CBAM 모형에 근거한 가정과 교사의 ICT 활용수업 평가 : 관심도와 실행 수준을 중심으로 on Concerns and Implementation = Evaluation of I＇CT-Utilized Lessons on the based of C＇BAM model by Home Economics Teachers

다국어 초록 (Multilingual Abstract)

This study was made on the concerns and implementation of the ICT(Inormation and Communication Technology)-utilized lesson by home economics teacher. The objective of this study is to investigate the stages of concern and the level of use of the ICT-utilized lesson by home economics teachers in Kyunggi Province through the concerns based adoption model(CBAM) and to provide assistance for ICT-utilizing lesson to be efficiently adopted to home economics.
This study made selected 200 schools by random sampling among 23 middle schools which have two or more home economic teachers and 21 or more classes in Kyunggi Province which has a total of 395 middle schools and mail-surveyed on 400 home economics teachers by means of questionnaire. The stages of concern, the levels of use and the types of implementation were used as instruments in this survey.
The results of this study on the stages of concern, the levels of use and the type of implementation of the ICT-utilized lesson by home economics teachers in Kyunggi Province were as following:
First, the highest point of the concern of home economics teachers of ICT-utilized lesson was the stage of awareness, the second highest point was the stage of management, the 3rd stage, and the stage of information, the 1st stage.
Second, the highest level of implementation of ICT-utilized lesson by home economics teachers was the level of mechanical use, the 3rd stage(30.4%), which followed by the level orientation, the 1st stage(22.5%), and the level of nonuse(16.7%), the level of rountine use, the 4th stage(13.7%), the level of integration, the 5th stage(11.8%), the level of preparation 2(3.9%), and the level of renewal, the 6th stage(1.0%).
Third, information search was the most in the type of ICT-use and in the course of lesson CD-ROM was used the most.. During ICT-utilized lesson, most of teachers used computer one to two hours a week mainly in the lessons of clothing life and eating lift. Home economics teachers took the most training of how to use word-processor(68.6%) during computer education, and 60 teachers(66.0%) gave positive response about the effect of computer education on teacher's learning.
Finally, the biggest problem with ICT-use in the teacher's learning was the long preparation time for lesson, and problem with ICT-utilized lesson was the burden of time and effort spent to buy needed materials and to recompose the existing materials for the lesson.
Therefore, so as to adopt ICT-utilized lesson efficiently into school it is needed that active promotion for the lesson should be made to teachers, training teachers to raise their ability to use computer and various kinds of software should be expanded, ad school authorities' financial and administrative assistance should be given for the smooth proceeding of the lesson.