패들렛 연수를 통한 영어 교수자의 디지털 리터러시 및 교수법 인식 변화에 관한 연구

Abstract

The purpose of this study is to use a mixed-methods approach to explore how a four-week Padlet training program affected 27 English instructors’ self-perceptions of their digital literacy and teaching practices. The research was motivated by the growing need for educators to develop digital competence in today's classrooms. Quantitative analysis using paired-sample t-tests showed a significant improvement in instructors’ self-reported digital literacy skills, particularly in designing lessons with digital materials and managing online collaborative activities (p < .01). The training also helped reduce their anxiety about using new technology, which led to stronger technological self-efficacy (p < .001). The qualitative findings from interviews and open-ended responses revealed a clear shift toward learner-centered teaching. Instructors recognized that Padlet could enhance real-time interaction, collaboration, and creative lesson design, including the use of AI-based features. However, they also mentioned challenges such as unstable Wi-Fi connections and the limited functionality of free accounts, which made classroom application difficult. Overall, the Padlet training was a meaningful experience that improved instructors’ digital skills and motivation to innovate. The results suggest that effective digital professional development requires hands-on practice supported by institutional and technical systems to bring about lasting pedagogical change.