교육공학의 역할 재규명을 위한 연구

서지정보

· 발행기관 : 한국교육학회
· 수록지 정보 : 교육학연구 / 34권 / 5호
· 저자명 : 李仁淑

목차

《요약》
Ⅰ. 서론
Ⅱ. 학습자 중심 학습환경 : ‘학습공동체’
Ⅲ. 교육공학의 역할 재규명
Ⅳ. 한국 교육공학을 위한 시사점
Ⅴ. 결론
〈참고문헌〉
Abstract

초록

급변하는 사회가 요구하는 신교육체제의 핵심 전략은 ‘학습자 중심의 학습환경’을 조성하는 데 있다. 더 나아가 신교육체제는 사회의 변화까지도 주도할 수 있어야 한다. 본 연구는 이러한 환경의 질적 요소를 분석하고 ‘학습자 중심의 학습환경’의 기반이 될 수 있는 교육공학의 역할을 규명하고 있다. 더 나아가, 규명된 교육공학의 역할이 국내 교육공한 연구와 실천에 주는 의미를 논의하였다. ‘학습자 중심의 학습환경’은 학습 주체인 학습자들이 상황성과 사회성이 풍부한 환경 속에서 자의적 목적을 가지고 적극적 참여 협동, 대화 및 상호작용을 통해 정보화 경험을 정교화하고 자신의 학습결과 및 학습과정을 성찰함으로써 지식을 구성 할 수 있도록 지원하는 ‘학습공동체’로 요약될 수 있다. ‘학습공동체’의 기반을 조성하기 위한 교육공학의 역할은 ‘정보의 창고’, ‘지적 동반자’, ‘기능적 도구’ 및 ‘의사교환 도구’ 로 구분할 수 있다. 이들 공학이 학습내용, 학습목표, 학습상황 등 다양한 관련 요소와의 상호관련 속에서 총제적이고 체제적으로 선택ㆍ통합ㆍ사용될 때에 현 교육체제 새로운 체제로 변환할 수 있는 원동력이 될 수 있을 것이다.

영어초록

This research is to analyze the elements which qualify a meaningful learning environment as the core of a new educational system and to redefine the roles of technology to support meaningful learning. Furthermore, it intends to identify their implications for educational technology in Korea. Meaningful learning requires a ‘learning community’ which is systemically synthesized with contexualized, active, constructive, socialized, intentional, reflective, dynamic and developmental qualities.
Recently technology varies in terms of its hardware and software so that its educational potentials also should vary. It can support learner-centered learning and eventually facilitate the design of a new educational system Comparative review of several research on redefining the roles of technology for redesigning an educational system suggests four different roles of technology.
First, technology can contribute to people’s learning as ‘information banks’. This technology mainly provides information and data in a linear or one-way communication. It allows learners to search information within schools and to use the information for learners' research activities that might have not been possible in the traditional classrooms. Examples include video tape, video disc, CD-ROM, electronic database, electronic newspapers. Meanwhile, information can be provided through TV, Cable TV, and satellite.
Second, another function of technology lies in the use as 'intellectual partner’ which leads and expands learners’ thinking process. This technology, inevitably accompanying critical thinking, is a knowledge construction and facilitation tool which can be applied to various subject areas. Examples are hypermedia/multimedia database, semantic network, expert system, and microworld. Case-based learning, anchored instruction, and problem- based learning also can support learners’ cognitive process by providing real world problems, contexts and environments.
Third, technology as a ‘functional tool’ can support learners to express their ideas, produce learning products, and present them to audiences. These days, the functional aspect of technology has attained increased uses in learning. With these tools, learners can focus on realistic and complex tasks rather than on trivial problems. As a result, functional tools can indirectly support learners in developing higher thinking skills. Examples are world processing, spreadsheet, desktop publishing, graphic program, presentation tools, hypermedia, video, grammar analysis program, and total package software.
Fourth, technology can play the role of ‘communication tool’ In learning. This technology can help learners and teachers in different places, especially in a long distance, to exchange text, voice, and visual information. Communication can be made through computer network, telephone, satellite, and other technologies.
The identified various uses of technology suggest several implications for educational technology policy and implementation in Korea. First, research on the new direction of educational technology implementation should be based more on new theoretical understandings of learners and learning and instructional theories. Second, teachers training programs and technology related competitions should more encourage the development of teachers’ competencies and abilities in technology use with various purposes, instead of highly emphasizing on CAI development. Third, computer research-model school projects should direct schools to research on various uses of technologies. Fourth, through computer integrated curriculum, technology should be used as a core element to achieve subjects’ goals. Finally, development and expansion of domestic programs, especially hypermedia! multimedia databases, microworlds, functional tools, and computer networking, are a urgent must.
Technology should be selected, integrated, and used in the interrelationship with such elements as learning contents, learning goals, learning context, and any other significant elements. Only through this holistic and systemic approach, technology can lead learners to meaningful learning and eventually contribute to transcending the current educational system.

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