한글 문해 앱(App) 제작에 기반한 스마트폰 교육프로그램 개발과 활용 가능성 탐색

Abstract

Objectives This study is the development of a program in which literacy learners participate as subjects of education based on the production of a Hangul literacy app. By using the app as a learning tool, Korean literacy education and smartphone education can be provided simultaneously, and the possibility of a program using the app, a new learning tool, is explored to diversify teaching and learning methods. Methods This study was conducted as an action research method, and an application software production tool called App Inventor was used for app production. The research participants consisted of six literacy learners, researchers, and joint researchers. In the first stage, a detailed research plan was established through an elite interview, observation of participation in the computer basic class and smartphone class, and the performance of an assistant teacher, and the recruitment and selection of research participants were made. In the second stage, the researcher creates an app as a learning tool that is considered suitable for literacy learners and develops a program to apply it to smartphone education. And then, In the last third stage, the opinions of literacy learners were obtained through group interviews with learners to determine whether the program was generalized. Results First, it was confirmed that the smartphone app was useful as a learning tool to solve the learner's problem, and it was possible to develop a learning tool based on the app creation. Second, if a learning tool is created with an app, it is possible to develop an education program that can complement Korean literacy education and resolve learners' desire to learn smartphones. If you develop a program based on making an app, you can use it as follows. First, learner-independent classes are possible, so it will be an interesting education for learners. Second, as the teaching area expands to the production of apps, it is possible to develop programs that reflect professionalism and diversification of teaching methods, and Third, it will become a basic data for follow-up research that utilizes smartphone apps as learning tools or grafts them into programs. Conclusions In the field of lifelong education, program development based on app production may seem a bit unfamiliar, but the concept of literacy is rapidly expanding into the digital realm, and the needs of learners are diversifying. For the social and cultural participation of literacy learners, it is necessary to develo