영어 그림책 기반 에듀테크 활용 블렌디드 러닝에 대한 교사들의 인식 및 경험

• 영문명: Teachers’ perceptions and experiences of edutech-utilizing blended learning based on English picture books
• 발행기관: 팬코리아영어교육학회(구 영남영어교육학회)
• 저자명: 김혜리(Hae-Ri Kim) 박경진(Kyung-Jin Park)
• 간행물 정보: 『영어교육연구』제36권 4호, 65~87쪽, 전체 23쪽
• 주제분류: 사회과학 > 교육학
• 파일형태: PDF
• 발행일자: 2024.12.31

국문 초록

This study investigated teachers' perceptions and experiences with blended learning using English picture books. Sixteen teachers enrolled in an English instruction course focused on educational technology in a graduate TESOL program participated in the research during the second semester of 2023. Data were collected through pre- and post-surveys, edutech utilization reports, and interviews, with the analysis being primarily qualitative. The findings are as follows: First, regarding teachers' perceptions, participants recognized the possibility and necessity of blended learning in their English picture book reading classes. They moved beyond initial resistance and fear towards blended learning, demonstrating confidence and a challenging attitude toward future implementation and learning. Teachers also acknowledged the value of English picture books in edutech-utilizing blended learning. Second, from the perspective of teachers' experiences, participants were able to expand their teaching experiences by utilizing educational technology for vocabulary instruction, as well as for guiding reading and collaborative writing, and for assigning tasks. However, they encountered issues such as students' lack of proficiency with devices, difficulties accessing programs, and limitations of free versions. Based on these findings, implications were provided for effective edutech integration in English teaching, advocating for comprehensive support and further research.

목차

Ⅰ. 서 론

Ⅱ. 이론적 배경

Ⅲ. 연구방법

Ⅳ. 연구 결과 및 논의

Ⅴ. 결론 및 제언

참고문헌

키워드

그림책 블렌디드 러닝 에듀테크 영어 교육 포스트코로나 picture books blended learning edutech English education post-COVID era