ict roles in systemic reform
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ICT Roles in Systemic Reform. Byung Hyun Lee Director, International Education & IT Bureau MOE&HRD, Korea. Contents. Introduction Experiences in Educational Change Challenges Theoretical implication ICT for systemic reforms in Korea Recommendations Conclusion. Introduction. - PowerPoint PPT PresentationTRANSCRIPT
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)