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Journal Of Korean Biblia Society for Library and Information Science

  • P-ISSN1229-2435
  • E-ISSN2799-4767
  • KCI

ISSN : 1229-2435

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Vol.37 No.1

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A Comparative Study on the Perception of Subject Teachers and School Library Staff Regarding the Use of EduTech

Journal Of Korean Biblia Society for Library and Information Science / Journal Of Korean Biblia Society for Library and Information Science, (P)1229-2435; (E)2799-4767
2026, v.37 no.1, pp.337-356
https://doi.org/10.14699//kbiblia.2026.37.1.337
Hee Gyeong Min
Mi Ah Cho
Min, H. G., & Cho, M. A. (2026). A Comparative Study on the Perception of Subject Teachers and School Library Staff Regarding the Use of EduTech. , 37(1), 337-356, https://doi.org/10.14699//kbiblia.2026.37.1.337

Abstract

This study aims to analyze the current status and perceptions of EduTech utilization among subject teachers and school library staff (teacher librarians and librarians) during the digital transformation era, providing strategic implications for fostering a collaborative educational ecosystem. A nationwide survey was conducted with 45 subject teachers and 57 school library staff across elementary, middle, and high schools. Data were analyzed using descriptive statistics, multiple response analysis, independent samples t-tests, and chi-square tests to identify commonalities and significant differences between the two groups. The findings indicate that while both groups exhibited high levels of EduTech experience and positive perceptions, school library staff had relatively fewer opportunities for professional training. Furthermore, distinct role-specific demands emerged regarding the activation of EduTech: subject teachers emphasized the “provision of curriculum-linked instructional materials,” whereas school library staff prioritized “specialized professional development programs.” Based on these results, this study proposes several recommendations: expanding tailored training initiatives, developing collaborative instructional models between subject teachers and school libraries, and establishing a stable technological infrastructure. These findings are significant in that they offer a policy direction for redefining school libraries as EduTech-driven creative learning spaces and provide a foundation for digital innovation within the school environment.

keywords
EduTech, Perception of EduTech, Subject Teachers, Teacher Librarians, Librarians, School Library

Journal Of Korean Biblia Society for Library and Information Science

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