정보사회로의 학교교육 재구조화

Abstract

Currently, we are experiencing a rapid societal change due to information technology (IT). The perceived rapidity of this change presents major challenges to societal adaptation. Schools, like any other aspect of society, need to adapt to this societal change, originating from the IT revolution. We need to figure out what kinds of educational change need to take place. Therefore, this study explores how schools should build an information-oriented education system in an IT society. This issue is examined through the following three questions: 1. How can an information-oriented learning system play a role in helping students use and produce knowledge on their own? 2. How should education be changed to prepare students to survive in this knowledge-based labor market? 3. How should teachers interact with students in digital code? Moreover, this study surveys people's perceptions about the gap between the present state of education and an IT society. Separate questionnaires on the suject were given to teachers (n = 206), students (n=474), and parents (n=429) in Seoul. The data were analyzed with x2 tests. The findings and conclusions are summarized as following. This study found that presently education does not playa good role in offering information-knowlege appropriate to an IT society. School graduates are not able to meet the needs of companies or labor markets in this IT society. In other words, schools neither educate students with high-tech knowledges, nor sufficiently nurture their creativity. Students in digital code seem to have difficulty in interacting with schools who have stayed in analogue code. Based upon these findings, this study suggests how an information-oriented learning system should be built. This study analyzes three aspects of schooling regarding these issues: teachers, curriculum, and educational interaction. Regarding the issue of teachers, this study examines what the teachers' role as facilitators should be to help students produce their own knowledge with raw information. In addition, it redefines the concept of the teachers' authority and explores a labor cooperation system of teachers to increase the performance of their own teaching using the internet. This study will also suggest various types of curricula which will complement the labour markets in an IT society. For example, the study suggests curricula which allow students diversified tracks: individualized curriculum ordered by each student, who is an educated prosumer and knows what they need; curriculum in fusion style where no borders exists between academic disciplines; curriculum to enhance the students' practical intelligence as well as critical intelligence Lastly, the study investigates how digitalized interaction could be used in an educational setting at school. Proposed in the study are two-way-e(lectric)-conversations between students within and beyond classrooms, between students and teachers, or between students and e-textbooks. This study promotes these kinds of educational reforms as a result of the IT revolution, which could reduce the students' panic and anxiety due to radical changes in the nature of work and of production organization in this IT society. School is not an exception; it should also be flexible in a changing and evolving society.