ICT Roles in Systemic Reform

Byung Hyun Lee

Director, International Education & IT Bureau

MOE&HRD, Korea

Contents Contents

• Introduction

• Experiences in Educational Change

• Challenges

• Theoretical implication

• ICT for systemic reforms in Korea

• Recommendations

• Conclusion

Introduction ICT, a crucial tool for educational change or

innovation Most APEC member economies have emphasized

on ICT Diversified efforts for ICT using in education

infrastructure construction, content (or SW) development, teacher training, administration supporting system

(e.g., NEIS, e-government), ……

Time to focus on the roles of ICT

for the total systemic reform in education

Experience of Systemic Change in Education

Recommendations for Ministers in AEMM

2004

Economies need:

To have effective governance

To build capacity at the individual, local and

central levels

To strengthen ties between schools and local

communities

To build on local strengths

Experience of Systemic Change in Education (2)

Recommendations for Ministers in AEMM 2004 (2)

Economies need:

To ensure appropriate levels of resourcing

To develop life-long learning for all age-groups

To recognize teachers’ changing roles

To pursue excellence while balancing access and equity is

sues

Experience of ICT Use in Education

Examples of ICT use for Educational Change

(from Reports in EDNET DB updated in 2006) Chinese Education and Research Network (2004) Philippines: National Information Technology

Plan (2004) Australia: Learning in an Online World: A Schools Education Action Plan for the Information

Economy (2003-2006) Thailand: ICT for Direct Instruction and In-Service Training (2004) United States: Vision 2020: Transforming Education and Training through

Advanced Technology (2003)

Experience of ICT Use in Education (2)

Examples of ICT use for Educational Change (2) Mexico Education Progress Report (2004) Hong Kong China: IT in Education – Way Forward (2004) E-Japan Priority Plan (2004) ICT curriculum -Alberta, Canada (2004) New Zealand's Digital Horizons: Learning Through ICT (2002-2004) Curriculum Standards of Singapore Challenge of eLearning on K-12 in Chinese Taipei (2003) Korea: Adapting Education to the Information Age (2002)

……

Experience of ICT Use in Education (3)

Recommendations for Ministers in AEMM

2004

 Economies need to: Establish communities of practice, both online

and on-site,

Collaborate on Research and Development

(R&D)

Adopt a holistic approach to all aspects

of education

Challenges Challenges

Member economies need for

• Developing better educational content and software

• Supporting teachers with instructional models in using ICT

• Integrating ICT into the curriculum

• Professional development of teachers and technicians

• Maintaining facilities and systems

• Better coordination between the government and

the private sector in promoting ICT use in schools

Theoretical Approach for Systemic Reform

Guidance System for Transforming Education (Reigeluth, 2006)

Phase I. Initiate a systemic change effort.

Phase II. Prepare a Starter Team.

Phase III. Develop a district-wide framework and

capacity for change.

Phase IV. Create designs for new schools.

Phase V. Implement and evolve the new system

ICT for Systemic Reforms in Korea

1. e-Government Service-type government that clients may access and use easily

2. Administrative portal system of MOE&HRD

(1) ICT (e-Learning) for K-12 National teaching & learning system (EDUNET)

Cyber home learning system

Digital library system (dls.edunet.net)

Educational resources sharing system

ICT for Systemic Reforms in Korea (2)

2. Administrative portal system of MOE&HRD

(2) NEIS National Education Information

System

Established to enhance efficiency in educational

administration (2002)

Business Process Re/Engineering (BPR) with an

Internet Service Provider (ISP).

Connects the entire body of information

to primary & secondary schools

ICT for Systemic Reforms in Korea (3)

2. Administrative portal system of MOE&HRD

(3) Systems for educational reforms e-Teaching & learning reform system

Lifelong learning supporting system

e-Education security net

Knowledge sharing system

Promotion of e-Learning globalization

Development of u-Learning

infrastructure

ICT for Systemic Reforms in Korea (4)

MOE & HRDMOE & HRD InterestedInterestedAgenciesAgencies

Offices ofOffices ofEducationEducation KERISKERIS

3. Roles of organizations

• Developing

• Providing

• Managing

• Coordinating

• Developing

• Mobilizing

• Distributing

• Providing

• Developing

• Implementing

• Providing

• Providing

• Developing

•

Operating

ICT for Systemic Reforms in Korea (4)

e-Learning Quality Management System (plan)

Recommendations Economy Level

Informatization Plan Legal systems Infrastructure Content development & operation Training of teachers Administrative system development and operation Bridging the digital divide Roles of the organization

• Ministry level• School district level• School level

APEC CommunityGovernment level

Convergence of the existing educational system to the new paradigm and methods

Realization of the equal opportunity of education for the whole citizens

Optimization of the efficiency of education

with flexibility and openness

Focusing on competency development

and humanity

Recommendations

APEC Community (2)

Ministerial level APEC Future School Modeling

• Expand APEC learning Community

(e.g., APEC Edutainment Park)

Sharing the ICT/ learning infrastructure

APEC-wide LMS/LCMS supporting network

for each learning unit

• Classroom, school, district-level

Recommendations

APEC Community (3)

Ministerial level (2)

Research & development sharable learning

contents or textbook

• APEC digital textbook; Math, Science, Languages

Collaborative HRD

• Technology Specialists

• Instructional Designers

• Teacher Trainers

• Corporate Trainers, and

• Performance Technologists  

Recommendations

ConclusionConclusion To ensure the systemic reform,

Challenge convention

Think systemically,

Become principle-based,

Blend researchers and practitioners

activities, and

Collaborate with other member

economies

QUESTION?

THANK YOU !!

ReferencesReferencesReigeluth, C. M. (2006). The Guidance System for Transforming Education. In

The Process of Systemic Change. Techtrend, 50(2), 42-51.

APEC EDNET (2007). Ministers’ Vision. Reviewed on Dec. 2nd. 2007 from (http://www.apecneted.org/portal/index.cfm)