The Introduction and Its Meanings of New Curriculum for Information Technology-Education from Primary to Senior High School in Japan

Okamoto,Toshio Korean Society for Educational Technology 1999 International Journal of Educational Technology Vol.1 No.1

By a rapid development of information and communication technologies, people have been able to communicate each other from far sites. So, the next networked society gives birth to new paradigm of education. This paper describes the comprehensive curriculum and school infrastructure of Information Technology-education(IT-education). The importance of IT-education was already acknowledged in 1987 renewal of the official course of study at school. The nationwide school curriculum at that time was "distributive one", and each subject involved an allocation of curriculum unit handling "IT-education." It is called "Cross Curriculum." However, it is noteworthy that "informatics based thinking/viewpoints" and "system science based thinking/viewpoints" are not applied in school subjects in the course of study at school. It is necessary to set IT-education as "Informatics for all." Moreover, there is an urgent necessity of making traditional subjects and this new education united as "comprehensive curriculum." JSET (Joint Society of Educational Technology) research-working group on developing curriculum of IT-education suggests a new plan of school course of study, compiling requirements, significance, and demands concerning IT-education, which is becoming increasingly important in highly technological society. The contents of the report are summarized in this paper. On drafting this report, we tried to investigate and discuss what kind of rationale for IT-education is essential to construct its curriculum. As the result of it, we proposed the well-balanced and integrated curriculum among knowledge and literacy on Information Technology, knowledge on each existential subject and thinking skills based on System Science.

Integration of Information Technology into Higher Education : Do We Have to Be Virtual?

Park,Inn-woo Korean Society for Educational Technology 1999 International Journal of Educational Technology Vol.1 No.1

The purpose of this article is to propose how to utilize a virtual educational environment in order to enhance learning-teaching activities in formal higher education. Providing these suggestions, this article also answered the question regarding whether the virtual university will eventually replace the traditional campus-based university and become the dominant higher educational institute. Although future higher education will be affected and changed by virtual universities, it is predicted that future higher education still requires a campus equipped with information technologies like a virtual educational environment. It is suggested that the virtual university could be used to employ instructional models for better student participation, provide asynchronus learning support, conduct field based learning, and handle large classes. In conclusion, campus-based universities can be more effective and efficient by integrating the virtual university with a view to enhance its campus-based learning and teaching activities by not replacing the traditional ones, and continuing to prosper in the new information age.

Present and Future of Cyber Education in Korea: Suggestion for its promising future based on representative practices

Lee,Jongyeon,Kim,Youngsoo Korean Society for Educational Technology 1999 International Journal of Educational Technology Vol.1 No.1

At present, most universities and corporations in Korea are running cyber education to meet today's educational needs. About 30% of them join Pilot Cyber University program initiated by the government. Corporations whose main business area is in information technology are also actively participating in establishing and running universities. In order for cyber universities to play the roles as we expect, there is an urgent need to develop strategies, models and principles in various aspects of cyber universities. It is especially important to set specific and specialized goals and curriculum to be served. It is recommendable to establish support systems to develop quality content and to define a new role of the instructor as a facilitator. Information infrastructure should be improved and a consistent software and hardware platform should be distributed to users. On the other hand, the students need to make an effort to have an active attitude toward his or her learning and to master the basic knowledge and skills of information technology. The rules and regulations related to establishing and running cyber universities should be formulated to protect learners from low quality education. When the tasks mentioned above are completed, cyber universities will truly establish itself as a type of higher education institution in the information age beyond our assumption and expectation.

Women's Past, Present, and Future in Digital Technology

Kim,Min Kyeong Korean Society for Educational Technology 1999 International Journal of Educational Technology Vol.1 No.1

New information technologies can play a key role in shaping the quality of women's academic endeavors and in fostering supportive interaction, enabling joint analyses, and providing a tool for producing new products. Therefore this paper sketches out the major problematic areas posed by the new information technologies and highlights issues of concern for women and investigates the effects on technology for understanding the background of "Women and Technology" with providing many examples and debates toward gender issues and suggestions for equity. The essential belief and anticipation underlying this paper is that there should be equity, justice and awareness of existence of difference between female and male in digital technology and electronic communication.

Motivation in Cyber Learning Environments

Keller,John M Korean Society for Educational Technology 1999 International Journal of Educational Technology Vol.1 No.1

Although the novelty and potential capability of cyber learning environments attract us, We need to address motivational problem as indicated by low completion rates. This article describes, first, issues associated with motivating students to learn in cyber learning environments. Second, the ARCS model is overviewed as a basis for systematic motivational design. Third, a simplified motivational design is described to help practitioners design attractive cyber learning environment. Finally, two recent developments are introduced: one is 'motivationally-adaptive CAI', the other is 'use of motivational messages in distance education'.

Design Strategies for Developing Web-Based Training Courses in a Korean Corporate Context

Leem,Junghoon,Jung,Insung Korean Society for Educational Technology 1999 International Journal of Educational Technology Vol.1 No.1

A web-based training can be viewed as an innovative distance education approach for delivering training to audiences in different places and different times. Related research and case studies show that virtual training via the web provides an opportunity to develop new learning experiences for trainees through the managing of self-directed learning and the sharing of information and ideas in a cooperative and collaborative manner. In this paper, we present design principles and strategies for developing web-based virtual training courses which incorporate social interaction and collaborative learning strategies in a self-directed learning environment specifically within a Korean corporate context. Problem-based learning based upon constructivism, resource-based learning related to inquiry training, self-directed learning as a principle of adult learning, and reflective thinking were identified as the main principles for designing and developing web-based virtual training courses. Applying these design principles and strategies, the development process, products and evaluation results of two web-based virtual training courses based on the Network-Based Instructional Systems Development model (NBISD model), are presented.

Evaluation of Student Achievements in Web-Based Instruction

Ryoo,Wan-Young,Ahn,Mi-Lee Korean Society for Educational Technology 1999 International Journal of Educational Technology Vol.1 No.1

The information technology extended teaching and learning as a powerful means to expand access education at reduced costs. It also shifted the focus of education from "in-class" to "out-classroom." In pursuit of quality distance education through web, it requires new approaches not only in learning and teaching, but also in student assessments. The purpose of this study is to investigate how students are assessed in various types of on-line courses. Specifically, this project identified types of assessments used in (a) Korean and foreign WBI courses and (b) liberal arts, creative arts and science/technology oriented WBI courses. This study found that there were five types of assessments used : Assignments (projects, reports papers), Tests (exams, quizzes), Attendance/Participation, Discussion, and Alternative Methods (portfolio, demonstration, case study). The results of this study identified serious problems in how we assess student achievements in WBI. This could be due to lack of information on various types of assessments and how to use them effectively on-line. In the conclusion, we provided practical suggestions and information on how to improve current assessment methods and to encourage use of alternative assessments in WBI.

Human Performance Technology : A Vehicle for Transforming from Training to a Learning Organization for Performance Improvement in the Workplace

Pershing,James A,Lee,Sung Heum Korean Society for Educational Technology 1999 International Journal of Educational Technology Vol.1 No.1

The purpose of the paper are to summarize the concepts, theories, and functions of human performance technology (HPT) and learning organization for enhancing performance on organizations, to explain the context, content and criteria used for designing an international training program of instructional and performance technology, and to address the performance improvement issues and transformations necessary to move an organization towards a continuous learning organization. The paper explores the role of the human resource development (HRD) professional in reengineering the traditional training process and discusses how a focus on performance improvement can greatly enhance HRD efforts. With mind and skill sets of HPT and the philosophy of the learning organization, HRD professionals can begin to focus their energies on performance improvement. Training departments need to shift their focus from main-line training to performance enhancement. Ultimately, in order to create and add value in a high-performance organization, HRD professional will have to make a conscious shift from being agents of skill building and information transfer to being supports of performance in learning organizations.

A Qualitative Analysis of Individual and Collaborative Reflection

Lee,Sang Soo Korean Society for Educational Technology 1999 International Journal of Educational Technology Vol.1 No.1

The purpose of this study was to identify the differences between individual and collaborative reflection using a qualitative approach. The subjects were randomly divided into two treatment groups (individual and collaborative reflection). The individual reflection group kept a reflection journal individually. In the case of the collaborative reflection group, they were divided into several small groups and each small group was encouraged to reflect on the given task collaboratively. Each small group kept a group reflection journal. To analyze the group reflection process, their group reflection activities were tape-recorded. These journals and the transcripts of tape recording were analyzed using a coding scheme. The results manifested that collaborative reflection situation provides more opportunity to elaborate one's own thinking, to challenge each other's idea, to negotiate meaning in public, and to do more of a higher level of thinking such as metacognitive thinking rather than individual reflection situation.

Prescriptions for Formative Research Methodology to Improve the Procedural Instructional Design Theory

Kim,Young Hwan Korean Society for Educational Technology 1999 International Journal of Educational Technology Vol.1 No.1

This paper describes the major characteristics and arguments on the formative research method, and a set of prescriptions for conducting formative research for procedural instructional design theory. For the major characteristics, there are descriptions to find the similarity and difference between the formative evaluation and formative research. For the major arguments, the issues of objectivity, trustworthiness, and construct validity of formative research. In the part of the prescription, there are fully detailed prescriptions useful to conduct formative research easily and efficiently with examples in order to add more detailed prescription and deeper intuition to Reigeluth and Frick's paper on formative research.