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현장 교사가 함께 집필한 디지털교육
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현장 교사가 함께 집필한 디지털교육

  • 김현진
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  • 교육과학사
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  • 2024-08-30 출간
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  • 456페이지
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  • 188 X 257mm
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  • ISBN 9788925419749
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목차

머리말 ·············································································3

제1장 디지털ㆍAI 교육역량의 이해 ···············································13
〈기초지식〉
1.1 디지털 전환 시대 기술과 사회의 변화 ···································14
1.2 디지털 전환 시대의 교육 ··················································16
1.3 디지털ㆍAI 기술과 교육: 활용교육 VS. 융합교육 ·······················21
1.4 디지털 전환 관점에서의 디지털ㆍAI 역량 ································23
1.5 디지털 전환 시대 학생의 디지털ㆍAI 교육역량 ··························31
1.6 디지털 전환 시대 교사와 예비교사의 디지털ㆍAI 역량 ·················33
〈실습과 성찰〉
1. (대)학생 디지털ㆍAI 역량: 나의 일상 돌아보기 ···························40
2. 교사의 디지털ㆍAI 교육역량: 개발 목표 세우기 ··························41

제2장 디지털ㆍAI 교육을 위한 기술과 조건 ····································47
〈기초지식〉
2.1 디지털ㆍAI 교육을 위한 주요 기술 ·······································48
2.2 디지털ㆍAI 교육을 위한 조건 ·············································59
〈실습과 성찰〉
1. 디지털ㆍAI 기술이 변화시킬 학교교육의 모습을 상상하기 ···············72
2. 학교의 디지털ㆍAI 계획 수립하기 ··········································73

제3장 디지털ㆍAI 교육을 위한 윤리 ··············································77
〈기초지식〉
3.1 디지털ㆍAI 기술의 활용과 효과 ···········································78
3.2 디지털ㆍAI 기술 활용의 부정적 영향 ····································81
3.3 디지털ㆍAI 윤리 원칙과 기준 ·············································86
3.4 디지털교육 규범 ····························································96
〈실습과 성찰〉
1. 학습자로서 디지털ㆍAI 활용 윤리 성찰하기 ·······························99
2. 교육자로서 디지털ㆍAI 윤리 원칙 세우기 ································101

제4장 상호작용 촉진을 위한 에듀테크 활용교육 ······························109
〈기초지식〉
4.1 디지털 전환 시대의 에듀테크 활용교육 ·································110
4.2 디지털 학습환경에서 상호작용의 중요성과 상호작용 유형 ············113
4.3 교수-학습 목적에 따른 상호작용 촉진 에듀테크 유형: ① 창작지원 도구, ② 평가지원 도구, ③ 온라인수업지원 플랫폼 ·····115
〈활용 및 실습〉
1. 상호작용 촉진을 위한 에듀테크 활용 및 수업자료 개발 실습 ··········133

제5장 메타버스 활용교육 ··························································137
〈기초지식〉
5.1 메타버스의 개념 ··························································138
5.2 메타버스의 교육적 활용 ··················································146
5.3 메타버스의 교육적 효과 ··················································149
5.4 메타버스 활용교육의 안전/윤리적 이슈 ·································151
5.5 메타버스 활용교육을 위한 정책 ·········································156
〈실습과 성찰〉
1. 메타버스 체험 해보기 ······················································160
2. 메타버스 활용교육 들여다보기 ············································169

제6장 AI 활용 맞춤형 교육 ·······················································173
〈기초지식〉
6.1 AI 활용 맞춤형 교육의 개념 ·············································174
6.2 맞춤형 교육을 위한 AI 유형 ·············································179
6.3 맞춤형 교육을 위한 AI 알고리즘 ········································184
6.4 맞춤형 교육을 위한 공공 AI 서비스 사례 ······························190
6.5 AI 활용 맞춤형 교육의 윤리적 이슈 ····································198
6.6 AI 활용 맞춤형 교육의 정책 ·············································200
〈실습과 성찰〉
1. 맞춤형 교육을 위한 AI 체험해보기 ·······································204
2. AI 활용 맞춤형 교육 들여다보기 ·········································208

제7장 생성형 AI 활용교육 ·························································211
〈기초지식〉
7.1 생성형 AI의 정의 ·························································212
7.2 생성형 AI의 작동 원리 ···················································217
7.3 프롬프트(prompt) ·························································222
7.4 생성형 AI의 유형 및 교육적 활용 ·······································225
7.5 생성형 AI와 윤리 ·························································248
〈실습과 성찰〉
1. 생성형 AI의 수업 활용 ····················································252
2. 생성형 AI 활용 수업 구상하기 ············································268

제8장 디지털ㆍAI 활용 수업설계 ·················································275
〈기초지식〉
8.1 디지털ㆍAI 기술 활용 수업설계를 위한 TPACK 프레임워크 ··········276
8.2 교육목표와 교수ㆍ학습 요소에 따른 디지털ㆍAI 기술의 활용 ·········279
8.3 디지털ㆍAI 기술 활용 수업설계를 위한 ASSURE 모형 ················286
8.4 디지털ㆍAI 기술을 활용한 수업설계 사례 ······························289
8.5 디지털ㆍAI 수업을 위한 수업설계 원리 ·································292
〈실습과 성찰〉
1. 디지털ㆍAI 활용 수업설계 ·················································296

제9장 AIㆍ데이터 융합교육 1 ···················································303
〈기초지식〉
9.1 AIㆍ데이터 융합교육의 필요성 ···········································304
9.2 AIㆍ데이터 첫걸음: 데이터 이해 ·········································310
〈실습과 성찰〉
1. 정형 데이터와 예측 모델링 실습 ·········································325
2. 정형 데이터와 예측 모델링 윤리 ·········································342

제10장 AIㆍ데이터 융합교육 2 ····················································349
〈기초지식〉
10.1 비정형 데이터와 분류 모델링 실습 ····································350
10.2 비정형 데이터와 분류 모델링 윤리 ····································368
〈실습과 성찰〉
1. AIㆍ데이터 융합교육 아이디어 탐색 ······································372
2. AIㆍ데이터 융합교육 아이디어 성찰 ······································382

제11장 디지털ㆍAI 기술의 융합을 통한 창의적 문제해결 1 ················385
〈기초지식〉
11.1 창의적 문제해결 ·························································386
11.2 창의적 문제해결 방법론으로서의 디자인씽킹 ·························389
11.3 디지털ㆍAI 기술의 융합을 위한 피지컬 컴퓨팅의 가치 ··············393
11.4 피지컬 컴퓨팅의 기초 ···················································396
〈실습과 성찰〉
1. micro:bit 제어 ·····························································400

제12장 디지털ㆍAI 기술의 융합을 통한 창의적 문제해결 2 ················415
〈기초지식〉
12.1 피지컬 컴퓨팅의 다양한 입출력 장치 이해 ····························416
12.2 센서를 활용한 데이터 로깅 ·············································425
12.3 피지컬 컴퓨팅의 교육 방법 ·············································429
〈실습과 성찰〉
1. 디지털ㆍAI 기술 융합을 통한 창의적 문제해결 아이디어 도출 ·········433
2. 디지털ㆍAI 기술 융합교육의 교육적 가치 ································443

찾아보기 ········································································447
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