디지털 교육 > 교육방법.교육공학.컴퓨터교육

이 책은 총 10장으로 구성되어 있다. 1장 ‘디지털 전환 시대의 이해’에서는 디지털 기술과 인공지능의 발전에 따른 사회 변화 양상을 탐색하고, 디지털 전환 개념과 과제를 소개한다. 2장 ‘디지털 기반 교육혁신’에서는 디지털 기반 교육혁신이 추진된 배경과 중점사항을 다루고, 교사의 역할에 대해 제시한다. 3장 ‘모두를 위한 AIㆍ디지털 리터러시’에서는 디지털 미디어 리터러시의 개념과 구성 요소, 미디어 콘텐츠에 대한 비판적 이해와 허위 정보 대처 방법, 디지털 시민성을 알아본다. 4장 ‘교육현장을 위한 AIㆍ디지털 윤리’에서는 디지털 기술로 인해 교육현장에서 발생될 수 있는 프라이버시, 개인정보 보호, 혐오표현, 저작권, CC 라이선스와 같은 디지털 윤리의 이슈를 다룬다. 5장 ‘에듀테크의 이해와 실제’에서는 에듀테크의 개념과 발전 동향, 국내외 에듀테크 정책을 통해서 에듀테크 활용 교육에서 고려해야 할 점을 다룬다. 6장 ‘메타버스 활용 교수방법의 실제’에서는 메타버스에 대한 개념과 특징을 알아보고 메타버스 활용 교수방법의 핵심적인 원리를 다룬다. 7장 ‘생성형 AI의 이해’에서는 생성형 AI에 대한 개념과 작동 원리를 소개하고 프롬프트의 역할과 작성법, 생성형 AI 기술 활용에 대한 내용을 소개한다. 8장 ‘생성형 AI의 실제’에서는 ChatGPT로 대표되는 생성형 AI에 중점을 두고 교육적 활용 사례를 안내한다. 9장은 학습분석에 관한 것으로 학습과정과 결과에 대한 데이터를 수집하고 분석하여 사용자에게 적응적 처리를 제공하고 학습 환경을 최적화하는 내용이다. 10장은 디지털 교육과 교육 평가에 관한 것으로 디지털 기술이 교육평가에 어떤 새로운 접근방법을 활용할 수 있는지를 소개한다. 각 장마다 주제별 핵심 내용을 학습한 뒤, 개인 또는 그룹으로 확산적인 사고를 해볼 수 있도록 활동이 제시되어 있다. 종합하면 이 책은 디지털 교육 환경에서 학습자, 교수자, 연구자가 갖추어야 할 필수 지식과 고민해야 할 이슈를 담고 있다.

목차

머리말 / 3

제1장 디지털 전환 시대의 이해 ·························································9

1. 디지털 기술과 사회변화 ··························································9

2. 디지털 전환의 이해 ······························································18

3. 디지털 전환 시대의 이슈와 과제 ··············································24

제2장 디지털 기반 교육혁신 ·····························································35

1. 디지털 기반 교육혁신의 추진 배경 ···········································36

2. 디지털 기반 교육혁신의 중점사항 ·············································38

3. 디지털 기반 교육혁신을 위한 교사 역할 ·····································48

제3장 모두를 위한 AI·디지털 리터러시 ·············································59

1. 디지털 미디어, 리터러시, 그리고 디지털 미디어 리터러시 ···············59

2. 비판적 이해와 콘텐츠 평가 ·····················································67

3. 디지털 시민성 ·····································································75

제4장 교육현장을 위한 AI·디지털 윤리 ·············································87

1. AIㆍ디지털 기술의 속성으로 인한 사회 현상 ·······························88

2. 프라이버시와 개인정보 보호 ····················································93

3. 혐오 ·················································································99

4. 저작권 ·············································································104

제5장 에듀테크의 이해와 실제 ························································113

1. 에듀테크의 개념과 동향 ························································113

2. 에듀테크 활용과 고려 사항 ···················································120

3. 에듀테크의 미래와 관련 이슈 ·················································128

제6장 메타버스 활용 교수방법의 실제 ··············································139

1. 메타버스의 개념과 특징 ························································139

2. 메타버스 활용 교수설계 원리 ·················································148

3. 메타버스 활용 교육의 미래와 과제 ··········································165

제7장 생성형 AI의 이해 ·································································175

1. 생성형 AI의 개념 및 동향 ·····················································175

2. ChatGPT와 프롬프트 공학 ····················································194

제8장 생성형 AI의 실제 ·································································205

1. ChatGPT 수업 활용 사례 ·····················································206

2. 생성형 AI의 업무 활용 사례 ··················································218

제9장 학습분석 ·············································································231

1. 학습분석 개념과 접근모형 ·····················································232

2. 학습분석에 관한 윤리적 고려사항 ···········································238

3. 학습분석 관련 연구 ·····························································241

제10장 디지털 기술과 교육 평가 ·······················································253

1. 디지털 기술과 교육 평가 기초 ···············································254

2. 최신 테크놀로지와 교육 평가의 융합 ·······································258

3. 디지털 기술의 교육 평가 활용 사례 ·········································264

4. 교육평가 관련 디지털 기술 사례 ·············································267

5. 교육 평가의 미래와 윤리적 고려 사항 ······································274

6. 결 론 ··············································································279

찾아보기 ·············································································283

저자소개

김성미

한양대학교 신문방송학과 석사, 교육공학과 박사

영국 요크대학교 비교국제사회정책 석사

전 한국교육개발원 디지털교육연구센터 부연구위원

현 동국대학교 이주다문화통합연구소 연구초빙교수

김성연

영남대학교 수학과 석사

성균관대학교 수학과 박사, 연세대학교 교육학과 박사

전 밴더빌트 대학교, 서울대학교 연구원

현 인천대학교 교육대학원 부교수

김효숙

성균관대학교 아동학과 학사

장로회신학대학교 신학대학원 석사, 기독교교육학 석사

한양대학교 교육공학과 박사

현 장로회신학대학교 교수학습개발원 부교수

박선희

연세대학교 교육학과 학사

한양대학교 교육공학과 석사, 박사

전 단국대학교 공학교육혁신센터 연구교수

현 한남대학교 사범대학 교직부 교수

박양주

서울대학교 교육학과 학사, 석사

미국 텍사스주립대학교 대학원 교육공학과 박사

현 한남대학교 사범대학 교육학과 교수

서윤경

한양대학교 교육공학과 학사, 석사, 박사

현 서울여자대학교 교수학습센터 부교수

배송

교환