4. Policy Planning & Research Development & Dissemination Diffusion & Establishing Roots Monitoring & Evaluation ICT in Education Master Plan (I, II, III, IV, & V) ICT Skill Standard Teacher ICT Use Certification Investigate use of ICT in schools e-Learning fortraining Quality Assurance Teacher ICT contest Teacher Community of practice Standard curriculum Develop training programs Training program by targets Policy makers School principals ICT lead teachers ICT specialist by school level Teacher Evaluation of training

5. Take root Teacher Training Implementation & diffusion Operation support HRD Planning Central level Regional level School level Policy planning ICT Standards (National level) ICT Curriculum Standard Nurture central level lead teachers Develop evaluation criteria & Quality Assurance Training program by target group Training program (Face-to-face, e-Learning) Monitoring & Evaluation Guideline for ICT use in teaching & learning Link with school curriculum & Use of ICT in teaching & learning at school level School level training Evaluation Impact ICT contest Teacher Community Certificate ICT literacy Policy

9. Support experts as trainers Conduct training Public Organizations Develop curriculum and contents Nurture central level ICT lead innovative teachers Quality assurance support for training institutes KERIS Appoint training institutes Select trainees Manage training information Assessment 17 Metropolitan - Provincial Offices of Education Schools (K-12) Support training facilities Conduct training Institutes Coordinate training programs with higher education institutes Conduct training Policy planning & budgeting Administrative support Monitoring & evaluation Ministry of Education Teacher ICT Training

14. Concepts of Future Education and Roles of Teachers This Module aims to promote teacher capacity for ICT in education “7. Understanding Future Education.” As ICT in education is an educational method to prepare for a changing future society, it is important, more than anything else, to understand future education and accordingly identify the roles of teachers. This Module intends to help learners make plans to prepare for future education.

15. Definition of the Capacity: Ability to understand concepts of future education and ICT in education and to apply them to educational practice Action indicator : 7.3 Identifies educational needs fitting features of a future society Examples of action : 7.3.1 Understands changes in educational paradigm and future education, and identifies points to apply to my educational situation 7.3.2 Understands concepts and characteristics of ICT education (change in interaction, convergence, communication, cooperation) and seeks solutions to my educational problems

16. Based on the action indicator for teacher capacity “7.3 Identifies educational needs fitting features of a future society,” trainees can perform the following actions after completing this Module:  Identify changes in educational paradigm according to changes in a future society  Apply changes in educational paradigm to my educational situation

17.  Training level: Beginner (Common) Focuses on learning various changes in future educational environment and build an attitude that can help prepare for these changes  School level (Primary school) Identifies how a future society looks where students will lead a life and predicts how primary school education will change (Secondary school) Predicts social and educational changes in 10, 20, or 30 years and understands directions for educational changes

18. [References]  Video featuring how a future society looks, produced by Dow Corning and Microsoft Corporation  Study on Future Educational Vision (Korean Educational Development Institute, 2010) ContentMethodsTools to use Introducing changes in a future societyLecturePresentation Video Introducing changes in educational paradigm according to changes in a future society Free discussion on future society and changes in educational paradigm Lecture Discussion Presentation Video Wrap upLecturePresentation

19. [References]  Workshop on Teaching-learning Models for ICT Research Schools (Ministry of Education, Science and Technology, 2012)  Instruction Module for Capacity Development Project for the Education for Sustainable Development (ESD) (Korean National Commission for UNESCO, 2012) ContentMethodsTools to use Introducing education cases preparing for the future (overseas, ICT research schools) Identifying characteristics of changes from future education cases Lecture Individual practice Video Teaching-learning plan Activity sheet Understanding changes in future education (environment, content, method) LecturePresentation Wrap upLecturePresentation

20. ContentMethodsTools to use Introducing role changes of 21st century teachers and teacher capacity LecturePresentation Preparing for my changes as 21st century educator (writing a review, possible to upload onto SNS) PracticePC or paper Making presentation Wrap up Presentation Lecture Presentation

21. Session evaluation sheetPointsRemark s 1 st sessionWrittenIs the trainee well aware of changes in a future society? Is the trainee well aware of changes in educational paradigm for a future society? 2 nd session Outputs (peer evaluation) Can the trainee summarize characteristics of future education from the future education cases? 3 rd sessionOutputAre characteristics of future education expressed well in the review on training? Is self-reflection revealed? Are directions for future activity presented? AttitudeIs the review conscientiously written?

22. Number of trainees: about 30 persons Lecture hall : General lecture room (If a special lecture is offered, a main auditorium can be used for all lectures) Hardware: Computer for instructor, large screen Tables Whiteboard Computer

23. Expertise Expert on the prediction of future education, expert who practices future education in classroom Career One who has experienced domestic or overseas future education or who has conducted projects using advanced media Other consideration Rather than focusing on understanding of concepts or characteristics of future education, the instructor should concentrate on drawing implications so that learners can understand concepts and apply them to educational methods.

30. 6.

31. Recommendations & Policy Implications03

32. | Building League of Innovative Teachers League of innovative teachers, league of innovative schools, league of innovative communities and league of innovative citizens | Nurture and Support Teachers Community of Practice Teachers’ receptiveness and acceptance are key National e-Portal service for sharing teaching-learning materials (National OER portal) | Enhancing Responsible and Safe Use of ICT Transform education culture and environment: overcome test and cramming education orientation | Spill-over effect: from policy to practice, from education to socio-economic development and from cognitive learning outcomes to non-cognitive learning outcomes

33. | Integrate new competencies into curricula and into assessment frameworks New skills and ICT literacy: coding and programming skills | Implement new forms of continuous professional development as a long-term national plan to nurture digital environments and lifelong learning Harmony and balance: between analogue and digital approaches, between long-term commitments to policy and gradual improvements, between radical innovation and systematic transformation and between top-down and bottom-up approaches