본 연구는 다행복학교 교사의 ICT활용능력이 중학생의 학업성취도와 수업이해도에 미치는 영향을 살펴보고, 이 변인들 간의 관계에 있어서 학생의 미디어 리터러시의 매개효과를 검증하는데 목적이 있다. 이를 위해 부산교육정책연구소에서 제공하는 부산교육종단연구 1~3차년도(2016~2018년) 자료를 활용하고, 개인(학생)과 교사수준을 포함한 잠재성장모형을 적용 분석을 실시하였다. 본 연구의 주요 결과를 살펴보면 다음과 같다. 첫째, 교사의 ICT 활용능력 초기값은 중학생의 학업성취도 초기값에 유의미한 영향을 미치는 것으로 나타났다. 둘째, 교사의 ICT 활용능력 초기값은 중학생의 학업성취도 변화율에 유의미한 영향을 미치는 것으로 나타났다. 셋째, 학생 미디어 리터러시 변화율은 수업이해도 변화율에 유의미한 영향을 미쳤다. 넷째, 교사의 ICT 활용 능력과 학생 미디어 리터러시 간의 유의미한 매개효과가 나타나지 않았다. 이와 같은 결과를 통해서 볼 때, ICT의 매체 활용교육 뿐만 아니라 ICT를 활용한 교수체제 및 교육과정 설계 등의 교사의 ICT 활용능력을 함양하기 위한 교사교육이 필요하다는 것을 함의한다. 또한, 본 연구의 주요결과를 바탕으로 한 함의점으로는 다행복학교만의 특색있는 커리큘럼을 기반한 학교교육과정 역량 강화, 4차 산업혁명을 대비한 교사연수 프로그램 실시, 다행복학교간 네트워크 강화 및 우수 프로그램 발표의 내실화 등을 제시하고 있다.
The purpose of this study was to examine how teachers’ ICT utilization abilities affects their students’ academic achievements and learning and understanding in Dahaengbok schools and Busan Innovation Schools to verify the mediated effects of student’s media literacy between the these variables. For this purpose, Busan Education Longitudinal Study (BELS) data from the first to the third year (2016 to 2018) provided by Busan Education Policy Institute were used, and an analysis of application of latent growth model including the levels of individuals (students) and teachers was conducted. The main results of this study are as follows. First, the initial value of teacher’s ICT utilization abilities were found to have a significant effect on the initial value of the middle school students' academic achievements. Second, the initial value of teacher’s ICT utilization abilities had a significant effect on the rate of change in the middle school student’s academic achievement. Third, the rate of change in student’s media literacy had a significant effect on the rate of change in the students’ learning understanding. Fourth, there was no significant relationship between the teachers’ ICT utilization abilities and the students’ media literacy as mediated effect. Based on these results, it is suggested that in-service teacher education should improve ICT utilization abilities such as instructional system and curriculum designed using ICT as well as the competency utilizing ICT media in education activities. In addition, these findings propose to promote power of characteristic school curriculum based on Dahaengbok school curriculum related to its policy implications to implement of teacher education program for the era of the ‘fourth industrial revolution’and to strengthen networks between Dahaengbok schools and plans for presentation for their model program.
The purpose of this study was to examine how teachers’ ICT utilization abilities affects their students’ academic achievements and learning and understanding in Dahaengbok schools and Busan Innovation Schools to verify the mediated effects of student’s media literacy between the these variables. For this purpose, Busan Education Longitudinal Study (BELS) data from the first to the third year (2016 to 2018) provided by Busan Education Policy Institute were used, and an analysis of application of latent growth model including the levels of individuals (students) and teachers was conducted. The main results of this study are as follows. First, the initial value of teacher’s ICT utilization abilities were found to have a significant effect on the initial value of the middle school students' academic achievements. Second, the initial value of teacher’s ICT utilization abilities had a significant effect on the rate of change in the middle school student’s academic achievement. Third, the rate of change in student’s media literacy had a significant effect on the rate of change in the students’ learning understanding. Fourth, there was no significant relationship between the teachers’ ICT utilization abilities and the students’ media literacy as mediated effect. Based on these results, it is suggested that in-service teacher education should improve ICT utilization abilities such as instructional system and curriculum designed using ICT as well as the competency utilizing ICT media in education activities. In addition, these findings propose to promote power of characteristic school curriculum based on Dahaengbok school curriculum related to its policy implications to implement of teacher education program for the era of the ‘fourth industrial revolution’and to strengthen networks between Dahaengbok schools and plans for presentation for their model program.
