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ICT È°¿ë±³À°°ú »ó¾÷ÁÖÀÇÀû ¿ä¼ÒÀÇ °ü·Ã¼º¿¡ ´ëÇÑ ±³»çµéÀÇÀνÄ

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2015.05.23
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ICTÈ°¿ë±³À°±³À°»ó¾÷ÁÖÀÇ»ó¾÷ÁÖÀÇ»ó¾÷ÁÖÀÇÀûÁÖÀÇÀû¿ä¼Ò°ü·Ã¼º°ü·Ã´ëÇѱ³»çµéÀÇÀνı³»çµéÀÇÀνÄ
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  • ICT È°¿ë±³À°°ú »ó¾÷ÁÖÀÇÀû ¿ä¼ÒÀÇ °ü·Ã¼º¿¡ ´ëÇÑ ±³»çµéÀÇÀÎ½Ä 1 page

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Á¦¸ñ : ICT È°¿ë±³À°°ú »ó¾÷ÁÖÀÇÀû ¿ä¼ÒÀÇ °ü·Ã¼º¿¡ ´ëÇÑ ±³»çµéÀÇ ÀÎ½Ä ¿¬±¸ ÀúÀÚ : Áø¿µÀº, ÇÔ¿µ±â
¹ßÇàÇÐȸ : Çѱ¹±³¿ø±³À°ÇÐȸ [THE KOREAN SOCIETY FOR STUDY OF TEACHER EDUCATION]
¹ßÇàÁ¤º¸ : Çѱ¹±³¿ø±³À°¿¬±¸ Á¦ 22±Ç 1È£ pp.153-176(24 pages)
¹ßÇà³âµµ : 2005

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I. ¼­·Ð
1. ¿¬±¸ÀÇ Çʿ伺 ¹× ¸ñÀû
2. ¿¬±¸ÀÇ ³»¿ë ¹× ¹æ¹ý
3. ¿¬±¸ÀÇ Á¦ÇÑÁ¡
II. ÀÌ·ÐÀû ¹è°æ
1. ±³À°Á¤º¸È­¿Í ICT È°¿ë±³À°
2. ±³¿øÁ¤º¸È°¿ë´É·ÂÀÎÁõÁ¦
3. ICT È°¿ë±³À°¿¡ ´ëÇÑ ¹Î°£ÀÇ °³ÀÔ
4. ÇнÀÀÚ Á߽ɱ³À°°ú ±³À°ÀÇ »óÇ°È­
III. ¿¬±¸ÀÇ ¹æ¹ý
1. ¿Â¶óÀÎ Áú¹®Áö¿¡ ÀÇÇÑ ±³»ç ÀÎÅͺä
2. ½ÉÃþ¸éÁ¢
IV. ICT È°¿ë±³À°°ú »ó¾÷ÁÖÀÇÀû ¿ä¼ÒÀÇ °ü·Ã¼º¿¡ ´ëÇÑ ±³»çµéÀÇ ÀνÄ
1. ¼ÒÀ¯ÇÏ°í ÀÖ´Â ICT Àåºñ³ª ÇÁ·Î±×·¥ÀÌ ¼ö¾÷ È¿°ú¿¡ ¹ÌÄ¡´Â ¿µÇâ
2. ÇлýµéÀÇ ICT Àåºñ ¼ÒÀ¯¿©ºÎ°¡ °úÁ¦ ÀÌÇà¿¡ ¿©ÇâÀ» ¹ÌÄ¡´Â Á¤µµ
3. ¹Î°£¾÷ü¿¡¼­ Á¦°øÇÏ´Â Á¦°øÇÏ´Â ÇнÀ ÄÁÅÙÃ÷¿¡ ´ëÇÑ »ý°¢
4. Á¤º¸¼Ò¾ç´É·ÂÀÌ ±³»çÆò°¡¿¡ ¹ÌÄ¡´Â ¿µÇâ¿¡ ´ëÇÑ »ý°¢
V. °á·Ð ¹× Á¦¾ð
1. °á·Ð
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ABSTRACT

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º» ¿¬±¸´Â 2000³â 8¿ùºÎÅÍ Àϼ±Çб³¿¡¼­ ½Ç½ÃµÇ°í ÀÖ
´Â ICT È°¿ë±³À°¿¡ Á÷°£Á¢À¸·Î °ü·ÃÀ» ¸Î°í ÀÖ´Â »ó¾÷ÁÖÀÇÀû ¿ä¼Òµé¿¡ ´ëÇÏ¿© ÇöÀå ±³»çµéÀÌ ¾î¶»°Ô ÀνÄÇÏ°í ÀÖ´ÂÁö ¾Ë¾Æº¸±â À§ÇÑ ¸ñÀûÀ¸·Î ÁøÇàµÇ¾ú´Ù. ¿ì¼±, ICT È°¿ë±³À°¿¡ ´ëÇÑ Á¤Ã¥ÀÚ·á, ¿¬¼öÀÚ·á ¹× ½ÇÇà»ç·Ê¸¦ ºÐ¼®ÇÏ¿© ICT È°¿ë±³À°ÀÌ Àϼ±Çб³¿¡¼­ ¾î¶² ¹æ½ÄÀ¸·Î Àû¿ëµÇ°í ÀÖ´ÂÁö¸¦ ¾Ë¾Æº¸¾ÒÀ¸¸ç ÇöÀå±³»çµé¿¡ ´ëÇÑ ¿Â¶óÀÎ ÀÎÅͺä¿Í ½ÉÃþ¸éÁ¢À» ÅëÇÏ¿© ÇöÀå±³»çµéÀÌ ICT È°¿ë±³À°°ú °ü·ÃµÈ »ó¾÷ÁÖÀÇÀû ¿ä¼Ò¸¦ ÀνÄÇÏ°í ÀÖ´ÂÁö, ÀνÄÇÑ´Ù¸é ¾î¶² ¹æ½ÄÀ¸·Î ÀνÄÇÏ°í ÀÖ´ÂÁö¸¦ Á¶»çÇÏ¿´´Ù. ÀÌ¿Í °°Àº ºÐ¼®À» ¹ÙÅÁÀ¸·Î ±³À°Á¤º¸È­ Á¤Ã¥Àº ¹°·® À§ÁÖ, ¼º°ú À§ÁÖ°¡ ¾Æ´Ï¶ó ±³À°Àû °¡Ä¡¸¦ Á߽ɿ¡ ³õ°í ÁøÇàµÇ¾î¾ß ÇÒ °Í, ICT È°¿ë±³À°¿¡ÀÇ ¹Î°£ Âü¿© ¹æ½ÄÀ» ±¹°¡ ¼öÁØ¿¡¼­ Á¶Àý, ÅëÁ¦ÇÒ °Í, ÇнÀÀÚ Á߽ɱ³À°¿¡ ´ëÇÑ °³³äÀÇ ÀçÁ¤¸³ ÇÊ¿ä, ICT È°¿ë±³À°Àº °¢ ±³°ú °íÀ¯ÀÇ ÇнÀ¸ñÇ¥¸¦ ±Ø´ëÈ­ÇÒ ¼ö ÀÖµµ·Ï Àü·«ÀÌ ¸¶·ÃµÇ¾î¾ß ÇÑ´Ù´Â Á¡, ±³¿øÀÇ Á¤º¸È°¿ë´É·ÂÀ» Æò°¡ÇÏ´Â ±âÁØÀº Á¤º¸È­ µµ±¸¸¦ ´Ù·ç´Â ±â´ÉÀû Ãø¸éº¸´Ù´Â ¼ö¾÷È°¿ë Ãø¸é¿¡ ÁßÁ¡À» µÎ°í °³¹ßÇØ¾ß ÇÑ´Ù´Â Á¡À» Á¦¾ÈÇÏ°í ÀÖ´Ù.

This research was designed to
investigate what teachers understood about the elements of business ideology directly or indirectly related to ICT based education which have been carried out in Korean Schools since August, 2000. First of all, the present study explored the ways of applying ICT based education to Korean students by analyzing political data conducted in schools. Also, through 'on-line interview' and 'in-depth interview' with teachers, this research investigated whether they were aware of the elements of business ideology related to ICT based education or not, and if so, how they recognized the matters. The results suggest that Education Information Policy should consider several implications as follows. First, these policies should be carried out on the basis of educational value, not of the amounts of the outcomes. Second, the government should control and regulate the ways of civil participation in ICT based education. Third, there should be new establishment of the concept on learner-centered education. Fourth, ICT based education should be equipped with some strategies in order to maximize the educational effects each subject aimed at. Finally, teacher's information practical use ability should be evaluated on the basis of the practical teaching-learning aspects at schools, rather than focusing on technical skills of handling an information tool.   (ÀÌÇÏ »ý·«)

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