초등예비교사의 사물인터넷(IoT)에 대한 이해와 초등학교에서의 IoT 교육에 대한 인식

Abstract

To obtain basic information for Internet of Things (IoT) education in future elementary schools, this study analyzed a sample of pre-service teachers to determine their degree of understanding of IoT. As such, they were allowed to directly configure and experience the operation of an IoT device. Points of focus included the appropriateness of the developed device, prospects for IoT education in elementary school, and perceptions on suitable devices and contents. The results were as follows.
 First, the participants had a low understanding of IoT itself and were not well-acquainted with IoT device composition or the operation process. While they did not have much experience applying IoT in daily life, they were highly motivated to learn about IoT devices. This highlights the need to provide structured opportunities for teaching, learning, and experience.
 Second, the participants said that their understanding of IoT had improved after directly configuring and experiencing the operation of the IoT device. In this case, they were able to understand the operation process pertaining to the parts constituting IoT and the field of application of IoT in daily life.
 Third, the participants predicted that IoT would increasingly be applied in daily life and appear as a component in future elementary education curricula. The participants said that elementary IoT education should include programming for IoT operation, which should be supported through direct IoT device configuration.
 Fourth, given that IoT-related contents are introduced into elementary education curricula, students should be able to experience those contents in daily life, with practical examples provided to enhance their understanding.
 Fifth, in relation to IoT operation, the WiFi module method was deemed appropriate for efficient teaching and learning, as compared to the Bluetooth module method.