고등학교 미용 교육의 에듀테크 활용에 대한 교사의 인식 연구

Abstract

Objectives This study aims to find teachers’ perceptions of EduTech utilization and suggest the requirement of activating EduTech in high school beauty education.
 Methods We surveyed 50 vocational high school beauty teachers from February to March, asking about preparation, requirement, satisfaction with EduTech application to lectures, and then frequency analysis, descriptive statistics, one-way analysis of variance, and independent sample t-test were conducted.
 Results To apply EduTech to lectures, teachers perceived the necessity of supporting materials for practice as the most important, followed by information acquisition and preparing teaching materials. To practically use EduTech for class activities, creating the environment for EduTech was significant, and the digital devices needed to contribute. Because teachers’ ability to design lessons affects the quality of EduTech education, customized training for teachers is required. Teachers who have experienced EduTech training perceived that the EduTech class is necessary more than those who have not.
 Conclusions Members need to change their perceptions, transforming into the digital educational environment. That’s why sufficient training opportunities that can break up the initial unwillingness to use EduTech should be provided to teachers. Customized training is needed to improve teachers’ ability to design lessons and media utilization. This study has significance in that we could be aware of how teachers perceive EduTech, and it suggests the necessity of specific support and educational discussion for EduTech activation at high school.