영재 STEAM 교육에서의 디지털 교육 기술: 능력 수준이 다양한 학습 환경에서 교사의 인식과 실천에 대한 질적 사례 연구
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영재 STEAM 교육 교육 기술 다양한 학력 수준의 학생들이 함께 수업을 듣는 교실 차이화된 학습 질적 사례 연구

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Milakis, E. D., Argyrakou, C. C., & Chantzouli , E. (2026). Digital Educational Technologies in Gifted STEAM Education: A Qualitative Case Study of Teachers’ Perceptions and Practices in a Mixed-Ability Learning Context. Journal of Hypermedia & Technology-Enhanced Learning, 4(2), 104–144. https://doi.org/10.58536/j-hytel.235
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출판 2026-06-30
Pages 104-144
References 80
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이 질적 사례 연구는 영재와 비영재 학생이 함께 학습하는 혼합 능력 학습 환경에서 교사들이 영재 STEAM 교육에 디지털 교육 기술을 어떻게 인식하고 적용하는지 조사한다. 본 연구는 영재 STEAM 교육에 관한 연례 전문성 개발 프로그램을 배경으로 진행되었으며, STEM/STEAM 교육 및/또는 영재 교육 경험이 있는 6명의 교사를 목적 표본 추출 방식으로 선정하여 참여시켰다. 데이터는 반구조화 인터뷰, 소규모 포커스 그룹, 명시적 참여자 및 비참여자 관찰, 현장 기록, 문서 자료를 통해 수집되었으며, 주제별 분석을 통해 분석되었다. 연구 결과에 따르면 교사들은 디지털 기술을 중립적인 기술적 자원이라기보다는 탐구, 차별화된 교육, 참여, 창의적 산출을 형성할 수 있는 교육적 매개체로 인식했다. 의미 있는 기술 통합을 위해서는 명확한 디지털 기술 목표, 체계적인 지도, 형성적 모니터링이 필요했다. 디지털 도구는 학제 간 탐구, 디자인 활동, 멀티미디어 제작, 창의적 표현, 그리고 차별화된 참여 형태와 연계될 때 영재 STEAM 학습을 지원했다. 형평성은 기기 접근성, 의미 있는 참여, 차별화된 지원, 역할 분배, 윤리적 사용, 데이터 보호, 그리고 이에 상응하는 비디지털 경로를 포함하는 다차원적 문제로 이해되었다. 그러나 실행 과정은 부적절한 인프라, 노후된 장비, 소프트웨어 호환성 문제, 불안정한 인터넷 접속, 시간적 압박, 불평등한 접근성, 그리고 제도적 모호성으로 인해 제약을 받았다. 본 연구는 디지털 기술이 영재 STEAM 교육에서 포용적 차별화, 학제 간 통합, 윤리적 디지털 실천을 어떻게 지원할 수 있는지를 명확히 함으로써 관련 문헌에 기여한다. 연구 결과는 표본 규모가 작고, 특정 전문성 개발 맥락, 비정규 교육 환경, 그리고 단일 질적 사례 연구의 제한된 일반화 가능성을 고려하여 해석되어야 한다.

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Author Contributions

Emmanouil D. Milakis: Conceptualization; Methodology; Investigation; Data Collection; Data Curation; Writing – Original Draft Preparation. Constantina Corazon Argyrakou: Validation; Theoretical Framework Development; Writing – Review & Editing. Eleni Chantzouli: Validation; Theoretical Framework Development; Writing – Review & Editing. All authors have read and approved the final version of the manuscript.

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Acknowledgments

The authors thank the teachers who participated in the “Gifted STEAM Education” professional development program and contributed their time, reflections, and professional expertise to the study.

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Ethics Approval

This study was conducted in accordance with ethical standards. Approval was obtained from the Research Ethics Committee of European University Cyprus under approval number 2023.65.

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Informed Consent

Written informed consent was obtained from all teacher participants and from the legal guardians of participating minors.

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The authors declare that this research did not receive specific funding from any public, commercial, or not-for-profit agencies.

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The data supporting this study’s findings are not publicly available to protect the privacy of study participants. Summary data are included in the manuscript. Additional information may be available from the corresponding author upon reasonable request, subject to ethical and confidentiality restrictions.

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