Abstract
To meet the need for flexible and interactive teacher training, the Korean government created a Cyber Teacher Training Center (CTTC) in the summer of 1997. The CTTC project developed a software platform for managing online inservice teacher training, eleven general training courses, with plans to add more courses each year. This article examines the needs met through the introduction of online inservice teacher training and the strategies that have been employed in the process. This paper also analyzes the major impacts of online teacher training and looks at the challenges facing online inservice teacher training in the coming years.
Highlights
With the development of new information and communication technologies (ICT), online education is being used in many developed, and some developing, countries to bring wider opportunities to people in the form of flexible, open and distance learning systems (Farrell, 1999; Perraton & Postshnik, 1997)
This study describes a Korean initiative to develop and implement online education for inservice teacher training, and includes concrete recommendations to guide educational policy makers
The methods used to conduct the case study include: (a) analysis of Korea’s official documents and Web sites, (b) informal individual interviews with several providers of online inservice teacher training in Korea, and (c) analysis of a formative evaluation report conducted by a research institute
Summary
With the development of new information and communication technologies (ICT), online education is being used in many developed, and some developing, countries to bring wider opportunities to people in the form of flexible, open and distance learning systems (Farrell, 1999; Perraton & Postshnik, 1997). There are several commercial Internet Service Providers (ISP) in Korea that provide text-based online services and Internet access. Through these ISP networks, subscribers can access an online database, as well as interact and share materials with other network subscribers. They can access the Internet from home or other places. In addition to making teacher training more cost-effective and efficient, the major goals of online teacher training are to help teachers: (a) access training opportunities without leaving their classrooms; (b) improve their computer literacy, and interact online with their trainers and other teachers; and, (c) once a “bank” of online courses is developed, to access those courses that meet their individual needs
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