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제목 [석사학위논문] 교사교육과 ICT 통합: 라오스 교원양성기관 사례를 중심으로
작성자 관리자 등록일 2017-05-28
조회 529
파일
Master's Thesis

ICT Integration in Teacher Education: A Teacher Training Institute Case in Lao PDR
교사교육과 ICT 통합: 라오스 교원양성기관 사례를 중심으로

2017년 2월
서울대학교 대학원
협동과정 글로벌교육협력 전공
유 의 곤 (Yikun You)

ABSTRACT


Information and Communication Technology (ICT) integration in education has gained global popularity, yet, not much
has been known about how ICT has integrated into teacher education in Lao PDR. This study applies UNESCO’s
four stages continuum model and SEAMEO’s tendimension framework to make a comprehensive description of the situation
of ICT integration in a teacher training institutes in Lao PDR, marking both the achievement and challenges.
This study chooses Luang Prabang Teacher Training Colleges (LPB TTC) as the research site. It targets on collecting
experience in regard of ICT of the pre-service teachers (PTs) and teacher educators (TEs).
Based on the short-term field research in and documents review, the study reveals that although the overall situation is
still at the emerging or applying stages from most aspects, there exists several practices showing that Lao PDR still has
much potential to develop advanced ICT integration in teacher education: using ICT for creating teaching and learning
materials, using ICT for teaching instructional design, creating teachers’ online community for easier
knowledge sharing and policy borrowing and individual use of PTs and TEs for problem-solving.
At the same time, it identifies the stages in five levels of ICT integration in teacher education in Lao PDR:
(1) policies and major practices at the national level; (2) campus culture, infrastructure and facilities, the pre-service
teacher curriculum, activities in which ICT is engaged with at the school level; (3) training experience in local computer
centers and secondary schools, PPP and teachers’ online group at the community level; (4) the first experience, purpose
at the individual level with ICT products and (5) the practices of global partnership in reference with ICT integration in
teacher education. It also finds that the common ‘ICT’ in the local context refers to (1) ICT products which can be personal
possession (e.g. computers, mobile phones); (2) ICT infrastructure (e.g. Internet); (3) ICT skills for various purposes
(e.g. for teaching and learning, for daily use, for work and problem solving) and (4) ICT as an integral part of habit and
hobby. Although the study also looks for more effective ICT integration in teacher training institutes and highlights the
potential of mobile learning in future teacher education in Lao PDR, due to challenges such as the huge digital gap and
urban-rural gap, it is not able to claim that ICT integration brings better quality of teacher education and is more feasible
and effective than the traditional way of learning and teaching. Thus, further studies are needed to continuously explore
and examine the influences and outcomes.


Keyword: ICT Integration, Teacher Education, Teacher Training
Institute, Lao PDR
 
다음글 [석사학위논문] 세 가지 관점에서 바라본 세계시민교육 : 한국 비영리단체를 중심으로 
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