학교조직에서의 정보기술활용 확산을 위한 통합모형 탐색

Abstract

본 연구는 학교조직에서 정보기술이 수용되거나 혹은 거부되는 현상을 학교의 조직적인 측면과 교사 개인적인 측면에서 원인을 분석해보고 이를 고려한 통합 모형을 제시하는데 그 목적이 있다. 본 연구에서는 정보기술의 학교조직에의 수용에 대한 논의의 출발로서 정보기술수용모형(Technology Acceptance Model: TAM)을 제시하였다. 정보기술수용모형은 정보시스템을 사용자가 수용하는 데 영향을 미치는 변인을 연구한 모형으로서 개인의 내적인 신념, 태도, 의도 등과 같은 외적 요인과 인지된 편의성, 인지된 유용성이 정보기술에 대한 태도 및 사용의도에 영향을 미치고 이에 따라 사용정도가 결정된다는 모형이다. 정보기술수용 모형은 이후 실증적 연구를 통해 수정 혹은 확산되었다. 본 연구에서는 선행연구를 검토하여 이와 관련한 논점들을 포괄할 수 있는 통합모형을 제시하였다. 그리고 통합모형을 학교조직에 적용하여 제시함으로써, 학교조직에서의 정보기술활용을 촉진하거나 혹은 저해하는 인자에 대해 통합적으로 검토하여 궁극적으로 학교조직에서의 정보기술의 확산모형을 제시하였다.

The purpose of this study is to identify variables that affect technology acceptance in a school organization and to explore an integrated model by connecting the related variables. With the beginning of the seventh standardized curriculum in Korea, instructional technology is more emphasized in any classroom. Instructional technology development is not only teacher's responsibility but also school's even district's. Therefore, this study tries to find factors to deter or to encourage technology use in a classroom in an organizational level as well as an individual one. As a starting point of the discussion, Technology Acceptance Model (TAM) is reviewed. TAM is one of the best models to explain how technology is accepted in a market. TAM is based on Theory of Reasoned Action (TRA), self-efficacy theory, innovation adoption theory, and cost-benefit paradigm, and extends into Theory of Planned Behavior (TPB). After TAM is introduced at 1989, many quasi-experimental studies were executed in 1990's. Some of them support TAM, and some of them modify it. When the researchers modify TAM, they add or delete a variable or variables in TAM based on the data. This study reviewed the arguments that the researchers suggested, and explored an integrated model based on the arguments. The newly introduced morel is composed of external variables, subjective norm, perceived usefulness, perceived ease of use, and actual use. External variables are divided into three categories; user, task, organizational characteristics, and they affect all other variables. Subjective norm is affected by external variables and affects actual use. Perceived ease of use affects actual use as well as perceived usefulness that influences actual use. Elements in a school organization are applied to the integrated model. The applied model explores what variables encourage or deter a teacher to use technology in a classroom. This study, in the end, contributes to enhance technology use in a classroom. Although this study provides a comprehensive review on technology acceptance models in an organization or in a market, and develops an integrated model, it does not validate the integrated model with data. In a further study, the integrated model in the study needs to get validity with data. In addition, investigation of the previous research in Korea amplifies the indicators and the variables in the model.