ICT in Secondary Education: Korea’s Experience in Digitally Connecting School and Home Jang Sang-Hyun Korea Education and Research Information Service

ICT in Secondary Education:

Korea’s Experience in Digitally Connecting School and Home

Jang Sang-HyunKorea Education and Research Information

Service Director, e-Learning Support Team

Seminar on “Growth Strategies for Secondary Education in Asia”

Korea Education and Research Information Service

Features of Korean Secondary Education

Non-Tracking 6-3-3-4 System


Features of Korean Secondary Education (cont’d)

* PISA : Programme for International Student Assessment

International Competitiveness of Korean students : Problem-solving 1st, Reading 2nd, Math 3rd , Science 4th (PISA OECD, 2003)

Among high school students the rate of college entrance is 78% --triple the OECD average, the second highest level in the world


Critical Review of Korean Secondary Education

Korean secondary education is excessively centered around the university entrance exam

Private educational costs are exceptionally high

Concerns have been raised about human nature and creativity because of competition


The need to digitally connect school and home

Students can obtain knowledge in various ways

Deepening of information divide between regions and social groups

Korea’s educational cost is the highest among OCED countries (7.1% of GDP for public education & private tutoring)

Difficult to provide customized education for all students in the schools

MOE Recommendation: 10% of general subjects should be conducted using ICT


Benefits of ICT in Education

Strengthen public education

Accommodate diverse learners

Broaden choices of study

Resolve regional scholastic divide

Reduce reliance on private tutoring


Case study for connecting school and home using ICT

Middle School Case - Cyber Home Learning System

2004- created by MOE & KERIS and the 16 MPOEs to reduce private tutoring expenses- Subjects: Korean, Mathematics,- Social Studies, Science, English- 43 000 Students, 4000 Cyber Teachers

High School Case – EBS University Entrance Exam

Preparation Program2004- created by KERIS and EBS (a Korean broadcaster) to reduce private tutoring costs -broadcasts preparation lectures for the university entrance exam and provides VOD service


Examination of CHLS

Object : approximately 2 million middle school students

Purpose : for supplemental study after school hoursContent: self-directed learning activities focusing on

subjects adapted using SCORM standardLength : 20~30 minute-long learning activitiesMedium : courseware using animated charactersMethod : - Cyber classes organized through LMS → instructed by a teacher in cyber space- self-directed learning by the practical use of individual contents, - providing individualized content by diagnosing learning capacity through the system


Home

Self study

LMS

Q&A Test Counseling

Cyber Teacher1:1 Learning Management

Supporting Self-directed learning

(Learning Management System)

LMSMPEO

Student

Examination of CHLS (cont’d)


Limitations of CHLS

Overwork of teachers resulting in low morale

Lack of understanding of which lectures were on the

internet by parents and teachers

Less attractive content for self-directed learning

Lack of motivation in middle schools

Lack of understanding of technological aspects in

developing LMS and standard content (using SCORM)


Examination of EBS Program

Object : students in general high schools throughout the country (approximately 1.2 million students)Purpose: to prepare for the College Entrance Exam Content: a summary of all school subjectsLength : 50 minute lecturesMedium : recorded lectures of well-known instructorsMethod : 1 TV channel, 2 satellite channels , Internet VOD

School

Home

EBS

Satellite

VOD


Limitations of EBS program

Students may lose interest because it is a

one-way lecture

Teacher’s strong resistance of showing it at school

More burden on students (increased study load)


Results of ICT Programs

Reduced private educational expenditure

Strengthened motivation to study

Improved the scholastic performance through

individual study

Reduced the budget through cooperative content

development and by eliminating duplication of

content

Supplements public education with integrated content


Issues for the future

Provide proof that these ICT programs have a positive

effect on scholastic performance

Strengthening publicity for better understanding

of these programs by teachers, students and parents

Developing more attractive and individualized content

Systematic support and diverse incentives to reflect

the performance of teachers in cyber space

Training teachers in rapidly changing ICT applications


ICT

e-Learning u-Learning

Tablet PC PDA

Issues for the future(cont’)

Clarification of conceptual confusion

Famous actress and Minister of MOE Students using PDA in classroom

Thank you !!

Jang, Sang-Hyun

Seminar on “Growth Strategies for Secondary Education in Asia”

E-mail : [email protected] : 82-2-2118-1373Address : KERIS Building, 22-1, Ssangnim- dong, Jung-gu, Seoul, 100-400, KOREA

Documents

ICT in Secondary Education: Korea’s Experience in Digitally Connecting School and Home Jang Sang-Hyun Korea Education and Research Information Service