스마트교육이 학교교육에 미치는 영향:세종시 연구학교를 중심으로 / 김혜숙, 계보경, 길혜지, 전종희
The Impact of Smart-Education on School Education:a Case of a Model School in Sejong City / Hye-Sook Kim, Bokyung Kye, Hye-Ji Kil, Jonghee Jeon
한국교육, 제40권 제 3호, pp.27-48/ Journal of Korean Education, 40(3),27-48
Received 30 August 2013; Revised 7 October 2013; Accepted 14 October 2013
초록
이 연구는 1:1 스마트기기 환경을 제공하는 세종시의 ‘스마트교육 모델학교’(연구학교)의 학교교육에 어떠한 변화가 나타났는지를 탐색하는데 목적이 있다. 이를 위해 인근의 유사한 사회경제적 배경을 가진 대조군 학교를 선정하여 스마트교육이 수업 특성 및 학습 특성에 미치는 영향에 대해서 집단 간 차이를 분석하였다. 여기서는 연구학교와 통제학교 학생들의 가정환경적 배경에 의한 영향을 통제하기 위하여 성별, 부모학력, 사교육시간 등을 공변인으로 하는 경향점수를 산출하여 경향점수가 동일한 학생 간 일대일로 매칭하고 집단 간 차이를 분석하였다. 분석 결과, 수업 특성으로서 수업태도, 수업 분위기와 만족도는 스마트교육 실시학교가 높았으며, 교사의 수업 지원 방식에 대한 인식에 있어서 교사의 학생지원활동과 학생들의 문제해결활동 역시 실시학교가 더 높은 것으로 나타났다. 또한 학습 특성으로서 스마트교육 실시학교 학생들이 인지 및 행동 측면의 자기조절학습능력이 높았으며, 협동학습보다는 경쟁학습에 대한 선호도가 높은 것으로 나타났다.
키워드
스마트교육, 연구학교, 경향점수 매칭, 수업 특성, 학습 특성
ABSTRACT
The purpose of the study is to investigate what changes smart education brings about in school education. The empirical study was undertaken at the “Smart Education Model School,” which established a one-to-one smart educational setting in Sejong City. In terms of selection of the control group school, this study considered neighborhood socio-economic backgrounds. Analysis was conducted through t-tests to identity the differences between the treatment group and the control group schools in terms of the characteristics of lessons and learning in classroom. The propensity scores were estimated with the covariates of gender, educational background of parents, and time for private tutoring, and etc and the group differences were analyzed using one versus one matching. As a result, for the characteristics of lessons, the treatment group scored higher than the control group in terms of atmosphere and satisfaction with the lessons as well as their attitude toward learning in school. The students with “smart education” more understood that teachers could support students' learning, and they also had enough time for problem-solving during teaching and learning than control group students. Also, for the characteristics of learning, the treatment group had more self-regulated learning ability with regard to cognitive and behavior-regulating strategies. It was revealed that there was a high preference for the competitive learning mode rather than the cooperative learning mode within the classroom.
KEYWORDS
Smart education, smart education, Sejong City, model school, propensity score matching, lesson characteristics, learning characteristics
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