<P><FONT color=#33711E><STRONG>Day 2 – Session 3D: <br>Information and Communication Technologies 1</STRONG></FONT></P>

Queen’s Park 6, 2nd Floor
  

8.30 – 8.50

3.D.1. The Role of ICT in Promoting Quality Education and Professional Development under the Framework of ESD in Japanese Education

Fumihiko Shinohara, Tokyo Gakugei University, Japan

The Japanese education system has developed strongly due to factors such as the importance that the Japanese people place on education. Education has been a driving force for the development of the nation. The goal of basic education in Japan is identified as “competence for a positive life”. This would be measured by, firstly, the ability of a student to learn how to learn, to be able to think, judge and act independently, and to solve specific problems; and, secondly, by factors such as self-control, the ability to collaborate with others, qualities of consideration and sensitivity; and the ability to manage one’s own physical well-being and live an active life. This paper will introduce the key problems and issues in the present Japanese basic education system and will highlight the potential that the use of ICT offers for coping in information-oriented and knowledge-based societies. The paper will also describe innovative practices carried out in teacher training institutions, aiming at enhancing the quality of education through Pedagogy-ICT integration and through following the principles of Education for Sustainable Development.

Download the paper (word, 30kb) and presentation (pdf, 210kb) 

8:50 – 9:10
3.D.2 Education in the New Era

Jeong-Hee Seo, KERIS, Republic of Korea

This presentation shows policies and projects related to adapting ICT into education in Korea. The Korean government had built ICT infrastructure in every primary and secondary schools in 2000. Since then the government had set up ICT standards in curriculum, carried researches on teaching and learning models with ICT, developed and distributed resources to support the classroom practices, and evaluated the effectiveness. In Korea, we have 4 main supporting systems for K-12 education such as EDUNET, Cyber Home Learning System, Digital Library System, and Educational Resources Sharing System. These systems help teachers and students engage in more effective and productive teaching and learning process. Now we have more focused on the quality of education and student-centered education in using ICT in education. For this, we are approaching different kinds of ICT use in education. Among them, offline-based, blended, online-based case studies are going to be introduced in this presentation. At last, Korean government is making efforts to prepare for future education. Four main pillars of Korea Future Education R&D, Educational Methodology R&D, New Media R&D, Education Environment R&D, Effectiveness Verification Researches  are introduced.

Download the presentation (pdf, 1.9mb)

9:10 – 9:30
3.D.3 The Strategies of the Regional University e-Learning Centers in Korea
Dae-Yul Jeong, Gyeongsang National University, Republic of Korea

This paper describes the strategies and polices of the Regional University e-Learning Support Center(ReLC) which was established by the Ministry of Education and Human Resources Development in Korea. There are 7 ReLCs in Korea, and 3 centers will be established in the next year. The ReLC’s main functions are inter-university cooperation and e-Learning resource sharing in the regional area. The purposes of the centers are to develop the national human resources and improve the quality of the university education through clustering ReLC, to improve the quality of e-Learning contents through the support of information technology, and to create regional innovation through the education paradigm shift. The presentation also introduces the successful cases of the ReLC that established before 2005. Finally, the paper suggests the future plan about a university e-Learning center, the Gyeongnam ReLC, which is one of most successful cases in Korea.

Download the presentation (pdf, 930kb)

 
9:30-9:50

3.D.4. Possibilities and Challenges of Education for Sustainable Development in Schools of Korea

Sun-Kyung Lee, Cheongju National University of Education, Republic of Korea

Especially in a school system where education activities take place in a systematic manner, active ESD can be more effective in other area. This study explores the status and issues on ESD activities carried out inside the Korean school system, such as curricular and extracurricular activities, and also in the area of whole school approach. The study along with exploration of actual cases can contribute to the identification of strategy and tasks for activation of Education for Sustainable Development in schools, which includes integration of ESD into the existing curricular activities, extracurricular activities and whole-school approaches. Based on the cases, issues related to ESD implementation in schools were raised and discussed. 

Download the paper (word, 150kb) and presentation (pdf, 1.1mb)