2. ICT Roles in Systemic Reform Byung Hyun Lee Director, International Education & IT Bureau MOE&HRD, Korea

3. Contents Introduction Experiences in Educational Change Challenges Theoretical implication ICT for systemic reforms in Korea Recommendations Conclusion

4. 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

5. 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

6. 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 issues

7. 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)

8. 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)  ……

9. 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

10. 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

11. 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

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

13. 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)

14. 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)

15. 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)

16. MOE & HRD InterestedAgencies Offices of Education KERIS 3. Roles of organizations Developing Providing Managing Coordinating Developing Mobilizing Distributing Providing Developing Implementing Providing Developing Operating ICT for Systemic Reforms in Korea (4)

17.  e-Learning Quality Management System (plan)

18. 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

19.  APEC Community Government 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

20.  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

21.  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

22. Conclusion To ensure the systemic reform,  Challenge convention  Think systemically,  Become principle-based,  Blend researchers and practitioners activities, and  Collaborate with other member economies

23. QUESTION?

24. THANK YOU !!

25. References Reigeluth, 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. 2 nd. 2007 from (http://www.apecneted.org/portal/index.cfm)