ICT Roles in Systemic Reform Choi, Eun-Ok Director, International Education Cooperation Division, Ministry of Education and Human Resources Development, Korea Date: Jan. 16, 2008 Venue: Xi’an, China

Contents Introduction 1 Experiences in Educational Change 2 Challenges 3 Theoretical implication 4 ICT for systemic reforms in Korea 5 Recommendations 6 Conclusion 7

Introduction Infra Construction Content/SW Development Teacher Training Administration Support (e.g. NEIS, e-Gov.) and so on… ICT use in Education ICT, a crucial tool for educational Change/ innovation Most APEC member economies have emphasized on ICT

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 Edo.

Recommendations for Ministers in AEMM 2004 (2) Economies need:  To ensure appropriate levels of resorting  To develop life-long learning for all-age groups  To recognize teachers’ changing roles  To pursue excellence while balancing access and equity issues Experience of Systemic Change in Edo.

Recommendations about ICT Use in the AEMM 2004 Economies need:  To establish communities of practice, both online and on-site  To collaborate on research and development (R&D)  Adopt a holistic approach to all aspects of education Experience of ICT Use in Edo.

What do we have learned?  More integrative and holistic approach for systemic reform  Optimize the advantage of ICT, “convergence” ICT use In Education Systemic Reform In governance ICT and Systemic Reform applicationsegregate Cross-cutting

Examples of ICT use for Educational Change (1) (from Reports in EDNET DB) Experience of ICT Use in Education  Chinese Education and Research Network  Philippines: National Information Technology Plan  Australia: Learning in an Online World: A Schools Education Action Plan for the Information Economy  Thailand: ICT for Direct Instruction and In-Service Training  United States: Vision 2020: Transforming Education and Training through Advanced Technology  Mexico Education Progress Report

 Hong Kong China: IT in Education – Way Forward  E-Japan Priority Plan  ICT curriculum -Alberta, Canada  New Zealand's Digital Horizons: Learning Through ICT  Curriculum Standards of Singapore  Challenge of relearning on K-12 in Chinese Taipei  Korea: Adapting Education to the Information Age …… Examples of ICT use for Educational Change (2) (from Reports in EDNET DB) Experience of ICT Use in Education

Challenges Developing better educational content and software Better coordination between the government and the private sector in promoting ICT use in schools Supporting teachers with instructional models in using ICT Integrating ICT into the curriculum Professional development of teachers and technicians Maintaining facilities and systems

Challenges (2) Utilizing or collaborating with non-educational sectors Supporting innovation in ICT among schools and teachers Reducing the Digital Divide Securing and sustaining financial support Improving ICT access between school and home or between school and society

Theoretical Approach for Systemic Reform Guidance System for Transforming Education (Regality, 2006)  Similar process to the Korean Moe's experiences of using ICT for systemic reform

ICT for Systemic Reforms in Korea 1. e-Government : Service-type government that clients may access and use easily 1. e-Government : Service-type government that clients may access and use easily

ICT for Systemic Reforms in Korea 2. Administrative Portal System of MOE&HRD (1) ICT (e-Learning) for K-12  National teaching & learning system (EDUNET, 1996)  Digital library system (dls.edunet.net) (2001)  Educational resources sharing system (2002)  Cyber home learning system (2004)

ICT for Systemic Reforms in Korea 2. Administrative Portal System of MOE&HRD (2)  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 (2) NEIS (National Education Information System)

ICT for Systemic Reforms in Korea 2. Administrative Portal System of MOE&HRD (3) (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 3. Roles of Organizations MOE & HRD InterestedAgencies Offices of Education KERIS Developing Providing Managing Coordinating Developing Mobilizing Distributing Providing Developing Implementing Providing Developing Operating

Recommendations I. Economy Level  Master plan of informatization  Legal systems  Infrastructure  Content development & operation  Training of teachers  Administrative system development and operation  Bridging the digital divide  Roles of the organization - Ministry, school district, and school level

Recommendations II. APEC Community 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 II. APEC Community 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

Conclusion To ensure the Systemic Reform ChallengeConvention ThinkSystemically BecomePrinciple-based (not rule-based) Collaborate With other members Blend the activities of ResearchersandPractitioners

Reference APEC EDNET (2007). Ministers’ Vision. Reviewed on Dec. 2nd from ( Ministry of Education & HRD, Korea Education Research and Information Service (2006). Updating Education to the Information Age. Korea MoE & HRD. Reigeluth, C. M. (2006). The Guidance System for Transforming Education. In The Process of Systemic Change. Techtrend, 50(2),