지원사업
학술연구/단체지원/교육 등 연구자 활동을 지속하도록 DBpia가 지원하고 있어요.
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연구자들이 자신의 연구와 전문성을 널리 알리고, 새로운 협력의 기회를 만들 수 있는 네트워킹 공간이에요.
논문 기본 정보
- 자료유형
- 학위논문
- 저자정보
- 지도교수
- 허희옥
- 발행연도
- 2023
- 저작권
- 순천대학교 논문은 저작권에 의해 보호받습니다.
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This study was conducted to investigate elementary school students'' perceptions of edutech learning experiences in the COVID-19 pandemic situation that began in early 2020 and analyze the results to derive implications for edutech utilization education. In order to achieve the research purpose, a study was conducted on fifth graders of elementary schools directly affected by COVID-19, and the survey tool was an online survey developed through free writing and interviews, with a total of 473 fifth graders participating.Elementary school classrooms tried to apply various Edutech-using class environments such as two-way remote classes, task-type learning, and blended learning, but the variation in Edutech-using learning experiences of elementary school students in the learning field was diverse. According to the amount of
edutech experience, elementary school students'' positive perception of edutech utilization learning increased, and positive perception tended to increase depending on the quality of edutech experience (feedback experience, collaboration experience, etc.). It was confirmed that the quality of learning experience using edutech had a positive effect on the learning experience of core subjects such as Korean language, mathematics, and science.In summary, the key to having a positive effect on the Edutech learning experience of elementary school students is the frequency of exposure to Edutech, the learning feedback experience, and the experience of success through collaborative activities. To this end, it is necessary to develop a learning model using edutech, and the developed learning model should include learning textbooks and support materials.
edutech experience, elementary school students'' positive perception of edutech utilization learning increased, and positive perception tended to increase depending on the quality of edutech experience (feedback experience, collaboration experience, etc.). It was confirmed that the quality of learning experience using edutech had a positive effect on the learning experience of core subjects such as Korean language, mathematics, and science.In summary, the key to having a positive effect on the Edutech learning experience of elementary school students is the frequency of exposure to Edutech, the learning feedback experience, and the experience of success through collaborative activities. To this end, it is necessary to develop a learning model using edutech, and the developed learning model should include learning textbooks and support materials.
목차
Ⅰ. 서론 ····················································································································· 11. 연구의 필요성 및 목적 ················································································· 1Ⅱ. 이론적 배경 ······································································································· 31. 에듀테크의 개념 ····························································································· 32. 에듀테크 활용 교육의 변천 ········································································· 53. 초등학생의 관점에서 에듀테크의 범위분류 ·············································· 6Ⅲ. 연구방법 ············································································································· 81. 연구대상 ··········································································································· 82. 조사 도구 개발 절차 ····················································································· 91) 자유 글쓰기 및 면담 수행 ····································································· 102) 자유 글쓰기 및 면담 결과 분석 ··························································· 113) 조사 도구 문항 개발 ··············································································· 133. 자료 수집 ······································································································ 144. 분석 방법 ······································································································ 14Ⅳ. 연구 결과 ········································································································· 141. 초등학생의 에듀테크 학습경험 빈도 분석 ·············································· 172. 에듀테크를 활용한 수업 경험에 긍정적인 영향을 미치는 요인 ········· 201) 에듀테크 경험의 양에 따른 에듀테크 긍정 응답 ···························· 202) 학급관리 에듀테크 경험 여부에 따른 에듀테크 긍정 응답 ··········· 233) 에듀테크 피드백 경험에 따른 에듀테크 긍정 응답 ······················ 244) 에듀테크를 활용한 협업 경험 여부에 따른 에듀테크 긍정 응답 · 265) 에듀테크 활용 곤란도와 상관관계를 보인 요인 ······························ 28Ⅴ. 결론 및 제언 ··································································································· 30참고문헌 ·················································································································· 33부록 ························································································································· 34
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