초·중등 교사의 AI·디지털 활용 교육에 관한 인식 및 실태 분석

초록

This study aimed to analyze the perceptions and current status of elementary and secondary school teachers regarding AI and digital utilization education. For this study, we developed a survey instrument consisting of 12 questions based on prior research and expert opinions from academia and elementary and secondary school teachers. The survey was conducted nationwide, with 4,713 teachers responding. The collected data were analyzed using frequency analysis, cross-tabulation, chi-square analysis, and analysis of variance. The main findings are as follows. First, regarding the meaning of AI and digital education, the most common response was “teaching basic skills to adapt to a world where AI technology is widespread.” Second, regarding the timing of AI and digital education, “elementary school grades 5 and 6” were considered the most appropriate. Regarding desired areas of teacher training to strengthen AI and digital education capabilities, the most common responses were “AI teaching methodology and AI teaching practice” and “basic mathematical concepts for understanding AI.” Third, teachers at higher school levels were more likely to adhere to existing teaching methods, or to complain of a lack of knowledge, a lack of technology skills, and difficulties in student management when using AI and digital technologies. Based on the above analysis, this study suggested policy implications for promoting AI and digital technologies in education.

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