Prof. Okhwa Lee (Chungbuk National University, Korea) ohlee@cbnu.ac.kr

1. Better Usage of Tech. for Education17th APAN Meetingk-20 session2004.1.27University of HawaiiEast West Center Prof. Okhwa Lee (Chungbuk National University, Korea) ohlee@cbnu.ac.kr

2. Goals of Educational information in K-20 Developing human resources that will lead the knowledge-based society Educational reform

3. Objectives of Information in K-12 Education • Educational information infrastructure • Development and distribution of educational information • Support for adapting ICT • Teacher training for introducing ICT in education

4. Current status of Educational information in Korea • PCs and internet access in the classroom • 13,000 computer labs in the nation • Each lab is consisted of 40 computers • A school network linking 10,000 schools in the nation at 2MBPS • One PC per teacher • ICT supported classrooms • PC upgrade • One PC to every 5 students

5. Current status of adapting ICT • Development and distribution of educational information • 7th National Curriculum • Development of instructional materials • Multimedia resources • Teaching materials • Educational software • Educational information sharing system • EduNet management-comprehensive educational information service system

6. Current status of adapting ICT • Support for adapting ICT • Guidelines for ICT training • Creativity and self directed learning • 10% of classroom hours for ICT use • Developing instructional materials • Setting standard ICT skill levels • Supporting programs for adapting ICT in education • Pilot school project • Support for successful adaption of ICT • Bridging the digital divide • Access to ICT training • Support of PC and internet access

7. New types of schools • Cyber universities • Cyber high school

8. Current status of adapting ICT • Teacher training for introducing ICT in education • Developing ICT skill standards for teachers • ICT training for teachers • Self administered ICT training • Teaching process models by subject • Class outline and teaching processes plan • Training programs by subject • Using distance learning in teacher training • Certification of ICT skills for teachers

9. Collaboration with International Organizations • Asia Education Foundation At the University of Melbourne Teacher exchange program Since 1996- In summer In fall Home

10. Collaboration with International Organizations • OECD (organization for economic cooperation and development) • ICT : policy challenges for education • Policies of adopting ICT for disadvantaged students, adults, out of school youths • Developing educational resources • Support for teachers • Institutionalizing of ICT in education

11. Collaboration with International Organizations • APEC • Consortium for APEC Cyber Education Cooperation (ACEN) • ACEN webzine • International Internet volunteers • ACEN research • International journal for ACEN

12. Collaboration with International Organizations • UNESCO : Basic education for all • Developing educational contents • Asia and Pacific program for ICT in education • SchoolNet project with SEAMEO in ASEAN countries

13. Are teachers happy ? • Educational information infrastructure? • Development and distribution of educational information? • Support for adapting ICT? • Teacher training for introducing ICT in education?

14. Do we know….. • students learn better with ICT? • how to use interactive technology for education? • how students of online behave differently from those of offline? • the current technology is good enough for education?

15. Students learn better with ICT? 1. Impact of educational media big to students of medium range academically less to students of high ability or low ability • 2. Online learning result • blended > face to face > online • 3. Students prefers ICT instruction • 4. Online learning is to support (compensation) • for face to face : not alternative, replacement • 5. Higher edu. Students showed preference • over online learning

16. How to use interactive technology for education?(Rafaeli & Sudweeks, 1997) 1. > 50 percent of messages were reactive. • 2. Only around 10 percent were truly interactive. • 3. Most messages factual stmts or opinions • 4. Many also contained questions or requests. • 5. Frequent participators more reactive than low. • 6. Interactive messages more opinions & humor. • 7. More self-disclosure involvement & belonging. • 8. Attracted to fun, open, frank, helpful, supportive environments.

17. How students behave differently? Study of online discussion(Im & Lee, 2003) • Subjects : 40 none traditional students • Data from online class of cyber university • Synchronous discussion: 2820 postings from 21 students over 5 sessions • Asynchronous discussion: 336 postings from 39 students over 13 class hours • Methodology • Modified from Henri’s, Bonk’s, Orvis et al.’s, and Curtis & Lawson’s analysis methods • Classified by • 3 Types of content • 5 Discussion development stages • Cross analyzed by • gender, age, time

18. Summary of Findings • usage • synch  social bond formation comm. • asynch task-oriented comm. • overall, female students were more active • youngest group  most active in synch • oldest group  most active in asynch • In synch online discussion, it doesn’t develop toward more meaningful learning stage as time flows (remains at the level of social bond formation stage) • In synch. Discussion, typing skill is very crucial factor for active participation.

19. How do students & teachers of online learning feel?(Lee&Im, 2004) Students from blended learning -discussion/Q&A Students from online learning - VOD. E-learning can work as a complement for each instructional environment toward blended learning. Students with more experiences of e-learning spend more time in studying. Students, faculty and staff felt higher burden at e-learning. Students perceived so although their working hours at e-learning were similar to that at face-to-faced instruction.

20. Majority of students were satisfied with their e-learning experience, and as they had more experience, they got more satisfied. Over the half of faculty and staff were dissatisfied. Faculty’s expectation on students’ academic achievement level in e-learning was lower than that of face-to-faced classes. Faculty, staff and students showed willingness to participate in e-learning again Faculty’s willingness was the highest despite of their lower satisfaction and lower expectation on students’ academic achievement.

21. Many students perceived the appropriate tuition level for e-learning should be below 50 % of that for traditional classroom courses, while they demand for better contents, management, and control of class size.

22. Implications • Education with technology is well received • High satisfaction level • Online learning – complementary to F2F learning • Pedagogy paradigm shift – learner centered, constructivism • Online learning is costly • Education with technology costs more • Expectation of online learning is cost saving • Important instructor’s pivotal role as ever

23. Understanding the use of technology • different educational purpose of online discussions. • Synchronous discussion for building more affective and social online community. • Actual learning and knowledge achievement benefits from asynchronous discussion. • Communication skills for online learning • Useful methods should be recommended to encourage male students • Tools to facilitate e-discussion • guiding students, • giving prompt inputs & feedback, • wrapping up, • providingresources to support discussions

24. Future direction for technology in education(Brown, 2001) • Social context of information • Implementing noise data • Look around, not ahead

25. Thank You ~~~~