ICT EducationICT Education in Taiwan in Taiwan

Lih-Shyang ChenLih-Shyang ChenDepartment of Electrical EngineeringDepartment of Electrical EngineeringNational Cheng Kung UniversityNational Cheng Kung University2007/9/212007/9/21

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Outlinee-Government and ICT Progress in T

aiwanOverview and Functions of MOECCVisions of education in ICT era

Actions for paradigm shiftActions for resource sharingActions for bridging digital divide in educat

ion by ICTConclusions

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About Taiwan

Area :36,000 square km

Population: 22.5 million

Capital : Taipei City

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e-Readiness in TaiwanJuly 2006

Items Penetration Rate

Internet Population 68%

Broadband Population 63% Households Connected 74%

Mobile Phone 110.80%

Cable TV 90% Source: 1. Taiwan Network Information Center 2. Ministry of Transportation and Communications

Broadband Households 67%

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e-Taiwan Program (2003~2008)K

now

ledg

e Bas

ed

Econo

my

GII

NII

NII

GII

AdvancedAdvancedTelecomm technologyTelecomm technology

e-Society

Information-rich Information-rich SocietySociety

e-Government

EffectiveEffectiveGovernmentGovernment

CompetitiveCompetitiveIndustryIndustry

High-Tech Service Island

e-Taiwan

e -Transportation

IntelligentIntelligentTransportationTransportation

Green Silicon

Island

e-Infrastructure

e-Industry

One-Stop services to its citizen

Best supports to its industry to stay competitive

Best informationavailableto its citizen

Best transporta- tion services to its citizen

Broadband to every family

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Government Certification Authority(GCA)

Sending Unit

Internet

E-Official Document

•Private key•Certificate

Digital signature/encryption

E-Official Document

Verify signature/Decryption

Receiving Unit

•Private key•Certificate

IC Card IC Card

Exchange Center

e-Government Killer Application-- Official Document Exchange

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e-Government Online Services-- The Case of e-Tax Filing

In 2007, 46.75% of 5.25 million taxpayers filed individual income tax via the Internet, and 13.85% of them used electronic certificates.

14.46%

21.06%

34.59%

0.20% 0.23% 0.33% 0.44% 0.71% 2.00% 2.67%4.79%

0%

5%

10%

15%

20%

25%

30%

35%

40%

1998 1999 2000 2001 2002 2003 2004 2005

Percentage of Online TaxFiling (OTF)

Percentage of OTF Usinge-Certificates

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International Recognition Ranked 1st in the 2002, 2004, 2005

global e-government survey by Brown University (Ranked 2nd in 2006)

Ranked 3rd in Government Readiness and 5th in Government Usage in the Global Information Technology Report (GITR) 2004-2005 by World Economic Forum(WEF)

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Overview of education statistics

more than 5,000,000 students / 270,000 teachers

compulsory education 6 years elementary 3 years secondary

connected and integrated into a 1st-9th grade Curriculum

Statistics as of school year 2005~2006 Schools(k-12): 3,858 Universities and colleges: 162

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Work Flow & ICT roles

. . .

MOE National Master-plan and Budget

25 County/City offices

Regional strategic plan and budget

Primary School

Secondary School

High School Vocational School

Action plan and Implementation

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Functions of Computer Center Ministry of Education (MOECC)

ICT educationTaiwan Academic Network (TANet) e-learning policies and support measur

es e-Administration for educational syste

msBridging the digital divide in educationEducational information management

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e-learning Readiness of Taiwan-ranked in 16th (global) and 3rd (Asia)

EIU indicesGrade(full

grade:10)

Global Rank（ 60 countries

）Taiwan 7.47 16 Education 7.92 13Industry 7.52 9

Government 7.53 25

Society 6.89 17Economist Intelligence Unit / IBM, 2004

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e-Campus strategies Standardize the academic data exchange

format by MOE Uniformed e-Administration systems

developed by county offices or alliances of counties

Website and Workshops among school administrative staff

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Visions of education on ICT era education paradigm shift

towards e-learning paradigm: learner-centric, mobility, ubiquity.

seamless sharing of educational resources Internet + WWW + browser + search engine + I

nternet messaging (e-mail, VoIP, chattering, video conferencing) global data warehousing, access, deliver and exchange

bridge the digital divide in education

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Actions for paradigm shift in Taiwan(1) well-established infrastructure

TANet connected all schools (ranging from primary schools to universities) to the Internet since 1999

Each county/city has an educational network service center (total of 25)

All schools established computer classrooms since 1999all classrooms connect to the Internet by the en

d of 2007 all classrooms remodeled to e-classrooms (exp

ected 2012)

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Actions for paradigm shift in Taiwan(1) well-established infrastructure(Cont.)

Wireless campus network deployment began in 2003 for mobile learning full deployment expected 2008

M-Taiwan project began in 2005 to establish wireless metropolis network Ubiquitous learning is expected as a

killer application

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Actions for paradigm shift in Taiwan(2) enrich e-learning contents/activities

Established nation-wide learning object management systems: ‘Learning Gas station’ website: supply teachi

ng materials, lesson plans, etc. to teachers ‘Education to e-learning （ etoe ）’ websit

e: integrate 1st-9th grade curriculum learning resources

Developed 6 web-based learning systems for on-line learning activityLife Education, Humanity and Arts, Nature and

Ecology, History and Culture, Health and Medicine, Science Education

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Actions for paradigm shift in Taiwan(3)Enhance human & organizational resources

Provide ICT-incorporated teaching skill training programpromote certification systems for teachers’ e-learning ability

Incubate seed schools for ICT education (1071 seed schools until now)

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Actions for paradigm shift in Taiwan(3)Enhance human & organizational resources

(Cont.)

Establish e-learning and teaching support center (including instruction designers, multimedia designers, ICT professionals) in counties and cities (2006~2008)

Provide e-learning master program for on-job teachers: started in 2006

Establish e-learning departments in universities

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Actions for bridging the digital divide in education by ICT

Equal infrastructure to secluded villages (MOE subsidizes telecommunication fee)

Encourage and subsidize ICT-professional volunteers from universities and industries to assist schools in secluded villages

(more than 100 teams per year since 2003) Provide networked on-job training courses

for teachers in secluded villages (since 2004)

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Actions for bridging the digital divide in education by ICT (Cont.)

Set up e-tutor platform and service teams to assist students

Provide web services to enrich learning resources

Build-up Digital Opportunity Centers to provide equipment and training courses for community and students for after schools tutoring (300 DOCs in 168 villages expected in 2008)

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Conclusions Educational information exchange

Fast, easy, reliable and accurate e-learning content

Abundant, sharable and boundless Create an online learning environment to

promote equality and mutual respect among people.

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Thank youwww.edu.tw