인공지능시대의 정보교육론 > 교과교육(각교과교육론)

최근 미국, 영국, 중국, 일본 등 해외 주요국이 인공지능을 포함한 정보교육에 투입하는 관심과 지원, 수업시수 등과 비교해 보면 우리 교육의 상황은 여전히 매우 열악한 수준이나 그나마 2022 개정 교육과정에서 정보과목 수업시수를 확대하고자 노력한 결과, 정보교과, 실과교과 내 정보교육 시수가 각각 68시간, 34시간으로 2015 개정에 비해 두 배가 늘어 의무사항으로 확정된 것은 환영할 만하다.

이에 본 저서는 새로운 인공지능의 시대에 부합되는 정보교육의 개념, 교육과정, 교육의 설계 이론, 교수-학습 방법 등을 재조명함으로써 정보교육의 필요성을 강조하고 바람직한 방향을 제안해 보고자 하였다. 정보교육은 우리 삶의 현장에 뿌리를 둔 실천 학문의 성격과 동시에 이론 학문의 성격을 갖는다. 이러한 관점에서 본 저서가 정보교과의 내용이 초ㆍ중ㆍ고등학교에 걸쳐 어떻게 이루어져야 하는지에 대한 하나의 대안이 될 수 있을 것이다.

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제1장 정보교육의 개념 ·······························································11

1. 정보교육의 필요성 ······················································12

2. 정보교육의 영역 ························································21

제2장 정보 교육과정 ··························································35

1. 2009 개정 교육과정 시기까지 ·········································36

2. 2015 개정 정보교과 교육과정 내용 ···································38

3. 2022 개정 정보교과 교육과정 내용 ···································42

제3장 정보교과의 교수-학습 설계 이론 ································67

1. 정보교육을 위한 교수-학습 설계 이론 ································68

2. 객관주의적 관점을 토대로 한 교수-설계 이론 ························70

3. 구성주의적 관점을 토대로 한 교수-학습 이론 ························76

제4장 정보교과의 교수-학습 방법 ········································85

1. 정보교육을 위한 교육 방법의 필요성 ··································86

2. 교수-학습 과정 ·························································88

3. 정보교육 방법의 영역 ··················································96

제5장 수업 설계와 실행 ····················································113

1. 수업 계획 ······························································114

2. 수업지도안 작성, 학습평가 방법 및 예시 ····························121

3. 수업 관찰 ······························································134

제6장 정보교과 교재연구 ···················································143

1. 교재연구의 중요성 ····················································144

2. 교재의 유형 ····························································145

3. 교재개발 ·······························································159

제7장 정보교과 교육평가 ···················································169

1. 교육평가의 기초 ·······················································170

2. 학습평가 ·······························································176

3. 프로그램 평가 ·························································189

4. 수업평가 ·······························································193

제8장 디지털 기술 활용 교육 ············································201

1. 디지털 기술 활용 교육의 개요 ········································202

2. 디지털 기술 활용 교육의 유형 ········································208

3. 디지털 기술의 도입과 활용을 위한 고려 사항 ·······················220

제9장 교육용 컨텐츠 설계 및 개발 ·····································229

1. 교육용 컨텐츠 설계 및 개발의 기초 ··································230

2. 교육용 컨텐츠 설계 ····················································232

3. 교육용 컨텐츠 개발 ····················································250

제10장 학습공간 ·································································261

1. 학습공간의 개념 ·······················································262

2. 디지털 교육을 위한 학습공간 구축 ···································272

제11장 디지털 윤리의 이해 ·················································295

1. 디지털 윤리와 문화 ····················································296

2. 디지털 윤리 관련 이슈 ················································300

3. 디지털 윤리와 교육 ····················································317

제12장 이러닝 ····································································327

1. 이러닝의 발전 ·························································328

2. 이러닝의 분야 ·························································332

3. 이러닝의 표준화 ·······················································340

제13장 인공지능융합교육 ·····················································349

1. 인공지능융합교육의 의미 ·············································350

2. 인공지능융합교육의 범위 ·············································352

3. 교과교육을 위한 인공지능융합교육 사례 ····························361

찾아보기 ···························································································· 373

저자소개

❙김미량 (성균관대학교 컴퓨터교육과 교수)

∙ 주요 경력: 데이터기반행정활성화위원회위원장, 공공데이터전략위원회 전략위원 

∙ 주요 연구 분야: 인공지능융합교육, 데이터기반 문제해결, 컨텐츠평가, 혁신 기술의 확산

❙이옥화 (충북대학교 교육학과 명예교수)

∙ 주요 경력: 한국교육개발원 책임연구원, 대통령자문 교육혁신위원회위원, 전자정부특별위원회위원 역임 

∙ 주요 연구 분야: 교수학습설계, 교육데이터, 국제교육개발(ODA)

❙조미헌 (청주교육대학교 컴퓨터교육과 교수)

∙ 주요 경력: 안동대학교 교육공학과 교수 및 한국교육개발원 연구원 역임 

∙ 주요 연구 분야: 교수 설계, ICT 기반 교수-학습 방법, 인공지능융합교육

❙허희옥 (순천대학교 컴퓨터교육과 교수)

∙ 주요 경력: 한국교육개발원 컴퓨터교육연구센터 연구원 역임 

∙ 주요 연구 분야: 정보교육 교수-학습 방법, 인공지능융합교육 설계, 교수-학습 이론

❙김민경 (이화여자대학교 초등교육과 교수)

∙ 주요 연구 분야: e-러닝 학습 체제, AI 기반 학습지원, 창의적 문제해결

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