에 대한 초등예비교사의 인식과 지도 준비도 현황을 분석하고, 예비교사 교육에 반영할 수 있는 시사점들을 모색하고자 하였다. 연구 결과, 예비교사들의 각 정책에 대한 필요성 인식 수준은 매우 높았으며, 각 정책에 대한 이해 수준은 비교적 높은 편인 것으로 나타났다. 이와 비교할 때, 예비교사들이 각 정책과 관련하여 교육을 받은 경험은 부족하며, 지도 준비 수준은 매우 낮은 것으로 밝혀졌다. 우선적으로 해결해야 할 과제로는 교사 교육 세미나 운영과 교수-학습 프로그램 및 자료 보급에 대한 선택이 가장 많았다. 예비교사의 개별 특성에 따른 차이를 분석한 결과, 예비교사의 ICT 활용 능력 수준에 따른 차이들이 발견되었다. 이와 같은 연구 결과에 기초하여 예비교사 양성 과정에서 반영해야 할 시사점들을 제시하였다.

• 한국컴퓨터정보학회논문지
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• 제22권7호
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• pp.141-152
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• 2017

As the importance of technology increases, so too does its use in various areas. In education, technology is often used. However, due to teachers' lack of knowledge about technology, they often remain at the level of simple utilization, without applying it to learning. Thus, there is a growing need for Technological Pedagogical Content Knowledge (TPACK), which enables teachers to have knowledge about technology and use it appropriately given the content. Although TPACK studies are underway in many subjects, they suffer from the limited functionality of the included technology. To solve this problem, in this study, the range of technology in TPACK was extended to programming, and a TPACK-P model was developed to teach this expanded TPACK to pre-service teachers. To verify the effectiveness of this model, the TPACK-P training program developed during the 15th classes was applied to 19 pre-service teachers. We used Park and Kang (2014) as a tool to measure these teachers' TPACK before and after treatment to observe any changes. The results showed that the TPACK-P education program showed statistically significant improvement in all areas except Pedagogical Content Knowledge(PCK). Compared with the ICT-based TPACK training program, which was administered to a control group, the TPACK-P training program proved to be more effective in the development of Technological Pedagogical Knowledge(TPK) and TPACK among pre-service teachers.