|
The
Status
of E-learning
in Elementary-Secondary
Education
in Korea
Inshik
Jun
&
Somi
Kim
Abstract
This
paper
reviews
the
history
of E-learning
policies,
current
status,
and
finally
the
representative
cases
in a
sequence.
Korea
made
national
master
plans
to be
?œthe
most
wired
nation
in the
world.??
One
of the
national
plans,
Comprehensive
Plan
for
ICT
in Education
(CPIE),
began
in 1997
as the
corner
stone
of E-learning.
The
initial
stage
of the
CPIE
(1997-2000),
focused
on ICT
infrastructure
and
ICT
literacy
set-up,
supplying
every
school
classroom
with
access
to Internet
service.
The
second
stage
with
CPIE(II)
(2001-2005),
has
turned
its
emphasis
from
ICT
itself
to the
integrated
use
of ICT
in curriculum
and
information
distribution
and
teachers??
training
of new
models
of teaching
and
learning.
CPIE(??,
now
under
design,
aims
at fundamental
change
in school
education,
ushering
in an
'E-learning
era.'
The
focus
of ICT
policies
for
infrastructure
in school
education
has
changed.
At
the
beginning
the
one
computer
for
one
teacher
or for
one
classroom
was
the
goal
of the
policy.
However,
over
time,
integrated
use
of ICT
in curriculum
has
been
more
focused.
Digital
contents
development
and
distribution
of the
public
sector
from
the
late
1990s
up until
now
entered
into
three
critical
phases:
(1)
content
development-
enriching
ICT
multimedia
contents
for
education,
(2)
sharing-collecting
and
distributing
contents
based
on (3)
the
quality
control-reviewing
and
screening
of collected
data.
In
terms
of the
professional
development
of teachers,
Korean
government
set
up life
cycle
for
professional
development
for
teachers
such
as (1)
standards
and
models
set-up,
(2)
training
programs
delivery,
and
(3)
best
practices
distribution,
and
followed
the
cycle.
In
addition
this
article
described
several
examples
of E-learning
in Korea
such
as Eductional
TV programs
for
the
college
scholastic
ability
test,
Cyber
home
learning
networks,
and
Cyber
high
school.
|
