특수교육공학 > 교육학

특수교육공학은 장애를 가진 학생들에게 적절한 교수방법 및 관련 공학 서비스를 제공하여 특수교육의 질적 효율성을 높이기 위한 체계적이고 종합적인 서비스이다. 이러한 의미에서도 알 수 있듯이, 특수교육공학의 개념은 컴퓨터를 활용한 수업이라는 협의적 개념에서 벗어나 광의의 개념으로 바라보아야 한다.

따라서, 교육활동에 필요한 모든 인적, 물적 요소를 교육목적에 맞추어 합리적으로 계획하고 집행하기 위한 체계적인 학문인 교육공학과는 달리, 특수교육공학은 교육공학의 개념과 더불어, 보조공학, 교수공학, 의료공학, 정보통신공학 등의 개념까지 포함하고 있다

이에 본서는 총 8부로 나누어 제1부에서는 특수교육공학의 기초, 제2부에서는 특수교육의 컴퓨터 활용교육, 제3부에서는 특수교육의 ICT활용교육, 제4부에서는 사이버교육과 웹접근성, 제5부에서는 보조공학과 특수교육지원센터, 제6부에서는 보편적 설계, 제7부에서는 특수교육과 스마트교육을 소개하였다. 먼저 제1부에서는 교육공학의 개념, 역사, 특수교육공학의 특징 등 특수교육공학에 필요한 가장 기본적인 개념을 다루었다. 제2부에서는 교수매체, 컴퓨터 활용교육, 특수교육 멀티미디어 설계 및 개발 등 특수교육의 컴퓨터 활용교육을 소개하였다. 또한, 제3부에서는 ICT활용교육의 개념, 유형, 특수교육의 ICT활용교육의 특징 등 특수교육에서의 ICT활용교육 방법을 구체적으로 소개하였다. 제4부에서는 사이버교육의 개념, 웹접근성, 특수교육의 사이버교육 특징 등 특수교육에서의 사이버교육을 소개하였다. 제5부에서는 보조공학, 특수교육지원센터 등 특수교육에 필요한 교육공학적 지원 체제를 소개하였다. 제6부에서는 교수 설계, 보편적 설계 등 누구든지 공평한 교육을 받아야 한다는 universal design learning을 소개하였고 끝으로 제7부에서는 특수교육에서의 스마트교육 개념, 특징 등 다양한 사례를 소개하였다.

본서는 사범대학이나 교육대학 등에서 특수교육공학을 학습하는 학부 및 석박사 학생들뿐만 아니라, 교육 현장이나 각종 교육 기관 등에서 교육연구를 수행하는 많은 분들에게 도움을 줄 것으로 기대한다. 끝으로 본서 출판에 도움을 주신 교육과학사 출판사 관계자 여러분께 감사의 마음을 전한다.

 

목차

제1부 특수교육공학의 기초
❚1장 교육공학의 이해 13
1절 교육공학의 개념 ···········································································13
2절 교육공학의 발달 ···········································································15
3절 교육공학의 영역 ···········································································22
❚2장 특수교육공학의 이해 25
1절 특수교육공학의 개념 ····································································25
2절 특수교육공학의 유형 ····································································26
3절 특수교육공학과 유사한 용어 ························································29

제2부 특수교육의 컴퓨터 활용교육
❚3장 교수매체 33
1절 교수매체의 개념 ···········································································33
2절 교수매체의 기능 ···········································································34
3절 교수매체의 유형 ···········································································36
❚4장 컴퓨터 활용교육 38
1절 컴퓨터와 멀티미디어의 특성 ························································38
2절 컴퓨터 활용교육 ···········································································39
3절 멀티미디어 활용교육 ····································································43
4절 인터넷 활용교육 ···········································································45
❚5장 소프트웨어의 평가 47
1절 소프트웨어의 유형 ········································································47
2절 소프트웨어의 평가 기준 ·······························································48
3절 소프트웨어의 평가 척도 ·······························································50
❚6장 웹 사이트의 평가 67
1절 웹사이트의 유형 ···········································································67
2절 웹사이트의 평가 기준 ···································································68
3절 웹사이트의 평가 척도 ···································································70
❚7장 특수교육의 컴퓨터 활용교육 76
1절 시각 장애 학생을 위한 컴퓨터 활용교육 ·····································76
2절 청각 장애 학생을 위한 컴퓨터 활용교육 ·····································77
3절 발달 장애 학생을 위한 컴퓨터 활용교육 ·····································77
4절 행동 및 정서 장애 학생을 위한 컴퓨터 활용교육 ························78
5절 학습장애 학생을 위한 컴퓨터 활용교육 ·······································78
❚8장 특수교육의 멀티미디어 수업 설계 80
1절 지각 수준에 따른 멀티미디어 수업 설계 ·····································80
2절 인지 과정 수준에 따른 멀티미디어 수업 설계 ·····························81
3절 동기 수준에 따른 멀티미디어 수업 설계 ·····································81

제3부 특수교육의 ICT활용교육
❚9장 ICT활용교육의 개념 87
❚10장 ICT활용교육의 모형 93
1절 직접교수․학습 모형 ···································································94
2절 선행조직자 모형 ·········································································95
3절 토론학습 모형 ·············································································96
4절 프로젝트학습 모형 ······································································98
5절 탐구 학습 모형 ···········································································99
❚11장 특수교육정보화 102
1절 특수교육정보화의 개념 ·····························································102
2절 특수교육정보화 지표 ·································································103
❚12장 특수교육의 ICT활용교육 106
1절 특수교육에서 ICT활용교육의 특징 ············································106
2절 특수교육에서 ICT활용교육의 교수-학습 전략 ····························108
3절 장애 유형별 ICT활용교육의 방법 ··············································109
4절 장애 학생의 공학적 적용을 위한 학습 계획 설계 ····················111

제4부 사이버교육과 웹접근성
❚13장 사이버교육 117
1절 e-러닝의 발달 과정 ···································································117
2절 e-러닝의 개념 ············································································121
3절 e-러닝의 유형 ············································································122
4절 e-러닝의 구성 요소 ···································································124
5절 e-러닝의 교수 전략 ···································································127
6절 e-러닝에서 교사의 역할과 역량 ················································128
7절 e-러닝의 특징 ············································································130
8절 e-러닝의 운영 모형 ···································································135
❚14장 특수교육의 사이버교육 138
1절 특수교육 대상 학생을 위한 사이버교육의 필요성 ····················138
2절 특수교육 대상 학생을 위한 e-러닝 ···········································139
3절 장애 유형별 효율적인 e-러닝 방안 ···········································139
❚15장 특수교육의 원격교육 141
1절 특수교육 대상 학생을 위한 원격교육의 필요성 ························141
2절 원격교육에 필요한 정보통신 보조기기 ·····································142
❚16장 특수교육의 디지털교과서 143
1절 특수교육용 디지털교과서의 설계 ··············································143
2절 특수교육용 디지털교과서에 필요한 보조공학기기 ····················144
3절 특수교육용 디지털교과서 접근성의 설계 ··································145
❚17장 웹 접근성 148
1절 웹 접근성의 개념 ······································································148
2절 웹 접근성 향상을 위한 가이드라인 ···········································149
3절 e-러닝 콘텐츠 접근성 가이드라인 ·············································153
4절 웹 접근성 높은 WBI 설계 ························································155

제5부 보조공학과 특수교육지원센터
❚18장 보조공학 167
1절 보조공학의 개념 ········································································167
2절 보조공학의 역사 ········································································169
3절 보조공학의 유형 ········································································169
4절 보조공학의 최근 동향 ·······························································173
5절 보조공학 관련 법률 ···································································175
❚19장 특수교육지원센터 177
1절 특수교육지원센터의 필요성 ·······················································177
2절 특수교육지원센터의 기능 ··························································178
3절 특수교육지원센터의 방해 요인 ·················································182

제6부 보편적 설계
❚20장 교수설계 189
1절 교수설계의 개념 ········································································189
2절 교수설계의 접근 방법 ·······························································190
3절 교수설계의 원리 ········································································193
4절 교수설계 이론의 특징 ·······························································194
5절 교수설계의 요소 및 절차 ··························································195
6절 교수설계의 모형 ········································································197
❚21장 보편적 설계 212
1절 보편적 설계의 개념 ···································································212
2절 보편적 설계의 배경 ···································································214
3절 보편적 설계의 원리 및 지침 ·····················································216
4절 보편적 설계의 원리에 적합한 교수 방법 ··································218
5절 e-러닝에서 적용 가능한 보편적 설계 원리 ·······························221
6절 디지털 교과서에서 적용 가능한 보편적 설계 원리 ···················224

제7부 특수교육과 스마트교육
❚22장 스마트교육의 이해 231
1절 교육의 패러다임 변화 ·······························································231
2절 스마트교육의 개념 및 특징 ·······················································232
3절 스마트교육의 방향 ····································································234
4절 스마트교육의 추진 과제 ····························································235
❚23장 SNS를 활용한 스마트교육 239
1절 SNS의 개념 ················································································239
2절 SNS와 교육 ················································································240
3절 주요 SNS 분석 ··········································································242
4절 SNS를 활용한 교육환경 조성 ····················································248
5절 국내․외 대학에서 SNS 활용 스마트교육 사례 ·························254
6절 SNS를 활용한 스마트교육 사례 ·················································256
7절 SNS를 활용한 스마트교육의 시사점 ··········································258
❚24장 스마트교육의 수업모형 259
1절 스마트교육을 위한 환경 구축 ···················································259
2절 스마트교육을 위한 수업 모형 ···················································261
3절 스마트교육을 위한 수업 전략 ···················································262
❚25장 특수교육에서의 스마트교육 265
1절 앱을 활용한 스마트교육 사례 ···················································265
2절 QR코드를 활용한 스마트교육 사례 ···········································266
 

저자소개

▪민천식

대구선명학교 교사(1985.1-2000.2)
대구대학교 특수교육학과 BK21 특수교육연구단 책임교수(2000.3-2003.8)
대구교육대학교 교육학과 학과장(2004-2005)
교육부 2008 특수학교 국정교과서(음/미/체) 편찬위원장
대구광역시 청소년대안교육원 원장(2006.8-2010.12)
현) 대구교육대학교 특수통합교육과 학과장

▪권택환
대구교대(학사), 고려대(석사), 단국대 (박사)
풍양, 보문, 예천, 남양, 울릉, 고령초등학교 교사(일반학급/특수학급)
교육인적자원부 교육연구사
국립특수교육원 연수과장, 정보운영과장
교육과학기술부 교육연구관, 장학관, 특수교육정책과장
현) 대구교육대학교 특수통합교육과 교수

▪신재한
경북대학교 교육학 박사(교육방법 및 교육공학 전공)
한국교육개발원 연구위원
숙명여자대학교, 국민대학교, 대전대학교, 대구대학교 등 외래 교수
현) 교육부 연구사

등록된 사용후기

사용후기 쓰기 새 창 더보기

사용후기가 없습니다.

등록된 상품문의

상품문의 쓰기새 창 더보기

상품문의가 없습니다.

배송

30,000원 이상의 주문시에 배송료는 무료이며, 30,000원 미만시 배송료는 2,500원 입니다. 
입금확인일 이후 2~3일 안에 물품을 받아보실 수 있으며(일요일, 공휴일 제외) 산간 도서 지방일 경우 1~2일정도 지연될수 있습니다.
 

교환

* 사전 연락을 주셔야 하며, 모든 상품의 교환 및 환불은 구입일로부터 10일 이내에 가능합니다. 
1) 상품에 하자가 있을 때 
    저희측 실수로 인한 하자발생시 100% 교환 및 반품 가능하며 배송료는 저희측 부담입니다. 
2) 소비자의 기호변경, 주문서 잘못 기입 
    소비자의 기호변경과 잘못된 주문으로 인한 교환에 따른 배송료는 왕복배송료 모두 소비자부담이며,
    상품에 하자 및 이상이 없을 때 가능합니다. 
▷교환 및 반품 방법 031-955-6956~8 으로 연락하신후 보내실 물품을 주시면 됩니다.
    보내실 주소는 '경기도 파주시 교하읍 문발리 파주출판문화정보산업단지 514-5호
    (도서출판)교육과학사 특판영업부'입니다.