포스트모더니즘의 특징과 교육적 대책

목차

Ⅰ. 포스트모던 교육공학

Ⅱ. 포스트모더니즘의 원리

Ⅲ. 포스트모더니즘의 가능성

본문내용

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＊ 유영만은 한양대학교에서 교육공학으로 석사학위를, Florida State University에서 수업체제설계를 전공하여 박사학위를 받고 현재 삼성인력개발원에서 ISD를 활용하는 인재육성체계수립 및 교육과정개발, 교육의 경영전략화 방안을 통한 기업교육혁신전략을 연구/개발하고 있으며, 주요 관심분야는 지식경영과 기업교육, 대안적인 패러다임에 근거한 새로운 교육공학 이론과 방법론 개발, ISD 이론과 실천을 매개할 수 있는 새로운 모형개발, 학문간 경계 넘나들기(간학문적 접근)를 통한 교육공학적 시사점 도출과 연구방향 정립 등이다.
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〈Abstract〉
Postmoderninsm and educational technology: It's implications for and applicability to the field of educational
technology
Yeongmahn You
As postmoderninsm has been one of the major issues in every aspect of discipline, modern educational technology based on positivism has been challenged with a recent paradigm shift of natural science as well as social science. An alternative inquiry and a critical questioning to educational technology in terms of postmodernism have been a corestorne to review of some of the major assumptions and key principles of educational technology. The purpose of this article is to explore the theoretical and practical implications of key concepts and priciples from the lens of postmodernism for and to find out some opportunities of applying those to the field of educational technology. Six key concepts and principles such as multiple vocing, breakup of the canon, supplement, nonlinearity, slippery signifieds are drawn from the discussion of postmodernism. These six concepts and principles are building block for drawing implications for and exploring the possibility of application of postmodernism to the field of educational technology. The article concludes with an argument for suggesting that educational technology(ist) should made a reflective effort to make a bridge between theory and practice to transform a harsh reality in the age of postmodernism.

키워드

포스트,   모던