초등학교 특수학급의 교육용 소프트웨어 활용실태

Abstract

ABSTRACT

Status of Utilizing Educational Software at Special Classes in Elementary Schools

Chang, Hye Jin Advisor : Seunghee Lee, Ph.D. Major in Special Education Graduate School of Education, Chosun University

This study aims to identify the current status of educational softwares used for special education classes, targeting teachers in charge of special education in elementary schools. According to the purpose presented above, we set the following questions: 1. How is the current status of educational softwares purchased for special education in elementary schools? 2. How is educational software used for special education in elementary schools? 3. How are teachers' attitudes to use of software for special education in elementary schools? For this study, we interviewed special education teachers from 345 classes of 345 elemental schools in Gwangju and Jeollanamdo using a questionnaire. The questionnaire was composed of 27 questions in four areas based on previous studies. The data on purchase and use were analysed with a technical statistics, and teachers' attitude to its use were analysed with one-way ANOVA. The results are presented as follows: First, most of the subjects purchased softwares by looking at publications relating to special education. In purchasing them, they considered the developmental level of students foremost and preferred repetitive drill- type software for individualized learning. Second, no training on how to use them was made, and frequency to use them was twice a week and the degree they used was above 50% and below 75%. The subjects used educational softwares to attract more attention from students, and had few softwares which fit for special students. Third, in respect to the teachers' attitudes, male teachers, those in ages of 40s and 50s, those with both special education certificates and regular teachers certificates, and with career of more than 10 years showed more positive attitudes than female subjects, those with ages of 20s, those only with. special education certificate, and those with career of less than 5 years. Based on the results above, this study presents suggestions as follows: First, educational softwares that fit for individualized and practical education of special students should be developed. Second, training on how to use educational softwares should be provided. Third, consistent budget support for educational softwares should be provided. Fourth, to decrease difficulty in buying softwares for special education, catalogues of special education softwares should be published. Fifth, teachers should have more active attitudes in use of softwares for quality education.