A platform for research: civil engineering, architecture and urbanism
A platform for research: civil engineering, architecture and urbanism
Rethinking Teacher Education Policy in ICT: Lessons from Emergency Remote Teaching (ERT) during the COVID-19 Pandemic Period in Korea
This paper examines ICT policy in education with a particular focus on teachers’ engagement in emergent remote teaching (ERT) during the initial COVID-19 school closure in South Korea. It involves a documentary analysis of newspaper articles on “starting school online” from the highest read daily newspapers published in South Korea, through which three issues regarding teachers and teaching are identified: teachers’ digital competency, teachers’ sense of professional identity, and the revalorisation of the teacher role. Discussion of the three issues points to the need to reflect on and rethink the government’s policies for ICT in education. This paper provides an overview of the ICT policies to show their overall inadequacy with respect to providing teachers with the necessary training and framework for technology-related professional development. It highlights the need to understand the changing nature of teaching and learning in a digital education environment and it suggests a possible redesign of the education and training provisions to teachers to support their professional competency in the digital age.
Rethinking Teacher Education Policy in ICT: Lessons from Emergency Remote Teaching (ERT) during the COVID-19 Pandemic Period in Korea
This paper examines ICT policy in education with a particular focus on teachers’ engagement in emergent remote teaching (ERT) during the initial COVID-19 school closure in South Korea. It involves a documentary analysis of newspaper articles on “starting school online” from the highest read daily newspapers published in South Korea, through which three issues regarding teachers and teaching are identified: teachers’ digital competency, teachers’ sense of professional identity, and the revalorisation of the teacher role. Discussion of the three issues points to the need to reflect on and rethink the government’s policies for ICT in education. This paper provides an overview of the ICT policies to show their overall inadequacy with respect to providing teachers with the necessary training and framework for technology-related professional development. It highlights the need to understand the changing nature of teaching and learning in a digital education environment and it suggests a possible redesign of the education and training provisions to teachers to support their professional competency in the digital age.
Rethinking Teacher Education Policy in ICT: Lessons from Emergency Remote Teaching (ERT) during the COVID-19 Pandemic Period in Korea
Hyunyoung Choi (author) / Soh-Young Chung (author) / Jangwan Ko (author)
2021
Article (Journal)
Electronic Resource
Unknown
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