earticle

영어

The Korean Ministry of Education, Science, and Technology has investigated a great deal of budgets and efforts in development and diffusion of digital textbooks for last 15 years. Most of the digital textbooks, 16 out of 18(88%) are developed for elementary school students. For last a few years, development and application test of digital textbooks have been held in total 132 elementary schools. Also, there have been a great amount of related researches published so far almost 150 studies. There, however, were few studies done to evaluate those digital textbooks with teachers and students in terms of the suitability in actual elementary school classroom. Therefore, the purpose of this study is to evaluate and suggest improvement strategies of these digital textbook for instructional suitability. The researcher selected 36 elementary school teachers and students who had at least 1-2 years of digital textbook application experiences in actual classrooms. The teachers and students were from the two digital textbook experiment schools appointed by The Korean Ministry of Education, Science, and Technology. These two schools are located in Gwangju Metropolitan City and Jeon-nam province. The selected digital textbooks for evaluation were Social Studies and Sciences in grade, 4th, 5th, and 6th. Teachers and students evaluated digital textbooks based on their experience with them for last one or two years by using two types of evaluation tools(checklist and open-ended questions). The researchers also interviewed teachers with the open-ended question. The data collection was occurred for three months from October to December, 2011. The results of this study indicated that teachers were not likely much satisfied with the digital textbooks in terms of instructional suitability in elementary school instructional environment. The average of the total evaluation score was 2.8 (teachers 2.71, students 2.96) in 5 points scale. It means only about 59% in percentile. This result implied those digital textbook had not given much influences in improvement of class instruction. In addition, the researcher surveyed the major problems and improvement strategies of them. The results show that teachers and students indicated the similar problems even though the difference of their ages and professional understanding levels of instructional settings. Also there were a number of the problems pointed out often regardless the evaluation sections and elements. Those are that digital textbooks were poor in three aspects such as assisting students' individual differences, motivating higher level thinking, and difference from ordinary textbooks. The study provided a summery of the major problems and design alternatives suggested.

한국어

본 연구의 목적은 우리나라 정부 주도로 지난 15년간 개발 및 적용연구를 하고 있는 디지털교과서를 교수·학습 활용 측면에서 교사와 학생이 직접 적용 및 평가하고 문제점 및 개선 방안을 도출해 내는 것이었다. 연구대상은 광주·전남지역 2010, 2011년 연속 2년 교과부지정 디지털교과서 초등연구학교 2개교 교사(15명)와 학생(21명) 총 36명을 선정하였다. 평가대상 디지털교과서는 초등 4,5,6학년 사회, 과학이었다. 교사와 학생들이 직접 수업에 적용해 본 경험을 기초로 평가설문지와 인터뷰를 통해 평가하였다. 자료 수집은 2011년 10-12월에 이루어졌다. 본 연구 결과, 디지털교과서의 여러 교육적 가능성에 대한 예상들과는 다르게 실제 평가 결과는 대체로 만족하지 못하고 문제점 지적이 많은 편이었다. 교수학습 측면 적합성에 대한 평가 전체평균은 2.8/5(교사 2.71, 학생 2.96)로 백분율 59%정도로 낮았다. 또한, 각 평가영역별 개선이 필요한 문제점과 대안들도 조사하였다. 조사결과 교사와 학생이 대체로 같은 문제점 지적을 하였다. 평가영역을 초월하여 가장 자주 반복 지적되는 문제점들은, 수준별 수업 지원 미흡, 고등사고능력 촉진 부족, 서책형교과서와의 차별성 낮음 등이었다. 지적내용을 바탕으로 이 문제점들과 구체적인 대안들을 제시하였다.