영유아교사의 디지털 역량과 수업환경조절전략 활용능력에 관한 연구

A Study on the Digital Competence of infant and Early Childhood Teachers and the Ability to Use Class Environment Control Strategies

본 연구는 영유아교사의 디지털 역량과 수업환경조절전략 활용능력에 관해 알아보고자 실시되었다. 연구대상은 영유아교사 257명이며, 구글폼과 한글로 설문지를 구성하여 배부하고 회수하였다. 수집된 자료는 SPSS 20.0 프로그램을 활용하여 신뢰도 분석, 빈도분석, 일원배치분산분석, 사후검증, 상관 분석을 실시하였다. 연구결과는 다음과 같다. 첫째, 영유아교사의 디지털 역량은 교사의 연령, 경력, 디지털 역량 수강 교과목, 디지털 역량 연수에 따라 집단 간 통계적으로 유의미한 차이가 나타났다. 둘째, 영유아교사의 수업환경조절전략 활용능력은 교사의 디지털 역량 연수에 따라 집단 간 통계적으로 유의미한 차이가 나타났다. 셋째, 영유아교사의 디지털 역량과 수업환경조절전략 활용능력은 p＜.001에서 정적 상관관계가 있는 것으로 나타났다.

This study was conducted to investigate the digital competence of early childhood teachers and the ability to use classroom environment control strategies. The subjects of the study were 257 early childhood teachers, and they consisted of Google forms and Korean questionnaires, distributed and collected. A reliability analysis, frequency analysis, one-batch variance analysis, post-verification, and correlation analysis were performed on the collected data using the SPSS 20.0 program. The results of this study were as follows: First, the digital competency of early childhood teachers were statistically significantly different between the groups according to the teacher’s age, career, digital competency courses, and digital competency training. Second, the ability of early childhood teachers to use classroom environment control strategies showed statistically significant differences between groups according to the teachers’ digital training experiences. Third, early childhood teachers’ digital competence and ability to use classroom environment control strategies were found to be statically correlated in p＜.001.