교실 수업에서 ‘에듀테크 활용 맞춤형 학습’의 실현 가능성 탐색

Abstract

Purpose: This study lays the groundwork for the implementation of Edutech-based personalized learning in educational settings. This involves verifying the technical feasibility of each component of personalized learning, analyzing teachers' perceptions and practices regarding personalized learning, and assessing the current status and demands for Edutech in this context. Methods: Through theoretical analysis, a conceptual model for the implementation of personalized learning in classroom instruction was explored. Edutech platforms, including ALEKS, CENTURY, Khan Academy, and Gyeongnam Aitoktok, were selected for analysis of their functionalities. A survey involving 492 teachers and interviews with 12 experts was conducted. Results: The functional analysis of Edutech platforms confirmed the technical feasibility of implementing personalized learning according to the conceptual model. Survey results indicated that teachers highly perceive and practice personalized learning in order of ‘content’, ‘process’, and ‘outcome’. Additionally, they acknowledged the importance of customization based on learner characteristics, particularly focusing on learners' readiness while practice was ‘interest’. The utilization of Edutech by personalized learning components was highest in customization according to ‘content’, while the need was highest for customization according to ‘process’. Similarly, both utilization and demand were highest for addressing learners’ interests. Conclusion: The implications include analyzing and expanding the function and ease of use of Edutech, supplementing and expanding Edutech functions that collect and analyze data from the non-cognitive aspects of learners, exploring and supporting barriers to personalized learning implementation, and identifying support strategies for differentiating ‘outcomes’ among personalized learning components.