Evaluation, Monitoring, and Funding for ICT in Education

Transcription

1 International Conference on ICT and Post-2015 Education, May 2015, Qingdao, China Evaluation, Monitoring, and Funding for ICT in Education 25 th May 2015 Prof. Dae Joon Hwang, Ph.D. Sungkyunkwan University, Seoul, Korea

2 The Context of My Talk What and How to monitor Status of use of ICT in education Process of establishing soft and hard infrastructure Annual survey What and How to assess Knowledge about use of computers, ICT, and digital technology Literacy (computer and information literacy, digital literacy, ICT literacy) Technical competence for accessing, evaluating, collecting and managing information Intellectual capacity: transforming information, creating information and sharing information How to implement monitoring and assessment on ICT literacy g

3 Contents I. Background II. Issues Assessment of ICT Literacy III. Funding IV. Conclusion g

4 Unleashing Potentials of ICT for Smart Society Information Society Present Smart society Industrial society Emergence of smart technology Introduction Growth Maturation Informatization1.0 Informatization 2.0 Informatization3.0

5 Big Differences between Now and Then What is changing Then Now Network Wired Internet Mobile, IoT Device PCs Smart devices Server IDC hosting Cloud computing Interaction Bulletin board Social Networking Tools Web technology Types of education Teacher-led Student-centered Pedagogy Traditional Mobile Textbook Paper based E-books, digital textbooks Student demography Digital alien Digital native Learning platforms Closed Open Type of education delivery Within or Inter Classroom e-, m-, u-learning, MOOCs Attitudes of consumers Traditional consumer Prosumer, Trysumer, Modisumer Learning measurement Polling, Semester-based Just-in-time and person through Big Data analysis Source: Dae Joon Hwang, Ecological Infrastructure for Open Education, ICDE Conference2014, Sept 2014, MESI, Moscow, Russia

6 Potentials of Technologies and Big Data ZB era (90ZB, 2020) IoT (1.8ZB, 2011) Social web Volume of data Social networking Internet Source : Brian Solism EB era Traditional (100EB,1990s) ICTinHE_25Mar2015_DJHwang Source: Dae Joon Hwang, Ecological Infrastructure for Open Education, ICDE Conference2014, Sept 2014, MESI, Moscow, Russia

7 How to Use ICT: 5 th National Informatization Plan( ) Vision Creative Digital Korea for Happiness Vigorous and dynamic Economy Wellbeing and Safe Digital Culture for Life for Citizen Trust and Co-existence Goals Four Strategies Renew human capacity Intensify ICT competency Sound culture for Internet use Fair welfare through ICT Fifteen Projects

8 Diverse Voices from the Stakeholders with Different Background Admission to college and universities, Global competitiveness of education, Private tutoring cost for College Scholastic Ability Test (CAST), Early childhood education, Rationalize investments on formal education, Quality of education and service, Personalized learning, Accessibility, affordability, flexibility in education, Students demographics and characters Parents Students Government Issues of Education in Korea Education Institutions Sustainable socio-economic growth, Science and technology development, Quality Human Resource Development and Human Resource Management Industry Society Global competitiveness, Desynchronization issues between HE and competences demanded, Hands-on knowledge and experience,, Social responsibility Lifelong learning system and services, Education welfare, Social assets management system Sustainability of institutions, Global competitiveness (world rankings), Quality and equity of education, Teacher s competence training, Practice adaptive pedagogies, Student support, Decreasing number of students

9 How to Bring Smiles Back to Students? DigitalImpact_23Apr2014_DJHwang

10 Use of ICT as a Catalyst for Education Innovation National plans Goals Government initiatives Teacher training Focuses on assessment MP 1: ICT literacy Establish ICT infrastructure Establish ICT infrastructure : Internet connection among schools (100%) ICT literacy education and training: Students, teachers, and parents Open Internet Education Portal Service: EDUNET Feasibility study on establishing high-tech schools through adoption of e-learning ICT training for over 25% of all teachers annually How to establish ICT infrastructure MP 2: Promotion of ICT use in Education: e-learning PM 3: Advances ICT use in education: u-learning Provide Web2.0 based Stabilize and diffusion Promotion service for of education use of ICT in education and Research Information service Development and distribution of content National system for sharing educational contents Digital Library System Improving teaching methods EDUNET Teaching/ Learning center Cyber Home Learning System EBS lectures for college academic ability test Establish Cyber University Regional e-learning Support Center ICT training for over 33% of all teachers annually How to innovate education system using ICT Customized learning Develop digital textbooks u-learning pilot projects National Teacher Training Information Service Restructuring EDUNET based on Web 2.0 Develop Edu-fine Establish KOCW Education Cyber Security Center for safe use of education information Global consulting on e-learning Promote to create foreign Knowledge business market Outcomes and evidence based policy making Emphasis on creativity and critical thinking in education Create digital ecosystem for learning and research Establish m-learning Infrastructure Leverage ICT for education innovation Pay attentions to side effects of ICT Nurture competency of teachers Encourage stake holder s participation and networking e-teacher training for ICT use in education: 30 hrs(15 hrs, optional) for every 3 years How to prepare competences for 21 st century education MP 4: Fusion of education and science Mobile technology for Smart education/learning How to change education to be SMART for creativity, fun, quality, global competence

11 Use of ICT as a Catalyst for Education Innovation National plans Goals Government initiatives Teacher training Focuses on assessment MP 5: Creative and personalized education Mobile technology and IoT for creative education Outcomes and evidence based policy making Emphasis on creativity and critical thinking in education Establish digital ecosystem for learning and education Establish personalized education environment Leverage ICT for education innovation Pay attentions to just-in time students support with Big data analysis Nurture competency of teachers Encourage stake holder s participation and networking e-teacher training for ICT use in education: 30 hrs(15 hrs, optional) for every 3 years SW and smart education for lseading teacher How to change education to be SMART for creativity, fun, quality, global competence What is Next?

12 What ICT Impacts Education in Korea

13 Changing Focus of School Education Industrial society Standardized education Uniform and Standardized education Information based society e-learning Introduction of digital technology Standardized, one-way education Innovation in education Web 2.0: participation Process knowledge Book paradigm shift to digital textbook Changing to technologyintensive education environment Mobile technology New classroom settings Increasing awareness to open paradigms More outcomes based on evidence 2010s Education Competency based and Creative education

14 Typical SMART Classroom Settings Tablet PC RFID LED 46" monitors SCSD board 22"/32 Smog glasses (LED 46" 3X3) Electronic podium Kiosk Projectors Learning and collaboration device Student s presence and identification Electronic bulletin board Mobile studio Collaboration space English robot tutoring Webcam Real image:3d VR Beam : Video conferencing system

15 Students Support Using Just in Time Analysis of Student's Big Data Grades Student Support System using LA and AA

16 Activation of Student s Brain: Digital Textbook vs. Paper Book with Delta of 30-50Hz Using Digital Textbook Using Paper Book Source: Research on the effect of brain function using digital textbook, KERIS Research Report, KR , SmartAppInno_2Jun2014_DJHwang

17 Contents I. Background II. Assessment of ICT Literacy in Education III. Funding IV. Conclusion g

18 Why Indicators of ICT Use in Education are Important? Keep monitoring and changes and progress of use of ICT in education Be good enough to explain what they aims for Encompass diverse domains for explaining the pros and cons of use of ICT in education to provide messages and outcomes as much as clear and meaningful Provide policy makers with opportunities for finding problems facing stakeholders and prepare to respond them as early as possible Encourage use of ICT through rationalizing the investments on ICT in education PrIndicators_ICT_31Jul14_DJHwang

19 Direction of Assessment of ICT in Education Establish integrated and consistent life-span assessment system to encompass all forms of education and learning From performance to outcome based ICT literacy education Leverage ICT as a catalyst for sustainable education innovation ICT literacy education focused on student s performance ICT literacy education focused on competence for 21 st century education ICT literacy education focused on educational outcomes: application Ability, human value Computer and information literacy education Aspect_OpenP_3Jun13_DJHwang

20 Development of ICT Indicators in Education Indicators developed to assess use of ICT in education in Korea Index Main contents Target ICT literacy assessment tools for students ICT Skill Standard for Teacher (ISST) Focus : Assessing the ability to resolve the given problematic situation effectively Utilization : Apply to the revision of the information education system Domain : - Content domain: Computers networks and, Expression and logic of Information, Algorism and modeling, Information society and ethics - Ability : define, Access, Evaluate, Create, Manage, Communicate Focus : Assessment of ICT skill depend on role of teachers Utilization : Use in the teacher training courses Domain : Information gathering, Information processing, Information exchange, Information ethics Primary school students(1-2, 3-4, 5-6grade), Secondary school students (middle school and high school students) Teachers, Executive teachers, CEOs Source: Dae Joon Hwang, How to Prepare Education Innovation in the RB, A Talk at the Session of Expert Group, IT Agency, 16 July 2013, Ufa, Republic of Bashkir Republic. Implementation_16July13_DJHwang

21 Summary of Monitoring Process of Use of ICT in Education: Korea Domain Indicators Goal Background Develop indicators to evaluate outcomes of ICT in education Manage evaluation system focused on outcomes and their use Analysis of annual trends in use of ICT in education in every year 2 nd ICT in education development plan (2001~2005) : develop indicators of ICT in education and evaluation 3 rd ICT in education development plan (2006~2010): establish outcomes management system of ICT in education project Indicators developed 2001 : Development of Indicator of ICT in education for primary and secondary schools 2002 : Development of Indicator of ICT in education for high schools 2003 : Development of Indicator of ICT in education for lifelong education 2004 : Development of Indicator of ICT in education for special education (use for special schools/special classrooms) Annual Survey of the status of ICT in education 2003 : 2,297 primary and secondary schools (30% of schools) 2004 : 2,675 primary and secondary schools (32% of schools) 2005 : 2,259 primary and secondary schools (32% of schools), Special schools (115), Special classes (706) 2006 : 10,889 primary and secondary schools (100% of schools) 2007 : Amend indicators and statistics of ICT in education (MOE) 2008 : Development of statics of ICT in education of NEIS 2009 : Monitoring ICT in education for 11,026 primary and secondary schools 2010 : Monitoring ICT in education for 9,027 primary and secondary schools 2011 : Monitoring ICT in education for 10,622 primary and secondary schools 2013 : Monitoring ICT in education for 11,307 primary and secondary schools 2014 : Monitoring ICT in education for 9,840 primary and secondary schools

22 The Indicators of National Status Report of ICT in Education: 2014 Indicators Details 1. Principal s vision, plan, participation, and activities related to ICT in education 2. Record of training for ICT in education 3. Number of personnel responsible for ICT in education 4. Budget for ICT in education 5. Infra structure 6. Bandwidth and connection method of Internet 7. Web accessibility of school homepage 8. Use of computer labs 9. Status of education on ICT and computer related subjects 10. Number of student s participated to ICT related activities and events 11. Number of teacher s participated to ICT related activities and events 12. Improvement of classroom teaching using ICT 1-1. Activity and plan of Principal for ICT in education 1-2. Status of use of ICT in school 1-3. Area with topmost priority of a school for use of ICT in education 2-1. Credit based training program for ICT in education 2-2. Online training program 3-1. Number of teachers in charge of ICT in education 3-2. Designation of school CIO 3-3. Number of teachers teaching ICT and computer subjects 5-1. Number of desktop PCs and notebook computers 5-2. 교Number of video and display equipment 5-3. Number of mobile devices 6-1. Speed of Internet 6-2. Method of connection 8-1. Number of computer labs and PCs 8-2. Use of computer labs in formal class 9-1. ICT in education for primary and secondary schools 9-2. Education on ICT subjects 9-3. Information ethics education for students 9-4. Education on copyrights for students Securing educational resource for ICT

23 Analysis Results of National Status Survey of ICT in Education: 2014 Elements Regression coefficient (β) Effort of Principal Record of teacher training for ICT Number of personnel in charge of ICT in education Designation of School CIO Number of teachers teaching ICT subject Budget for ICT in education Number of PCs Number of Video and display equipment Availability of mobile devices Bandwidth of Internet Teacher s effort for ICT in education came to be known as the factor with the most significant impacts (0.488) Web accessibility of students with disabilities Availability if computer labs Use of computer labs Availability of Education on ICT Student s participation to ICT community and events Teacher s participation to ICT community Teacher s efforts for ICT in education 0.488

24 National Status Survey of ICT in Education (2014) Tot Seoul Daegue Incheon Gwang Daejeon Ulsan Sejong Gyunggi Gwangwon Chungbuk Chungnam Chunbuk Chunnam Gyungbuk Gyungnam Jeju Classification No of schools Index Personnel Infrastructure Use of ICT in education Total 9, Seoul 1, Daegue Incheon Gwangju Daejeon Ulsan Sejong Gyunggi 1, Gwangwon Chungbuk Chungnam Chunbuk Chunnam Gyungbuk Gyungnam Jeju

25 Who Participated to the Survey in 2014 Classification Total Seoul Daegu e Inche on Kwan gju Daeje on Ulsan Sejon g Gyun ggi Kwan gwon Chun gbuk Chun gnam Cheon Cheon buk nam Gyug buk Gyun gnam Jaeju Total 11,203 1, , , Primary schools 5, , Middle schools 2, Sun-total 1, High 1, High school s Specialized subject Autonomous Special Special schools Other schools Grand total 9,840 1, , Ratio of participation *Busan metropolitan city did not participated to this survey

26 Monitoring Process of Status of ICT in Education: 2014 Steps Process Period Remark Planning and preparation Develop of a Questionnaire for the survey of status of ICT in education Develop indicators of ICT in education Develop monitoring system on the NEIS Based on questionnaire used in 2013 and comments from the expert participated in 2013 survey Finalize the indicators for survey based on the Questionnaire in 2014 Develop monitoring system to run on NEIS statistics system Provide user s manual for their participation and convenience Survey Send a formal document announcing Nation survey Practice national survey of status of ICT in education Expert survey based on AHP process Send formal document to 17 MPOE to encourage participation to the survey Take a survey using NEIS at schools Discuss weights of the indicators based on the AHP process for the expert Running Call center responsible for the survey during the period of survey Run call center to respond to Questions and improve reliability of the survey Collecting survey results Audit the survey results collected from the schools in the region by each MPOE Cleaning data for reliability Analysis and Reporting Analysis of Status report of ICT in education Evaluation and Analysis of index of ICT in education Take an analysis by schools and each MPOE Publish National Status report on ICT in education Generate report on National Index of ICT in education with analysis on the statistics

27 National Assessment on ICT Literacy for Students (1) Core level Advanced level Information communication Problem recognition Information search Information communication 정보의 소통 문제의 인식 Problem recognition 정보의 탐색 Information search Information use and management Information organization Information analysis and assessment 정보의 활용 및 관리 Information use and management 정보의 조직 및 창출 정보의 분석 및 평가 Information use and management Information organization Source: Analysis of National Assessment of ICT Literacy for Primary and Secondary Students, KERIS, 2014, Korea.

28 National Assessment on ICT Literacy for Students (2) Gender Level School Classification No. of students (%) Male students Core level 6, Advanced level 8, Female Core level 5, students Advanced level 9, Core level 12, Advanced level 17, th grade 4, Primary schools 5 th grade 4, th grade 4, st grade 5, Middle schools 2 nd grade 6, rd grade 5, Total 30,

29 Analysis of ICT Literacy of Students (1) Core vs. Advanced level Gender

30 Analysis of ICT Literacy of Students: MPOEs(2)

31 Analysis of ICT Literacy of Students (3) M F MPOE M/S city Town Gender Geographical Location

32 Analysis of ICT Literacy of Students (4) Availability of PCs, Smart phones, and Internet TV at Home Use of Internet per Week

33 A Seamless Human Capital Management System SeamlessHuman Capital Management System Domains of education Lifelong education systems National Qualification Framework and Qualification Guideline KICE, KERIS, KEDI, KRIVET, MOE NILL, KRIVET, MOE, MOEL Informal and non formal education and learning Lifelong learning experience from informal, non formal education and learning: job training, career path training, personal activity records of study on foreign language, volunteer, awards, certificates, hobby and community activities Academic Credit Bank System (1998) Bachelor s Degree Examination for Self- Higher education education (1990) Formal education and learning Education records and Learning experience in formal education Secondary education Primary education Lifelong Learning Account System (2010) Secondary Associate Degree Examination for Selfeducation (1945) Pre-school education Broadband Internet and ICT Broadband Internet and Broadcasting Technology

34 National Social Assessment System: Korea Coordination and orchestration are critically important MOE, MOEL Monitoring at top level, policy planning, Financing Member States, UNESCO Develop indicators and guidelines for Assessment ICT Literacy of students of formal education KERIS National Institute for Lifelong Learning Develop indicators and guidelines for lifelong learners and informal and non formal education, causal Learners, Run lifelong Learning System, Run Credit Bank System National Assessment System Develop National Qualification Framework and National Qualification Guideline KRIVET Develop action plan for The schools in the region Metropolitan and Provincial Offices of Education Korea Institute for Curriculum Evaluation Analysis of assessment result Report of issues and implications,

35 Contents I. Background II. Issues Assessment of ICT Literacy in Education III. Funding IV. Conclusion g

36 Summary of Funding Structure for Promotion of ICT Types of funding Goals for funding Special Funds and their investment (USD: million) National budget General account (1) Special account (18) For e-government Projects supported since Mar 2003: Establishing National Backbone Infrastructure USD 27.4 M ( ) Private Participated Infrastructure Fund, USD M since 1986 Legal basis National Finance Law in 2006 Law of promotion of communication network and use in 1986 Special funds established (60) Establishing Broadband Information and Communication Infrastructure Informatization Promotion Fund, USD 45,800 M (Private 96%, Government 4%) Informatization promotion basic law and Informatization promotion acts in 1996 Developing Electronic Government Informatization Promotion Fund and National budgets Source: National Financing Law and National Informatization Basic Law, // Korea, 2015 USD 2,020 M ( ) Electronic Government Special Law in 2001

37 Funding for Promotion of ICT in Korea (1) National budget system: General account (1) Special accounts (18): Metropolitan Development Special account etc., Funds (60): Information and Communication Promotion Fund, Broadcasting and Communication Promotion Fund etc., National Backbone Infrastructure Building Project Total investment: USD M Legal basis: Law of promotion of communication network and use (1986) Funding: Private Participated Infrastructure Fund with pre-investment by a private company and post-adjustment by government Business operator: Dacom Inc.: building infrastructure Korea Telecommunication Promotion Inc.: fund raising National Informatization Agency (NIA): monitoring and management Ministry of Science, ICT and Future Planning: planning, coordination Source: National Finance Law and National Informatization Basic Law, // Korea, 2015

38 Funding for Promotion of ICT in Korea (2) Broadband Information and Communication Infrastructure Building Project Total investment: USD 45.8B (Private 96%, Government 4%) Legal basis: Informatization promotion basic law ( 96), Informatization promotion acts ( 96) Funding: Informatization Promotion Fund ( 96) and Private sectors Business operator: Telecommunication companies: public network Telecommunication companies: running Public Backbone Information System NIA: running National Backbone Information System (NBIS), monitoring and management of project Source: National Financing Law and National Informatization Basic Law, // Korea, 2015

39 Funding for Promotion of ICT in Korea (3) Electronic Government Projects Total investment: USD 2.02 B ( 01 14) for 11 projects Legal basis: Electronic Government Special Law (2001) Funding: Informatization Promotion Fund ( 96) and General account of national budget (*National budget invested since Mar 2003) Business operator: Ministry of Public Administration and Security: funding Special Committee of Electronic Government : planning National Informatization Agency: monitoring and management Source: National Financing Law and National Informatization Basic Law, // Korea, 2015

40 Funding for National Informatization in Korea Classific ation (unit: USD Million) Total 2, , , , , , , , ,298.7 Budget(a) , , , , , , , , ,204.1 Source: 국가정보화투자의 특성과 시사점, NIA,2013 Fund (b) 1, , , , , , , , ,092.6 * Average annual increase rate: 2.2% Source: Implications and Issues of Investment on National Informatization, NIA,2013, Korea

41 Contents I. Background II. Issues Assessment of ICT Literacy III. Funding IV. Conclusion g

42 Conclusion Performance monitoring system is a key to improve the progress and outcomes of ICT use in education Indicators must be enough in persuading policy makers and the stakeholders of education with the key implications and messages, context, and rationalization of investments on ICT in education Strong leadership and foresight of government is an key factor to success of sustainable education innovation International assessment framework on ICT literacy in education on the basis of fairness and consistency to encourage member states to develop integrated system for seamless management of human capital to make EFA for Lifelong learners be there Coordination diverse demands and voices from the stakeholders and orchestration of collective commitments to follow up Incheon Declaration and Qingdao Declaration to come are strongly demanded PrIndicators_ICT_31Jul14_DJHwang

43 International Conference on ICT and Post-2015 Education, May 2015, Qingdao, China Thank You 감사 합니다 Dae Joon Hwang, Ph.D., Prof., Sungkyunkwan University ChallengingEdu_30Jul14_DJHwang