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1. Introduction Therehavealwaysbeengenerationgapsanddifficultiesinunderstandingwhenitcomestotalkingwithteenagers.Tomakemattersworse,thereseemstobesomethingmorethanjustgenerationgapsandmisunderstandingswhentryingtotalkwithstudentslivinginthe21stcen-tury.Thesedays,studentsgrowupbeingsurroundedbymultimediaanddigitaldevices,andthus, theyareverycomfortablewiththecuttingedgetechnologyandwithevenusingsmallscreendevices.InformationandCommunicationTechnology(ICT)isnotbeyondreachwhenitcomestoeducationalpurposesinsomesocieties;itisalreadyanimportanteducationalmediawithwhichchildrenaregettingcomfortableandare frequentlyusing for learningandcom-municationpurposes.Ifparentsandteachersarenotabletocopewiththeeducationalneedsfromtheirchildrenintransformingeducation,itisimpossibletoprovidethemwithequitableandeffectivelearningopportunitiesinthenewmillenniumera.Therearemanytermstocallstudentslivinginthe21stcentury,suchasHomoZappiens(Veen,2003),NetGeneration(Oblinger&Oblinger,2005),Screenagers(Schcerer,2011),andNewMillenniumLearners(Pedro,2006). TheNewMillenniumLearners(NML)readthroughascreeninsteadofpaper,writebyus-ingkeyboardsorkeypadsinsteadofapenorpencil,andcantapintoimmeasurableamountofinformationontheInternetwithouthavingtogotothelibrary.Theyfreelyusemultimediaformulti-tasking,instantaneouscommunication,andinformationmanagementinnearlyallaspects

＊ AssociateProfessor,TeacherEducationProgramHankukUniversityofForeignStudies

Journal of East Asian Studies, No.14, 2016.3. （pp.239-250）

（Abstract）InformationandCommunicationTechnology (ICT) is an importanteducationmedia,which isfrequentlyusedbychildrenforlearningandcommunicationpurposes.Thus,childrenarebecomingmore comfortablewith ICT than everbefore.However, there are still some concerns as towhethertheICT-basededucationreallyenhancesthequalityofstudentlearningorifitonlymakessuperficialchangesinthewaysofstudentlearning.Theprimarypurposeofthisstudyistoidentifythespecificways inapplyingICTforstudent learningandtosuggestnewdirectionsofICTuseforfutureeducationinwhichteachingandlearningtechnologiesessentiallyfacilitatestudents’self-directedlearning.

Keywords:educationalpolicy,ICT-basededucation,educationaltechnology.

ICT-Based Education for School Learners in Korea: Policy Development for ICT-Based Education

KIM Yong-Lyun＊

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ofdaily life.Therefore,alongwithgenerationgapsandmisunderstandings,wehavetokeepinmindthatthemeansofcommunicationitselfhasundergoneradicalchangeswhenwethinkaboutappropriatewaysofteachingtheNMLs. Therearemanycountries includingSouthKoreawherehigh-technologyandmultimediaplayanessentialroleinmanagingthesystemofthesocietyandeducation.Inmosthomesandschools,high-speedInternetconnectionisavailable,andmostpeople,includingchildren,usecel-lularphonestoaccessavarietyofinformationandbroadlysharesuchinformationwithothers.Takingadvantageof thegroundworkofnationwide informationtechnology,digital textbook,personaldigitalmedia,InternetProtocolTV(IPTV),andetc.hasbeenexploredforpossibleuseineducationduringthelasthalfdecade. Manyspecialists ineducationandtechnologyhavebeentrying to findeffectiveandef-ficientteachingmethodsandtechniques forNMLs.Researchprojectsthatutilizesuchmulti-mediatoolshaveconcentratedon investigatingtheappropriate functionsof learningdevices,developingapplicableteachingmethods,improvingstudents’academicperformancesbylearn-ingdevices,enhancingstudents’motivationandattitude,andsuggestingsolutionstoproblemsthatmayarisewhenusingthesetoolsintheclassroom.However,despitetheseeffortstoim-proveeducationalenvironmentsthroughadaptingInformationandCommunicationTechnology(ICT),therearestillsomeconcernsastowhethertheICT-basededucationreallyenhancesthequalityofstudentlearningormakessuperficialchangesinthewaysofstudentlearning.TheprimarypurposeofthisstudyistoidentifythespecificwaysinapplyingICTforstudentlearn-ing,tofindoutpossiblesideeffectsinICT-basedlearningenvironments,andtosuggestnewdi-rectionsofICTuseforfutureeducationinwhichteachingandlearningtechnologiesessentiallyleadtoqualitativechangesinstudentlearning.

2. National policy for ICT-based education TheeducationalvisionthattheKoreangovernmentdrawsinthisnewmillenniumyearistoeducatestudentstobecompetentwithcoreacademicskillsandtobeproficient in futuredigital technology. Inordertorealizethisvision inthenear future, theKoreangovernmentstrategicallyplansto initiatesomechangestotheeducationalsystem.Forexample,theyaretryingtoestablishanationalICTmasterplan,operateastudentperformanceassessmentsys-temnationwide,andfacilitatethedecentralized/localizedgovernanceineducation(MinistryofEducation,Science,andTechnology,2010). Inthiseducationalreform,constructingICTinfra-structureintotheeducationalsystemisapreconditionforthesuccessofthereformbecausetheprimaryassumptioninfutureeducationisthattheICTinfrastructureeffectivelyimprovesstudents’performancewithinthelearningenvironments.

Inorder toestablish the ICT-basededucational systemonanationwide level, several

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Journal of East Asian Studies

governmental institutes involveandcooperatewitheachother.First, thePresident’sCouncilonInformationStrategiescoordinatesthenationalICTplanandplaysroleasthecontroltowerforprojectsundertheeducationalreform.Second,theMinistryofEducation(MOE)promoteseducationalreformsatthenationalscheme.TheprimaryroleoftheMOEistomanageproj-ectsthroughouttheentireprocessesofplanning,implementation,andevaluation.Third,thelo-calofficesofeducationplayasignificantroleaswell.Theycarryoutplansforelementaryandsecondaryschoolsattheregionalscheme.Theirpracticalroleintheprojectistoapplyvariousinformationandcommunicationtechnologyforteaching-learningenvironments inschools,ad-ministertheevaluationforICT-basedstudentlearning,andprovideschoolsandstudentswithfeedbackformoreimprovementinacademicachievement.Further,theKoreaEducationandResearchInformationServices (KERIS),asthenationalresearch institutepursuingeducationthatisorientedinknowledge,information,andtechnologyfoundation,providesMOEwithpro-fessionalandtechnicalsupports inthe implementationof ICTforelementaryandsecondaryschoolsaswellasforgovernment-fundedinstitutes(MOE,2010).

Table 1. National Master Plan : ICT in Education (Ministry of Education, 2014)Classification Areas Main Outcomes Characteristics

EducationConvergingwithTechnology(2010~2014)

.FostertheInnovative&DigitallyGifted.ReinforceAdvancedR&DCapabilities.InformatizationofCommu-nication&Convergence.EstablishInformationInfrastructureofEducationScience&Technologies

.SmartEducationIntro-duced&Applied.FutureEducationResearch&TrialOperation.EduFine&EDSServices.InformatizationofPreschoolEducation

.Readjusting&re-evaluatingMasterPlans’Time&ScopeuponintegrationofMOE.InstitutedComprehensiveMasterPlaninEducation&ScienceSectors

(SmartEducationStrategicSubjects).DigitalTextbooksDeveloped.StrengthenOnlineClassPerformance&Evaluation.CreateAccessible&FreeEducationContentEnvironment.EnhanceTeachers’SmartEducationCompetencies.DevelopedCloudEducationServiceSystem

.DigitalTextbookInfrastructureManagement&PilotDevelopment.OnlineClassesActivated.ResolvingCopyrightIssueswithEducationalContent.EnhanceTeachers’Competencies.EstablishCloud-basedEducationService

.DomainEnlarged:EducationSystemsTransformation.LimitedtoPrimary&SecondaryEducation

Source:MOE&KERIS(2024).2014WhitePaperonICTinEducationKorea.

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InordertoenhancetheeducationalenvironmentatschoolsitesbasedonICT,theKoreangovernmentdrivesseveralstrategieswhicharemajorassignmentsthatshouldbeaccompaniedintheprocessofpolicyimplementation.Thestrategiesareasfollows:constructingICTinfra-structureineducation;trainingteacherstoknowhowtouseICTforteachingintheclassroom;establishingaqualitycontrolsystemandthestandardizationoftheICT-basededucationsuchase-Learning;andplanningR&Dforfutureeducation.Tobesure,allofthesestrategiesshouldplacetoppriorityinimprovingteaching-learningenvironmentsatschoolsites.ThefollowingsdescribehowICT-basededucationinKoreahasbeenappliedintheteaching-learningenviron-mentatschoolsintermsof1)interactingthroughpersonallearningdevices,2)communicationthroughsocialmedia,and3)engagingstudentswithaudiovisualcontents.

2.1 Interacting through personal learning devices In2005, thedevelopmentofdigital textbookswas instigatedwith the funding fromtheSouthKoreangovernment.By2009,digitaltextbooksfor10subjectsweredevelopedincludingKorean,English,SocialStudies,Mathematics,Science,andMusic for5thgradestudents;andKorean,Mathematics,SocialStudies,andSciencefor6thgradestudents.Theimplementationbeganwith5experimentalschoolsin2006,andby2010,digitaltextbookswereputintoservicein112schools (KoreaEducationalResearchInformationService,2010).Digital textbooksusethesamecontentastheprintedtextbooksalongwithmultimediacontentssuchasvideoclips,animation,virtualreality,accesstosearchengines,andavarietyofinteractivetools(Lee,2008).ThehardwareusedforadigitaltextbookisthetabletPCwhichisnetworkedtotheteacher’scomputerandtheelectronicblackboard.Studentscanuseanelectronicpeninordertotakenotesorhighlightcontentsinthetextbooks,andsavethemforlaterviewing.

Figure. Implementation, Organization, and Responsibilities of Infrastructures for ICT in Elementary and Secondary Education

　　Source:MOE&KERIS,2010.

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Thedigitaltextbooknotonlyexpandsthepossibilitiesforlearning,butitmakeswhatwasimpossiblewiththeprintedtextbooktobecomepossible.Forexample,videoclipsofinterviewswithauthorscanshowstudentswhattheauthorshadinmindwhenwritinginamoreperson-almannerthanwhenitisonlywrittenonpaper.Augmentedrealitytechnologyoranimationofvolcanoeruptioncanvisuallyassistsciencelessons.Inforeignlanguageclasses,authenticaudioandvideofilescanprovidemuchneededampleexposuretothetargetlanguages. Anappropriateuseofmultimediacanmakeclassroomscomealive,butthenagain, thatdoesnotmeanthatitalwaysincreasesstudents’comprehensionandcognitiveability.Multime-diaalonecannotsubstitutetheroleofteachers,replacethehumannessofclassroominteraction,nortaketheplaceoffirsthandexperience(Lee,2006).Therefore,appropriateandhighqualityinteractionpatterns,students-content,student-studentaswellasstudent-teacher interactionneedtobeensuredandenforcedthroughsuitableapplicationofmultimediatools.Forexample,interactivecomposingtoolscanbeusedinmusicclasseswherestudentscancomposemusicalpiecesandplaythemusingavarietyofmusical instruments.Also, inmathclasses,studentscansolveproblemsontheirrespectivetabletPCs.Teacherscanclickonstudents’computersfromtheteacher’scomputertotakealookathowtheyaredoing.Theteachercanalsodisplayaspecificstudent’s tabletPCscreenontheelectronicblackboard for theentireclass toob-serve.Theindividualstudentcanthencomparetheprocessofsolvingmathematicalproblemswiththeirpeers.Bysharingtheirthoughtprocessesandknowledgewitheachother,studentscanriseabovepassivereceptionofknowledgeandactivelyengageinlearning.

Table 2. Digital Textbook Development Status: 2013-2014 (as of October 2014)

Source:MOE&KERIS(2024).2014WhitePaperonICTinEducationKorea

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ThereisanassortmentofPersonalLearningDevices(PLDs)availableforclassroomssuchasthetabletPC,personaldigitalassistant,portablemediaplayer,andcellularphonetonameafew.InemployingPLDsintheclassroom,theinteractionpatternsbetweenstudentsorbe-tweenstudentsandteachersneedtobediverseregardlessofthetypeofPLDsandfunctions.WhentheteacherssuccessfullymakethemostofPLDswhileprovidingmaximizedinteraction,itmaybepossibletobringforthpositivechangestothestudents’performanceandthequalityofeducationinschools.

2.2. Communication through social media Likeotherdevelopedcountries, themajorityofstudents inKoreacarrycellularphoneswiththemwherevertheygo(Leem,2009).Cellularphonesareprimarilyusedforcommunica-tionpurposes,butsomestudentsusethemformorethan justcommunication.Theadvance-mentandevolutionofcellularphonetechnologyhasalloweduserstolistentomp3filesstoredintheirphonesinordertolistentosongs,studyforeignlanguages,orrecordvoices.Recently,thereleaseofsmartphonesallowsusers to takepicturesaswellasrecordvideos,surf theInternet,andwatchInternetlecturesthroughdigitalmultimediabroadcastingservices.More-over,smartphonesallowednumerousacademicapplicationsforstudentstouse.Studentscansearch for thenearest libraryand theavailabilityofbooks.Visually impairedstudentscandownloadapplicationsthatreadbooksaloudtothem.TotheNMLs,acellularphoneisnolon-geraphone.Rather,itisapersonalcomputerthattheyusetosendmessages,tosurftheweb,andeventostudyasaPLD(Rosen,2011). Eventhoughthereisafloodofapplicationsandfunctionsthataremadeavailableviacellphones,themostpopularandthemostfrequentlyusedfunctionisneedlesstosay,ShortMes-sageService(SMS).Itiscommontoseestudentssendingmessagesinschool,inrestaurants,onthestreet,andsometimes,eveninclasses.Theonewaytoovercomethecommunicationgapisactivelyengagingincommunicationthroughthemethodsthatthetargetgroupuses.Ifstu-dentsuseSMStocarryoninteraction,itmeansthatitisworthconsideringSMSasapotentialtoolofstudent-teacherinteraction.Infact,incidentsofKoreanpublicschoolteacherssuccess-fullybuildingrelationshipsandtakingcommunicationtoameaningfullevelwithteenagersbyusingSMShavebeenreported(Lee,2007).Theinteractionsreportedweremeaningfulinthatitwasmorethanamereincreaseinfrequency,butthecontentofcommunicationwasgenuine.Morespecifically,studentsfeltmorepersonaltotheteacherswhowerewillingtocommunicateinthewaythattheydoandwerewillingtoopenuptotheteacherswhoseemedtounderstandthem. AccordingtoBrown (2007),affectivedomainsregardingknowledgeandskillacquisition,suchasstudents’attitude,beliefs,andunderlyingemotions,affect learning,significantly.Also,intimacytoteachersengenderstudents’affinity-seekingbehaviorsinavarietyofcontext,andpositivelyaffectsstudents’performance in therespectiveacademicsubjects,andultimately,

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schoollifeingeneral(Mottet,Richmond,&McCroskey,2006).Ifateachercansuccessfullycom-municatetothestudentsusingSMSorinstantmessengers(IM)inordertoreinforcegenuinestudent-teacher interaction, itmay lowerstudents’affective filterandpromoteanenhancedlearningenvironment. If theSMScomponentofcellularphonescanbeusedasatool for individualcounseling,socialmediasuchasIMs,Tweeter,andblogscanbeusedasgroupcounselingorgroupcom-municationtoolfortheentireclassaswell.PLDsprovidegroupandindividualcommunicationtoolssuchase-mail,message,andchat;evenso,consideringtheefficiency,instantaneousappli-cation,andstudents’familiarity,cellularphonesandsocialmediaseemtobemoreeffectiveforcommunicationpurposes.

2.3 Engaging students with Audiovisual Contents InordertogetintouchwithNMLs,moreandmoreteachersareturningtovideofiles,TVprograms,andDVDsintheclassrooms.Toassisttheseteachersandtoenhancethequalityofeducationthroughampleprovisionofacademicprogramsandresources,thegovernmentbeganinstallingIPTVsinallSouthKoreanpublicelementaryandjuniorhighschoolssincethefallof2010.However,theteacherperspectivesonIPTVhavenotbeenpositivesofar.Someteach-ershavecomplainedthattheremotecontroloperatedIPTViscomplicated,andsomewantedacontrolpanel tobe linkedtotheteacher’scomputers (Leem,2011).The fundamental issuewithIPTVthatthemajorityoftheteachersaddressed,surprisingly,wasnotonthetechnicalunfamiliarity,butontheeducationalvalueofusingaudiovisualcontentsforaprolongedtimeinclass(Lim,Kim,Han,&Ko,2009).Itisdifficulttofindtimetohavestudents-teacherinteractionoutsideoftheclassroom,andmanyteachersareunwillingtosacrificein-classstudents-teacherinteractiontimebyshowinglongaudiovisualcontentsinclass. ItseemsthatthemostpreferredwebcontentsofKoreanelementaryschoolteachersaretextbooksrelatedtoa3~5minutevideoclipfromthemajorKoreanbroadcastingcompaniesandforeignnewsprograms.Theshortvideoclipsrelatedtothecontentsfoundinthenationalcurriculumareeditedandprovidedtoteachersaseducationalresources.Theteachersfoundthemuseful for focusingstudents’attentiononthecontent,activatingschema,andbringingtogetherthelessonforfollow-upactivities(Jyun&Hong,2010;Lee,2006).NMLsareimmersedin technology.However,educatorsshoulduse technologywithin theappropriateamountoftime.Forinstance,watchingvideo,oranyothermedium,fortoolongmayimpedetheiratten-tion,evenwhenitissolelyusedforinstructionalpurpose(Han,Ryu,&Kim,2003).WhenDVDsorTVprogramsareusedinreality,teachersdonothaveenoughtimetocheckthestudents’comprehension,nottomentiondiscussionorinteraction.Audiovisualcontentscanbeveryuse-fulinclass,however,toomuchofthecontentsdoesmoreharmthannone.

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3. Possible side effects on ICT-based education Thedigital textbookused in the teaching-learningenvironmentsdisplays thecontentsthroughLCDmonitorsandprojectors thatarebasedonwireless Internet, similar toPLDs.Althoughthis typeof learningcontentdeliveryhasmultiplestrengthsonNMLs’ learning intermsofeffectivepresentationadaptedforvariousstudents’characteristicsandlearningcondi-tions,itcouldnotbeacure-allandcertainlyhasitsdownsides.Someconcernsraisedandexpe-riencedregardingICT-basededucationaredirectlyassociatedwithstudents’physical,mental,andsocialaspectsintheirdevelopment.First,theincreaseduseofPLDsinschoolshascausedhealthproblemsamongthestudents.Fortyelementaryschoolstudentswhohaveusedadigi-tal textbook formorethanoneyearwereasked if theyhaveexperienceddiscomfortwhileusingthedigital textbook.Someof themhavecomplainedofeyestrain,stiffneck,shoulderpain,fatigue,dizziness,drowsiness,andlethargywhenusingdigitaltextbooks(SeoMoonetal.,2009).Inaddition,theexposuretoelectromagneticwavemayconnecttosomehealthproblemsfromwhichstudents frequentlysufferduringtheir learning. Inordertopreventthesetypesofhealthrisks,studentsshouldbeadvisedtokeepadistanceofatleast50cmfromthescreen(SeoMoonetal.,2009). Second,InternetabuseandInternetgamesmaycausementalproblemsinthestudents.Inparticular,studentsareeasilyexposedtotheInternet,Internet-gameaddiction,andcyberspacecrimes,whicharethesocalleddysfunctionoftheinformationsociety.Thenationalpolicyhasdrivencampaignstoprotectstudents fromInternetaddictiondisordersandcybercrimes. Inaddition todevelopingand implementingInternetsoftwarethatprevent illegaland injuriouscontents,educatingstudentswithICTethicshouldregularlybeconductedatschoolsandathomesaswell.Forthispreventiveeducation,teachersshouldbeabletoteachstudentstopro-tectthemselvesfromtheharmfulcontentsofcyberspace.Withthisreason,in-servicetrainingopportunityshouldbeprovidedforteachersinordertoenhancetheirteachingabilityregard-ingICTethicandproperuseoftheInternet. Third,privacyprotectionisanotherimportantissueintheICT-basededucation.Inthenet-workingenvironment,privateinformationleakageviawebsites,sharedfoldersinpeer-to-peer(P2P)network,auxiliarystoragemanagement(harddiscs,USBdrives,etc.)couldbevulnerablefromcyberattacksandcriminaluse incyberspace.Private informationofstudents includestestscores,schoolliferecords,studentIDnumberandpassword,parents’information,andetc.MOEestablished theEducationCyberSecurityCenter (ECSC)andhasoperatedsomepro-gramstoprotectstudentinformationintheschooladministrativesystemandpreventpossiblecyberattackstotheeducationalinstitutes(MOE,2010).InadditiontomanagingastableprivacyprotectionsystemintheICT-basededucationalenvironment, the legalsystemregardingtheprotectionofstudents’privacyincyberspaceshouldbeelaboratedinordertoconsolidateICT-basededucationinschools.

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Arguably,developingnewtechnologiesandelectronicdevices,forinstancee-inkandsmartpensthatelectronicallysavehandwrittennotes,isgoodnewsinreducingthepossiblesideef-fectsof ICT-basededucation.However, the introductionofsuchtechnologiescouldnotbeacompletewaytosolvetheproblems,rather,variousapproachessuchaseducationofICTethicandin-servicetrainingforteachersshouldbetakenintoaccountinordertoalleviatethepos-sibleproblemsandconcernsintheICTeducationalenvironment.

4. New directions for ICT use in education SincetheprimarygoalofICTuseineducationistoenhanceteachingandlearningprac-ticesineducationalenvironments,thefocusoftheICT-basededucationforNMLsshouldnotcenteronlyontheconvenientuseofeducational technologybutalsoontheeffectivenessofeducation.Inthisrespect,ICT-basededucationforfutureeducationshouldpursuesomedirec-tionsforitssustainabledevelopmentsuchasfacilitatingindividualizedlearningincludingtacitlearningforcreativeandcritical thinking,enlargingICTusefor lifelongeducationoutsideofschools,andmanagingdiverseandflexiblecurriculumsinschools. First,infutureeducation,studentlearningwillbeself-directed.Inself-directedlearning,ed-ucationalcontentshavetobeprovidedtostudentsinanindividualizedmannerandbymatch-ingthelearningabilitiesandcharacteristicsofstudents.Basedontheirlearninginterestsandmotivation levels,studentsresponddifferentlytoeducationalcontentsandteachingmethods.Thus,theprimaryprincipleofICT-basededucationisthatstudentscanselectlearninglevelsandcontentsaccordingtotheirlearningconditionssuchasachievementlevels,characteristics,andinterests.Inthiswayoflearning,ICTisjustadeliverytooloflearningcontents.EveninICT-basededucation,learning–asacognitiveprocessofchanging,adapting,anddeveloping–shouldbeaccomplishedbystudentsthemselves. Second,inordertofacilitateindividualizedlearningacrossgradesand/orschoollevels,ed-ucationalcurriculumsinschoolsshouldbediverseandflexible.Asmentionedabove,ICT-basededucationprovidesstudentswithpersonalized learningopportunities thatarecustomizedtostudents’ learningprogressandcharacteristics. Itmeans that somestudents, for instance,may learndifferent levelsof learningcontentsthanotherstudents inthesamemathematicsclass,orsomestudentsmaylearnthesamecontentwithdifferentteaching-learningmethodsbecauseoftheirdifferentprogressandcharacteristicsinlearning.Astandardizedcurriculumthatstillexistsintheschoolsystemcannotproperlyrespondtothevariousstudents’needsinthefutureeducationalenvironment.Rather,diverseandflexiblecurriculumsshouldbedevel-opedandequippedintheeducationalenvironmentinordertosuccessfullyimplantICT-basedlearninginstudents. Third,tacitknowledgeaswellasexplicitknowledgeshouldbeembeddedintheICT-basededucation. In theprevious learningenvironment, studentsareaccustomedwith traditional

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learningmethodsinwhichtheprimarywayof learningistohaveinteractionswithteachersandotherstudents,face-to-facecommunication,andvariouslearningactivitiesinarealplaceatthesametime.Bythiskindoflearningmethod,studentscanacquiretacitknowledgethattheyhavetopossessinordertoimprovetheirsocialskills,critical,andcreativethinkingabilities.InICT-basededucation,however,studentsareexposedinpersonalizedlearningenvironmentsinwhichinteractionsandcommunicationwithteachersandotherstudentsarefrequentlylimited.EvenintheICT-basededucationenvironment,improvingstudents’socialandcriticalthinkingskillsshouldbetheprimarygoaloflearning.ToembedtacitlearninginICT-basededucation,teaching-learningmethodsandeducationalcurriculumsshouldbedeveloped inorder tocus-tomizethewayoflearningtomulti-directionalcommunication,groupactivities/projects,inter-actionwithothers,suchthatstudentshaveanopportunitytoprovoketheirwayof thinkingandsocialskills. Lastbutnotleast,theroleofschoolsinthefutureICT-basededucationalenvironmentisdifferentfromthatofthecontemporaryschoolenvironmentintermsofthetargetgroupandplaceof learning.Students,as life-long learners,willhavemore learningopportunities fromcommunity-basededucationalinstitutesthanschools.Theschoolatthattimewillbeoneofthecommunityinstitutesthatprovidemanytypesoflearners–includingnotonlyelementaryandsecondarystudentsbutalsoadultlearners–withvariouslearningcontentsandopportunities.ICT-basededucationalenvironmentshouldnotbelimitedtoschooleducation,yet,teachingandlearningactivitiesshouldbeopenandacceptabletobeheldathomes,businesssectors,com-munity libraries,civiccenters,andetc. ICT-basededucationshouldreducethe learninggapsbetweenregionsandbetweenindividualsandalsocurtailthesocietyoflifelongeducation.

5. Conclusion WhatweknowforsureaboutNMLsisthatwedon’tknowenoughaboutthem.Thethingsweknoware limitedtotheexternaldescriptionssuchastheyusetheInternetandcellularphonesatalltimes,theypreferaudiovisualpresentationovertextual,theyputanemphasisonemotionandsensation,andtheyareusedtoaquickaccessto informationonline.Butaswe’vealreadyseen,NMLsdonotstareatscreenjustforthesakeofdoingso.TheyseekgenuineinteractionthroughSMS,lookforgroupidentitythroughBulletinBoardSystem(BBS),andcon-sideraudiovisualcontentasineffectiveifitistoolong.TeachingNMLsisperhapsanareathatisbestaddressedbyNMLs—whattheythink,howtheyfeel,whattheywant—arequestionsthattheyalonecangiveanswersto. AsPrensky(2001)claimed,wearedigital immigrants,whereastheNMLsaredigitalna-tives,andthebizarrecircumstanceofimmigrantstryingtoteachthenativesiswhatisgoingoninschools.Thatofcourse,doesnotmeanthattheimmigrantsshouldgiveupandleavethenativesowntheirown.WhatneedstobekeptinmindisthattheNMLsarestudents.They

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havelotstolearn,andsofar,theylackexperienceandknowledgeandthus,needteacherstoguidethem.Thisisthereasonwhyameaningfulinteractionbetweenstudentsandteachersisneeded,andfurther,teachersneedtolearnthelanguageofNMLstocommunicatewiththem.SometeachersuseSMStobuildstudent-teacherrelationshipandwinthestudent’strust,andothersuseblogsandTwitterstoreachouttotheirstudents.Whenexperiencedandqualifiededucatorsareclearly informedofneeds,preference,and learningstylesof thisdistinctanduniquegeneration,appropriateandeffectiveteachingmethodsthat issuitable fortheNMLsmaybedevelopedandmadeavailableforimprovingthequalityoftheclassrooms. ICTisaninfrastructurethatfacilitateseducationalchangesforfutureeducation.However,the lackofempiricaldatathatverifythepositive impactofICTuseonstudent learning im-provementexists.Thismeansthatwehavetoprepareastrategicapproachandloadthemapfor futureeducation.The implementationof ICT inthe learningenvironmentof thesocietycouldnotbeaccomplishedwithouttheholisticsupportsfromtheeducationalsystemsuchasappropriatecurriculumdevelopment,teacherpreparation/training,andcommunitycooperationoutsideofschools.Finally,thissystematicapproachhastoassiststudents’self-directedlearningintheICT-basededucation.

Acknowledgement ThisstudyissupportedbyHankukUniversityofForeignStudiesforpublication.

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