초등교원의 디지털 리터러시 프로파일 탐색: 디지털 수업몰입 및 디지털 수업 혁신행동 간의 관계

초록

As digital transformation accelerates in the education field, the importance of teachers’ digital literacy competence and the need for customized teacher training have become increasingly evident. However, empirical research exploring the types of teachers’ digital literacy competence remains limited. This study aimed to identify the types of elementary school teachers’ digital literacy as digital education practitioners and to analyze how digital engagement and digital instructional innovation behavior differ across these types. Latent profile analysis (LPA) was conducted using data from 466 elementary school teachers. Four distinct digital literacy types were identified: digital-leading, stable-practicing, potential-growth, and attitude-ready. Differences across teacher groups were examined to determine the effects of digital literacy types on digital transformation. Results showed that the digital-leading type, characterized by higher digital literacy, exhibited significantly higher levels of both digital engagement and digital instructional innovation behavior. Finally, school digital readiness was found to serve as a significant job resource predicting teachers’ digital literacy types.

키워드