예비유아교사의 디지털 역량과 이용정도가 테크놀로지 자아효능감에 미치는 영향

Examining the Relationship between Pre-service Early Childhood Teachers' Digital Competence, Technology Use, and Technology Self-Efficacy

목적 본 연구는 예비유아교사의 디지털 역량, 이용정도가 테크놀로지 자아효능감에 미치는 영향을 탐색하는데 목적이 있다. 방법 본 연구의 목적 달성을 위해 서울, 경기, 충청지역의 예비유아교사 214명을 대상으로 설문조사를 실시하였고, 수집된 설문지중 연구에 적합한 201부를 연구자료로 활용하였다. 수집된 설문자료는 SPSS 23.0프로그램을 이용하여 상관분석과 회귀분석을실시하였다. 결과 이에 따른 연구결과는 다음과 같다. 첫째, 예비유아교사의 테크놀로지 자아효능감은 디지털 역량과 높은 수준의 정적 상관관계, 이용정도와 낮은 수준의 정적 상관관계가 나타났다. 둘째, 예비유아교사의 테크놀로지 이용시간, 디지털, 페다고지, 디지털 시민성은 테크놀로지 자아효능감에 영향력을 주는 것으로 나타났다. 결론 이는 예비유아교사의 테크놀로지 자아효능감과 디지털 역량에 대한 방향에 대한 기초자료를 제시하였다는데 그 의의가 있다.

Objectives The purpose of this study is to explore the effects of pre-service early childhood teachers' digital competence, technology use, and technology self-efficacy. Methods To achieve the purpose of this study, a survey was conducted among 214 pre-service early childhood teachers in Seoul, Gyeonggi, and Chungcheong, and 201 of the collected questionnaires were used as research data. The collected questionnaire data were subjected to correlation analysis and regression analysis using SPSS 23.0 program. Results The results of the study are as follows. First, there were differences in the digital competence, technology self-efficacy, and technology use of pre-service early childhood teachers according to the type of school, and differences in digital competence according to whether they received digital utilization education and ethics education. Second, technology self-efficacy of pre-service early childhood teachers was highly positively correlated with digital competence, and low positively correlated with technology use. Third, pre-service teachers' time spent on technology, digital pedagogy, and digital citizenship were found to influence their technology self-efficacy. Conclusions It is significant that this study provides a basis for the direction of pre-service early childhood teachers' technology self-efficacy and digital competence.