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특수교육 교육과정에 반영된 디지털 리터러시 분석: 기본교육과정 중학교 국어, 사회, 수학, 과학, 진로와직업, 정보통신활용 교과를 중심으로
곽하은,이옥인 한국특수교육교과교육학회 2023 특수교육교과교육연구 Vol.16 No.4
The purpose of this study is to examine how digital literacy is reflected in special education curriculum by period and subject. For the study, the special education curriculum was analyzed from 2008 to 2022. Six subjects in middle school were analyzed: the department of Korean language, Social studies, Mathematics, Science and Career and vocation, and Information communication utilization. As an analysis standard, the digital literacy curriculum framework of Lee Woon-ji et al. (2019) was applied. The total number of texts analyzed was 1,858, and the total number of data analyzed was 3,953. As a result of the study, a total of 537 digital literacy items appeared in special education curriculum by period and subject. The competency to understand and utilize digital technology appeared the most. Digital literacy by period appeared most frequently in the order of the 2022 revised special education curriculum and the 2015 special education curriculum. Digital literacy by subject appeared most often in the department of Information communications utilization, followed by the department of Korean language, Science, Mathematics, Social studies, and Careers and vocations. By period, digital literacy appeared most frequently in the 2022 revised special education curriculum (350 items, 65.2%), followed by the 2015 special education curriculum (177 items, 33.0%). In addition, digital literacy by subject appeared most often in the Department of Information communication utilization (320, 59.6%), followed by Korean language (75, 14.0%), Science (41, 7.6%), Mathematics (38, 7.1%), Social studies (34, 6.3%) was followed by Career and vocation (29, 5.4%).
곽하은,박보희,박은영,이옥인 한국특수교육교과교육학회 2023 특수교육교과교육연구 Vol.16 No.1
In this study, a meta-analysis was conducted to examine the intervention effects using robots for children with disabilities and the moderating variables that may affect the intervention effects. To this end, a meta-analysis was conducted by selecting 11 experimental studies published in South Korea to verify the effects of interventions using robots for children with disabilities. Interventions were most often conducted targeting children with autism specrum disorder as a disability types, and pre-post group design was more applied than single-subject study design. As a result of analysis by school level, elementary school students, infants, and middle school students appeared in the order, and as for the type of robot used, Irobi was found to be used the most. The overall effect size was significant, and the size was moderate (g = 0.677, 95% CI = 0.469 to 0.885). Subgroup analysis results showed that there was no significant difference according to the dependent variable, school level, type of disability, and type of robot used. The effect size of problem behavior, interaction, elementary, Irobi was laragest among each subgroups. In the rapidly changing digital environment, interventions using robots for children with disabilities need to be actively conducted, and these attempts will lead to achievements in various educational fields such as behavioral guidance, interaction, learning, and language for children with disabilities. 이 연구에서는 메타분석을 통해 장애학생을 대상으로 한 로봇 중재의 교육적인 효과와 중재 효과에 영향을 미칠 수 있는 조절변인을 살펴보았다. 이를 위해 국내에서 출판된 장애학생을 대상으로 하여 로봇 활용 중재를 실시하고 효과를 알아본 실험연구 11편을 선정하여 메타분석을 실시하였다. 연구결과 전체 11편의 연구 중 장애유형으로 자폐성 장애학생을 대상으로 중재가 가장 많이 실시되었으며, 사전사후 집단설계가 단일대상연구 설계보다 많이 적용된 것으로 나타났다. 학교급은 초등학생, 유아, 중학생 순으로 많이 나타났으며, 로봇은 아이로비가 가장 많이 활용된 것으로 나타났다. 전체 효과크기는 유의하였으며, 크기는 0.677(95% CI = 0.469 ~ 0.885)로 나타났다. 또한 하위집단 분석 결과, 종속변인, 학교급, 장애유형, 사용로봇의 종류에 따른 유의한 차이는 없는 것으로 나타났다. 종속변인의 효과크기는 문제행동, 상호작용, 학습, 주의력, 언어, 자아존중감 순으로 나타났으며, 학교급의 효과크기는 초등, 유아, 중등 순으로 나타났다. 사용 로봇의 효과크기는 아이로비, 그 외 로봇, 잉키로봇 순으로 나타났다. 빠르게 변화되는 디지털 환경에서 장애학생을 위한 로봇 활용 중재는 활발하게 이루어질 필요가 있으며, 이러한 시도는 장애학생의 행동지도, 상호작용, 학습, 언어 등 다양한 교육 분야의 성과를 이끌어 낼 수 있을 것이다.
곽하은(Ha-Eun Gwak),박보희(Bo-hee Park),박은영(Eun-Young Park),이옥인(Okin Lee) 한국특수교육교과교육학회 2023 특수교육교과교육연구 Vol.16 No.1
이 연구에서는 메타분석을 통해 장애학생을 대상으로 한 로봇 중재의 교육적인 효과와 중재 효과에 영향을 미칠 수 있는 조절변인을 살펴보았다. 이를 위해 국내에서 출판된 장애학생을 대상으로 하여 로봇 활용 중재를 실시하고 효과를 알아본 실험연구 11편을 선정하여 메타분석을 실시하였다. 연구결과 전체 11편의 연구 중 장애유형으로 자폐성 장애학생을 대상으로 중재가 가장 많이 실시되었으며, 사전사후 집단설계가 단일대상연구 설계보다 많이 적용된 것으로 나타났다. 학교급은 초등학생, 유아, 중학생 순으로 많이 나타났으며, 로봇은 아이로비가 가장 많이 활용된 것으로 나타났다. 전체 효과크기는 유의하였으며, 크기는 0.677(95% CI = 0.469 ~ 0.885)로 나타났다. 또한 하위집단 분석 결과, 종속변인, 학교급, 장애유형, 사용로봇의 종류에 따른 유의한 차이는 없는 것으로 나타났다. 종속변인의 효과크기는 문제행동, 상호작용, 학습, 주의력, 언어, 자아존중감 순으로 나타났으며, 학교급의 효과크기는 초등, 유아, 중등 순으로 나타났다. 사용 로봇의 효과크기는 아이로비, 그 외 로봇, 잉키로봇 순으로 나타났다. 빠르게 변화되는 디지털 환경에서 장애학생을 위한 로봇 활용 중재는 활발하게 이루어질 필요가 있으며, 이러한 시도는 장애학생의 행동지도, 상호작용, 학습, 언어 등 다양한 교육 분야의 성과를 이끌어 낼 수 있을 것이다. In this study, a meta-analysis was conducted to examine the intervention effects using robots for children with disabilities and the moderating variables that may affect the intervention effects. To this end, a meta-analysis was conducted by selecting 11 experimental studies published in South Korea to verify the effects of interventions using robots for children with disabilities. Interventions were most often conducted targeting children with autism specrum disorder as a disability types, and pre-post group design was more applied than single-subject study design. As a result of analysis by school level, elementary school students, infants, and middle school students appeared in the order, and as for the type of robot used, Irobi was found to be used the most. The overall effect size was significant, and the size was moderate (g = 0.677, 95% CI = 0.469 to 0.885). Subgroup analysis results showed that there was no significant difference according to the dependent variable, school level, type of disability, and type of robot used. The effect size of problem behavior, interaction, elementary, Irobi was laragest among each subgroups. In the rapidly changing digital environment, interventions using robots for children with disabilities need to be actively conducted, and these attempts will lead to achievements in various educational fields such as behavioral guidance, interaction, learning, and language for children with disabilities.