경상북도 초등학교 교사의 정보 기술 능력과 정보 기술의 활용도

Elementary School Teachers’ Ability of Informational Technology in Gyeongsangbuk-do and its Educational Application

School information systemization keenly needs us to analyze teachers’ ability to use information and investigate their application of information to education, because teachers’ information ability has influence on the efficiency of educational information and students’ achievement. Thus, this study aims to examine elementary school teachers’ ability of informational technology in Gyeongsangbuk-do and its educational application. We have classified teachers’ ability of informational technology into 4 sub-domains such as information collection ability, information processing ability, information distribution ability, and information management ability. Accordingly, we have extracted contents of each sub-domain, based on fields of information device utilities with respect to teachers’ job performance, and on contents of their jobs in their position. We have used Cronbach a as the survey instrument, which is a coefficient of reliability on internal coherence. As a result of the preliminary survey performed through certain experts’ tests, the Cronbach a has appeared as high as 0.86. The subjects of this study are 410 elementary school teachers in Gyeongsangbuk-do, who have been extracted from population of 8054 teachers by simple unordered sampling. Then, we use SPSS (ver. 10.0) to analyze the data of 371 questionnaires collected back at the significance level of 0.05. The results of this study are as follows. The gender and location don’t show significant differences in the ability of information collection, but the less experience a teacher has in teaching, the higher his/her ability of information collection. In the ability of information processing, the gender and location don’t show significant differences, but a significant difference proves to exist in education experience parameters. In the abilities of information distribution and management, the gender, experience, and location do not show any significant difference. As for the educational application of information technology, Internet browsing in information collection, word processing in information processing, information exchange at Internet in information distribution, and using Windows in information management show the highest usability respectively. Based on the results of this study, we should pay attention to the education that not only meets teachers’ job properties and contents, and the educational requirements, but also uses noble media.