Enhancing Teachers' ICT Capacity for the 21st Century Learning Environment: Three Cases of Teacher Education in Korea

Autor/inn/en	Kim, Hyeonjin; Choi, Hyungshin; Han, Jeonghye; So, Hyo-Jeong
Titel	Enhancing Teachers' ICT Capacity for the 21st Century Learning Environment: Three Cases of Teacher Education in Korea
Quelle	In: Australasian Journal of Educational Technology, 28 (2012) 6, S.965-982 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1449-5554
Schlagwörter	Thinking Skills; Educational Environment; Teachers; Media Literacy; Learning Processes; Foreign Countries; Educational Change; Expertise; Creative Thinking; Convergent Thinking; Teacher Role; Teacher Competencies; Robotics; Technology Integration; Case Studies; Information Technology; Sociocultural Patterns; Teacher Education; South Korea + Suchen Sie Ihr Suchwort? Denkfähigkeit; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Lehrer; Lehrerin; Lehrende; Media skills; Medie competence; Medienkompetenz; Learning process; Lernprozess; Ausland; Bildungsreform; Expert appraisal; Kreatives Denken; Lehrerrolle; Lehrkunst; Robotertechnik; Case study; Fallstudie; Case Study; Informationstechnologie; Soziokulturelle Theorie; Lehrerausbildung; Lehrerbildung; Korea; Republik
Abstract	Korean teachers are generally considered well trained to integrate ICT into their teaching since the inception of the first IT Master Plan of Korea in 1996. However, the emergence and adoption of cutting-edge technologies create demands for evolving roles and competencies of teachers in the new knowledge society. Given this changing landscape of teacher education, the purpose of this paper is to explore new educational approaches to enhance teachers' ICT capabilities in the 21st century learning environment in Korea. The literature indicates that the new roles of teachers include new media literacy skills and adaptive expertise with efficiency and innovation. From this perspective, we examined three cases: (1) learning "Scratch" for computational and creative thinking, (2) learning robotics as emerging technology for convergent and divergent thinking, and (3) learning by design with ICT for systems thinking. The new approaches, such as focusing on thinking skills rather than technical skills, and providing various contexts different from ordinary classroom lessons, help teachers to develop adaptive expertise. On the other hand, participants in all three cases indicated difficulties in integrating new ideas, dealing with various course activities, and understanding unfamiliar design contexts in their comprehensive projects. For further studies, it is necessary to investigate learning processes and outcomes of teachers' learning with more depth and a larger number of cases and multiple sources of data to verify the potentials and challenges of these approaches more rigorously. (Contains 1 table and 3 figures.) (As Provided).
Anmerkungen	Australasian Society for Computers in Learning in Tertiary Education. Ascilite Secretariat, P.O. Box 44, Figtree, NSW, Australia. Tel: +61-8-9367-1133; e-mail: info@ascilite.org.au; Web site: http://www.ascilite.org.au/ajet
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10