장애학생 미래교육을 위한 특수교사의 디지털 역량 분석 = An Analysis of the Digital Competency of Special Education Teachers for the Future Education of Students With Disabilities

다국어 초록 (Multilingual Abstract)

Purpose: The purpose of this study was to classify the digital competencies that special education teachers should have and to analyze the sub-competencies by competency.
Methods: In order to explore the digital competency of special education teachers, components were first extracted based on prior literature. Digital competency was classified as technology utilization competency, AI (artificial intelligence) convergence education competency, information utilization competency, computational thinking competency, digital ethics competency, collaboration and communication competency, and production and sharing competency. Next, the sub-competences by digital competency were investigated in-depth for 25 special education teachers of the SW Research Group. The collected survey data were classified by sub-competence by digital competency. Finally, the validity of the sub-competence by digital competency was verified through an expert group.
Results: First, as a result of classifying sub-competencies by digital competency that special education teachers should have for the future education of students with disabilities, there are 6 competencies for technology utilization, 6 competencies for AI (artificial intelligence) convergence education, 5 competencies for production and sharing, and 5 competencies for information utilization. Computational thinking competency and digital ethics competency were classified as four, and collaboration and communication competency as three. Second, the validity of the sub-competence by digital competency was verified by experts, and the sub-competence in each area was finally classified.
Conclusions: In order to strengthen the capacity of teachers, digital competency education should be included in the curriculum for fostering special education teachers.