ict education in korea, issues & challenges : sharing korean experience with chile prof. sungho...
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ICT Education in Korea, Issues & Challenges : Sharing Korean Experience with Chile
Prof. Sungho KwonHanyang University, [email protected]
Korea Chile Location: Far eastern part of Asia Area: 99,000 KM2 Population: 47 million
Location: Southern west Country of South Amer-icaArea: 756,590 KM2 Population: 16.45 million
Content
Systems for ICT Education Reform in Korea
Korea’s Holistic Education Vision toward SMART Education by 2015
Teacher Training for ICT Education Reform in Korea
Lessons Learned from Korea
A Change in Education Environment
Korea War 1950 - 1953
Children Drinking Aid Milk (1954)
Children Drinking Aid Milk (1954)
Classroom (1970s)
Classroom (2011)
Classroom (2011)
Korea 2011
the 13th Largest Economy in the World
What Made it Possible?
It’s
The Power Of Education
Best nurturing the human resource is the road to the advanced country!
No Education, No Future
A Change in Education Environment
New Digital Culture
Culture content
Education content (e-learning)
Education
Industry
TechnologyCulture
TechnologyNEW !
Digital culture
Education/Culture Contents
CTculture technology
anywhereanytime
anybodyanycontent
Human, Education, Society and Culture
culture
convergence
education societyhuman
Changes In
EducationalEnvironment
•Personalized learn-ing environment
• Prosumer
•Vigorous informa-tion exchange through SNS
Learners’ Environ-
ment
Smart-Learning Generation
Power, Passion, Participation, Pure
Active vs Passive
Play vs Work
Payoff vs Patience
Fantasy vs Reality
Technology as Friend vs Technology as Foe
Power, Passion, Participation, Pure
Twitch speed vs Conventional speed
Parallel processing vs Linear processing
Random thinking vs Linear thinking
Graphics first vs Text first
Connected vs Stand-alone
Smart-Learning Generation
Changes In
EducationalEnvironment
•The advent of Web 2.0& Web 3.0 which pro-vide dynamic network service based on collab-orative work•Broadband internet, smart phone, tablet PC•Ubiquitous computing•Digital Learning Eco-system
Technological Development
•Personalized learn-ing environment
• Prosumer
•Vigorous informa-tion exchange through SNS
Learners’ Environ-
ment
Pushed web, text, graphics based, flash
From Web 2.0 to Web 3.0
Sociocultural Psychology Social Cognition Sociocultural Constructivism Connectivism
Cooperation
Participation Share
Open
MORE!!
Digital Learning Eco-system
Tech
nolo
gy
Infrastructure(Hardware)
Service
AppliedTechnology
Content
NeedsInnovation Knowledge & Information
Networking/Sharing/Distribu-tion
Human Re-sources
Learn
ing
Stu-dent
ParentTeache
r
K-12 Education Higher Educa-tion
Lifelong/Voca-tional Education
Stu-dent
Profes-sor
Worker
Public
Growth
Growth
Changes In
EducationalEnvironment
•Boundaries between In-formation producers and consumers are getting blurred.
•Collective Intelligence are getting important as a way to produce knowledge
Informa-tion Revo-
lution
•The advent of Web 2.0& Web 3.0 which pro-vide dynamic network service based on collab-orative work•Broadband internet, smart phone, tablet PC•Ubiquitous computing•Digital Learning Eco-system
Technological Development
•Personalized learn-ing environment
• Prosumer
•Vigorous informa-tion exchange through SNS
Learners’ Environ-
ment
25
Roy Pea (2010)
Joint physical actionTransient oral communication
SciencesMathematicsTextsEconomiesArt/graphics
SatellitesBroadcast mediaFactoriesMass publishing
Networked PCsWeb PublishingRecommendation enginesGlobal search
Virtual observatoriesCollaboratoriesSocial networkingWeb 2.0
CulturallyMediated
NetworkMediated
CommunicationMediated
SymbolMediated
CyberinfrastructureMediated
IncreasingComplexity ofMediation
Technical Development
CloudComput-
ing
IntelligenceOf crowds
Constant Contact
CensorsNetwork
The Background of Paradigm Shift in Educa-tion
Paradigm Shift In EducationCognitive anthropol-
ogy
Socio-cultural theories
Distributed cognition, intelligence and ex-
pertise
Situated learning theory
Social and collaborative approaches to learning
Social Turn in Education
• Increasing attention to social foundations of learning, to augment the cognitive revolution.
• Learning involves not only transformation of cognitive structures but of participa-tion in cultural practices.
• Evidence that social interactions contribute significantly to key “drivers” of learn-ing: identity, interests, agency, engagement, social networks.
• Concern with examining cultural practices that shape learning outside of school – including family, community, media & tools.
• Sense of increasing societal importance of collaboration and teamwork & need for science to better understand and improve
• Practice and mediating technologies Greater use of social designs in formal instruc-tion beyond teacher-led classes.
• Appreciation of special brain processing of social stimuli from social neuroscience research – e.g., on mirror neurons.
Roy Pea (2010)
Overview of ICT Education Reform
In Korea
ICT-basededucation stage
Enhance Teaching-learning method
sanitation of educational information
Initial infrastructure developing stage
1 PC per 1 teacher internet
access in all classrooms nationwide
e-learning stage
Personalized learning course
Self-directed learning
u-learning stage
Creative learning
2006~2008
smart-learning stage
Learning ecology
20102011
How Korea has adopted ICT since 1998~
EDUNET
Educa-tion re-sources Sharing system
School ad-ministrative system
NEIS
CHLS
CAI con-tent
Teaching-learning model
Com-puter subject
Multi-media
Expand content
Digital Text-book
Meta-data stan-dard
Self-directed learning con-tent
EDUNET: National Teaching-learning center
NEIS: National Education Information System
CHLS: Cyber Home Learning System
KMEC: Korea Multimedia Education Center
KERIS: Korea Education & Research Information Service
National Bureau
P-P Partnership
Regional center for ICT in edu-cation
KMEC & KERIS
Regional bureau
Cyber security cen-ter
Master
Plan III
Master
Plan II
Master
Plan I
Computer Education Plan
1996 2001 20061987 2010
Education information ser-vice Capacity building for teacherICT in education standardiza-tion & Educational content Infrastructure
ICT in Ed policy organization
Development of ICT-Learning In Korea
2011
PCs, H/W
School network
Infra. com-pleted
e-Learning in-fra.
u-Learn-ing infra
Smart-Learn-ing infra
Computer education in schools
Teacher training
ICT model school
Innova-tive teacher
U-Learning model school
En-hanced teacher training
Smart-Learn-ing model
Korean Students’ ICT Competencies
1st
SouthKorea
2nd
NewZea-land
3rd
Australia 4th
Japan
5th
HongKong
6th
Iceland 7th
Sweden
8rd
Ireland 9th
Belgium
10th Norway
32
ICT Classroom in Korea
Electronic Blackboard
Tablet Pc
Electronic Pen
ICT Classroom in Korea – DT-based CLASS
Digital Textbook
Paper textbooks
•Limited content•Hard to reflect latest info•Limited learning activities
Digital textbooks
•Customized learning textbooks Perfect for self-directed learning With no need for learning aides
Rich learning resources
Customized diagnosis & prescription
Connected learning activities
E-textbook
Dictionaries Multimedia
Reference Book Workbooks
Learning tools
Assessment teams
LearningDiagnosis
Learningmanagement
Wiki InternetDistancelearning
Projectlearning
Teacher Training for DT
Case of DT in Experimental School
Utilizing Tablet PC in classroom
Case of DT in Experimental School
Case of DT in Experimental School
Analysis of the Effectiveness of
DT
Allowing Opportunities for Students to raise creativ-
ity
Easy to back up or modify its contents
Positive Result about Aca-demic Performance
PossibleFuture Textbook
Case of DT in Experimental School
Quality of Contents is es-sential
Analysis of the Effectiveness of
DT
Evaluation Criteria for DT class is important
Teachers’DT LiteracyIs important
Instructional modelAppropriate for DT class’
should be developed
Systems forICT Education Reform
in Korea
KERIS - EDUNET - NEIS - RISS - KOCW
EBS - EDRB
Establishing a competitive,
Knowledge-based Na-tion
Strengthening the Capacity
For Individual Knowledge
Balanced National
Development
AccumulationKnowledge
Capital
Higher Education-Strengthening higher education and research capabilities of human resources-Support for the Strengthening of core capabili-ties of regional universities
Primary and Secondary Education-Strengthening Student’s self –directed learning -Increasing the core capabilities of teachers -Working in Concert with Parents to establish a collaborative learning
KERIS - (Korea Education & Research Information Service)
Lifelong and Vocational Education- Expanding the development of national human resources through the strengthening of RHRD- Enhancing lifelong learning ability
Establishing a Strategic Foundation-Support for the successful execution of educational policy founded on systematic evaluation-Realization of open and participatory education utilizing cyberspace-Improving the education environment to support lifelong learning
Evaluation System I EDUNET I RISS I NEIS
NEIS – Goal & Scopes
Goal…
Scopes…
NEIS - e-administration System
Security
Internet
PublicAuthen-tication
Sharing DB (Resident Registration No.
School Registration Status, etc.)
Ministries & Organizations
Inte
rne
t
Certificate Service, etc.DB Use (Educational Statistics & Policies, Student Records, etc.)
Parents & Citizens
Policy Making Analysis on Policy Implementation & Educational Statistics
MEST
Management & Analysis of Policy ImplementationBudgeting, Personnel Mgnt, Facility Mgnt, etc.
MPOEs
Implementing PoliciesBudgeting, Personnel Mgnt, Facility Mgnt, etc.
Sub-Local Offices of Education
Academic AffairsSchool Finance, Facility Mgnt, Meals, etc.
SchoolsAdmission
Statistics
Asset registration
Audit
Laws
Public Relations
Planning
Supervision
Academic Affairs
School Administration
Systems
School Meals
Civil Service
School Finance
Administrator Mgnt
FinanceTeaching Staff Mgnt
BudgetPhysical Education
EquipmentCivil Defense
Assets
Salary
FacilitiesLifelong Education
Corporate Body
Qualification Exam
-
Health
Internet
Internet
N E I SMEST
StatisticsDB
Internal Administration
DB
IndexDB
Regional Offices of Education (ROEs)
PublicService
DB
EducationalAdministration
DB
MPOEs MPOEs
44_NEI
S
NEIS - Main Informatized Area
Concept of Academic Affairs System Concept of Academic Affairs System
Certifying Org.
Edu. Admin.
Org.
MOEHRD
Metropolitan / Provincial Of-fice of Educa-tion
High-S
peed Netw
ork
University
Online Data Pro-vision
School-based System
User InfoOrganization Code
Common Code StatisticsBasic Teacher Info
Placement
Special High Middle Elementary
Existing NEIS
Meals Physical Edu. Supervision AdmissionAccounting
Facilities Issuance Services Sys. MgmtStatistics
Communication Server
User(Teacher)
My@PMS
Response Mgmt
Progress Mgmt
Request Mgmt
Service User
Services for Parents
Certificates
Sys. Admin
Help Desk
Issuance(Student
Info Inquiry)
Services for Parents
Request
HandlingResults
Sys. Use
SystemOperating
Info
Academic Affairs
Admission
Student Health
Sys. Mgmt.
Academic Affairs
Admission
Student Health
Sys. Mgmt.
Academic Affairs
Admission
Student Health
Sys. Mgmt.
Academic Affairs
Admission
Student Health
Sys. Mgmt.
Certification
DataProvision
Concept of Academic Affairs System
45_NEI
S
NEIS - Benefits
Totally reducing 17 working days and saving 130B KRW,
2,159 High schools
400 Universities
MEST
Communication Server
2. Requesting applicant’s information
Monitoring statistics 1. Encrypting student’s in-
formation to be transmitted to a university
NEIS School Affairs
3. Transmitting student’s information to an applied university(583,000 students, 3M transmissions)
No need to personal visit in University, 121.7B KRW saved
8.7B KRW saved
583,000 students
Reduced data management manual job
Digitalization and data verification job was re-duced
EDUNET – System Overview
Development of National e-Learning Support System that Leads Generation and Creation of Knowledge
Connection/Integration of Resources Distributed across
the Nation
Integrated Search Of Educational
Information
Customized ofKnowledge
(Customized Services)
Center
Cities &Provinces
Schools
KnowledgeWarehouse
Expansion of InfrastructureFor Integrated Use ofNational EducationalContents(KEM 2.0/ Search)
Activities/KnowledgeExchange
-Exchanges between Region and Classes-Exchanges between Individuals
Development of Service Result(Quality) Management System (Based on Field Support Team)
eCRM/CMSEDUNET
-Educational Policy-Makers-Stakeholders in RelatedGovernment Agencies
Educational Administrator
-Principals/Vice Principals-Researchers/ Junior Supervisors
Students
-Educational for Children-Adult Learners-NGOs
Parents
-Primary School Teachers-Secondary School Teachers-Nutrition & Diet Counselors-Healthcare Teachers
Teachers
ServicesFocused onSelected BestContents
EDUNET – Homepage (Korean)
EDUNET – Homepage (English)
EBS - Educational Broadcasting System
• My Lectures• Real Time Broadcast-ing• Q&A Service• College Entrance News• Top5 Clip Lecture• Total Retrieval Ser-vice
Internet-EBSi
Inter-Connection
EBS - Mobile-Based Service
EBS – EDRB (Educational Digital Resources Bank)
EBS - EDRB Services
E D R B
Link EDRB Clip to the file at the writing tool & produce E-book
Recognize over a smart phone or web cam of PC.
Linked images are exe-cuted over a smart
phone or PC
1
2
3
Korea’s Holistic Education Vision by 2015 – SMART
Education
Education of 21st Century
SMART EducationIntelligent
CustomizedTeaching & Learning
Education of 21st Century
Self-initiated
With Fun
Based on Level
Rich Resources
Using IT
Teaching &Learning System
SMART
Education to date
Direction for Smart Education
Grade-centered quantita-tive assessment for en-
trance exam
Limitations of knowledgeFrom paper textbooks
School for average stu-dents
Descriptive & qualitative assessment of
student abilities
Expansion to diverse& creative knowledge
School for all students
Direction & Tasks for Smart Education
ReformEducational
System
Teachers’Role
ImproveSchool
Infrastructure
Develop & Utilize Digital Textbook
Promote online classes & assessment
Build system for using educational contents
Strengthen teachers’ competencies
Lay the basis for cloudComputing abilities in education
Lessons Learned from Korea
1. Firm support and involvement of top administrators in education
2. Build core competencies of organiza-tions 3. Implement user-oriented policies 4. Apply monitoring & evaluation system
5. Collaboration among government bod-ies 6. Allocate appropriate financial resources
ISSUES for Successful ICT Implementation
Four Factors for Successful ICT
Humanware side2
Systemware side4
Hardware side3
Software side1
Four Factors for Successful ICT
Humanware side2
Systemware side
4
Hardware side
3
Software side1
Learning contents (quality)
Teaching & learning support
Teaching & learning activities
Class management
Four Factors for Successful ICT
Systemware side
4
Hardware side
3
Software side1
Humanware side2
Aspects of learners
Aspects of instructors
Aspects of educational administrators
Aspects of community leaders
Training
Four Factors for Successful ICT
Systemware side
4
Hardware side
3
Software side1
Humanware side2
Core capabilities required in smart era
C Cognitivecapability
R Relational capability
E Emotional capability
A Adaptability
self-directed learning ability which can be self-planning, self-monitoring, reflection and self-evaluationself-directed learning ability which can be self-planning, self-monitoring, reflection and self-evaluation
problem solving ability and critical thinking ability
ability creating harmonious and reliable relationship
ability to control his/her emotion wisely with an appreciative eye on technology and an aesthetic sense
ability to find information from fast search and critically evaluate and use them for his /her own purpose
upright understanding about characteristics and ranges of use of ubiquitous technology
T Technology Literacy
EEffectivelearning ability
Four Factors for Successful ICT
Systemware side
4
Software side1
Humanware side2
Hardware side3
Appropriateness of devices
Speed of wireless network
Appropriateness of server
Speed of after service
Changes of Educational Devices
E-Learning m-Learning u-Learning
?
Desktop Laptop
?TabletPMPNetbook SMAR
T
Jung Meehyun (2010)
Characteristics of Smart devices
Paperless Customized LMS 1 to 1 learning Live Class Social learning Edutainment Interactive books Flash animation
Creative Learning Environment
Interactions among peers and teachers through openness, sharing, and collaboration
Electronic Board
Mobile Apps Web
Tablet
Classroom Home
Jung Meehyun (2010)
Four Factors for Successful ICT
Software side1
Humanware side2
Hardware side3
Systemware side4
Aspects of security
Aspects of support
Web 2.0/Web 3.0 environment
Digital Learning eco-system KERIS
EDUNET
RISS KOCW NEIS EBS EDRB
Columbia• Soudi Arabia
• WB• IDB
Chile
Building Global Partnership
What’s the Education?
Education is Love
Education is Touch
Education is Relationship
Education is Repetition
Education is Change
Education is Communication
“Technology matters, but good teachers and good teaching matter more.”