디지털 리터러시에 대한 중학생의 교육요구도 분석

Abstract

Objectives This study investigated middle school students' awareness of the importance and implementation of digital literacy and their educational needs, analyzed it according to residential area (metropolitan area, non-metropolitan area), and identified priorities. Through this, implications for the direction of digital literacy education design were obtained. wanted to obtain.
 Methods To achieve the purpose of this study, data were collected from 258 junior high school students living in the metropolitan area and non-metropolitan area for about 15 days from July 15, 2023, using a questionnaire based on previous studies. IBM SPSS 26.0 was used to process the data, and the paired sample t-test, Borich needs analysis, and TLfF model (The Locus for Focus Model) were used.
 Results First, we examined the difference between the importance and practice of digital literacy as perceived by middle school students, and found that the perceived level of importance was higher than the current practice in all areas. Second, we derived priorities using Borich needs analysis and The Locus for Focus Model (TLfF Model), and found that digital thinking skills and digital tools were highly demanded. Third, by region of residence (metropolitan area, non-metropolitan area), the perceived importance was highest for digital information protection in both the metropolitan area and non-metropolitan area, and the implementation level was highest for digital communication and collaboration in the metropolitan area and digital resource utilization in the non-metropolitan area. Fourth, as a result of deriving priorities using the Borich needs map and TLfF model by region of residence (metropolitan area, non-metropolitan area), the highest level of need was observed in the metropolitan area, followed by digital thinking skills, digital tools, and digital information protection, while the highest level of need was observed in the non-metropolitan area, followed by digital thinking skills, digital tools, and the ability to create and express digital content.
 Conclusions These findings can be utilized as guidelines and basic information for closing the digital literacy education gap and contribute to actively responding to future social changes and improving students' digital literacy capabilities by implementing digital literacy education in a desirable direction.