초등교사의 전자칠판 활용 분석 연구: 활동이론을 중심으로

초록

This study analyzed elementary school teachers’ use of interactive whiteboards from an activity system perspective based on Activity Theory. Semi-structured in-depth interviews were conducted with 11 elementary school teachers in Seoul, and the data were analyzed using Engeström’s (1987) expanded activity system model. The findings showed that teachers’ use of interactive whiteboards extended beyond simple technology use and was shaped through interactions among multiple components of the activity system. Teachers used interactive whiteboards to promote student participation, interaction, and understanding, and their roles shifted from knowledge transmitters to facilitators who supported student activities. Students, fellow teachers, and the culture of digital technology use influenced teachers’ practices, while instructional time structures and digital device operation policies also affected the use of interactive whiteboards. Although participants perceived educational benefits, they experienced technical errors, functional limitations, and increased preparation time. Tensions arose from mismatches between instructional goals and technology use, differences in technology use among teachers, and conflicts between classroom realities and institutional conditions. These findings suggest that the use of interactive whiteboards is continuously reconstructed through interactions among various elements within classroom contexts. This study contributes to a contextual and sociocultural understanding of teachers’ technology use through an activity system approach.

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