신입생 ICT 리터러시 역량진단을 통한 소프트웨어 기초교육 방안 모색

Abstract

This study was conducted to analyze the results of ICT literacy diagnosis for college freshmen and derive implications for college liberal arts software curriculum based on this. Data collection targeted 3,488 new students at M University in Daejeon in 2021, 2022, and 2023, and compared grades based on ICT-related prior learning, analyzed diff erences in grades by major, and analyzed differences in ICT literacy capabilities. As a result of the study, 940 (27.05%) out of 3,488 respondents over the past three years responded that they had experience in ICT-related programs. The average score of the ICT literacy competency diagnosis of students in the college of engineering, college of education, and college of art and design, who had a high proportion of ICT-related learning experience, was high. While the average score of students at the college of music and college of technoscience, who had a low proportion of ICT-related learning experience, was low. In other words, ICT-related prior learning experience showed a high correlation with ICT literacy competency scores. As a result of comparing the percentage of correct answers by area, the percentage of correct answers in the access and ethics areas was higher than that of other areas, but the percentage of correct answers in the management and sharing areas was somewhat lower. These results are believed to be due to the fact that as the computing environment is moving from PC to mobile, data storage, software use, and development environments are changing to focus on cloud computing. In addition, implications derived from the research results include the possibility of using block coding language in basic software education, the need for basic and advanced curriculum reflecting the increase of social interest and demand for the Python language, and resource management methods according to changes in the computer use environment.