ICT in Secondary Education: Korea’s Experience in Digitally Connecting School and Home

1. Seminar on“Growth Strategies for Secondary Education in Asia” ICT in Secondary Education: Korea’s Experience in Digitally Connecting School and Home Jang Sang-Hyun Korea Education and Research Information Service Director, e-Learning Support Team

2. Features of Korean Secondary Education Non-Tracking 6-3-3-4 System

3. Features of Korean Secondary Education (cont’d) 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 * PISA : Programme for International Student Assessment

4. 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

5. 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

6. Benefits of ICT in Education Strengthen public education Accommodate diverse learners Broaden choices of study Resolve regional scholastic divide Reduce reliance on private tutoring

7. 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 Program 2004- 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

8. Examination of CHLS Object : approximately 2 million middle school students Purpose : for supplemental study after school hours Content: self-directed learning activities focusing on subjects adapted using SCORM standard Length : 20~30 minute-long learning activities Medium : courseware using animated characters Method : - 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

9. Examination of CHLS (cont’d) Home MPEO LMS (Learning Management System) 1:1 Learning Management Cyber Teacher Student Supporting Self-directed learning LMS Self study Q&A Test Counseling

10. 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)

11. Examination of EBS Program Home Satellite VOD EBS School 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 subjects Length : 50 minute lectures Medium : recorded lectures of well-known instructors Method : 1 TV channel, 2 satellite channels , Internet VOD

12. 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)

13. 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

14. 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

15. Clarification of conceptual confusion Issues for the future(cont’) ICT e-Learning u-Learning Tablet PC PDA Famous actress and Minister of MOE Students using PDA in classroom

16. Seminar on“Growth Strategies for Secondary Education in Asia” Thank you !! Jang, Sang-Hyun E-mail : shjang@keris.or.kr Telephone : 82-2-2118-1373 Address : KERIS Building, 22-1, Ssangnim- dong, Jung-gu, Seoul, 100-400, KOREA