This blog post examines the importance of computer education and the current problems in the Korean education system, and discusses how improving these issues can contribute to the development of future talent.
With the rapid development of computer-related technologies, computers are used in almost every field. Computer systems are involved in most technologies, from palm-sized smartphones to automobiles, aviation systems, and even microchips implanted in living bodies. In this situation, the ability to use computers and solve problems using computers is bound to become more important. In line with this, countries have begun to include computer-related classes in their curricula and teach students how to handle simple programs to more advanced content. Korea has also introduced computer classes so that students can receive lessons starting from elementary school. The 7th curriculum guidelines stipulate that 10% of the curriculum should be devoted to education on the use of information and communication technology. However, computer education in Korea remains at a simple level, teaching students how to operate and use information devices and how to use a few computer programs.
The need for computer education goes beyond just technical understanding. In the future, digital literacy will be an essential skill in all fields. Computer education should now go beyond simply being able to use computers well, and extend to developing creative problem-solving skills and cultivating the ability to analyze and manage various data. This need for education is being emphasized further in the context of the Fourth Industrial Revolution. The Fourth Industrial Revolution is heralding an era in which various innovative technologies such as artificial intelligence, big data, and the Internet of Things are converging, and new occupations and industries are being formed as a result. Therefore, computer education is essential for the development of future talent, and the content of such education must be deepened.
So, let’s take a look at why in-depth computer education is necessary and what the problems are with current computer education in Korea. Let’s also take a look at what computer education should look like in the future.
In the curriculum announced in December 2012, high schools include computer-related education policies under the name “information” in the practical subjects (technology and home economics). And in middle schools, the “information” education policy is included in the optional curriculum exam. It is safe to say that the basic content of the “information” education in middle and high schools is almost the same. The basic goals of “information” education are to acquire the basic concepts and principles of information science and technology, to acquire computational thinking skills to solve problems, and to develop the ability to solve everyday problems with efficient algorithms and apply this thinking to real life and information devices. The curriculum consists of four areas: information science and information ethics, the composition and operation of information devices, the expression and management of information, and problem-solving methods and procedures. The information science and information ethics area teaches students about what information science is and the ethics of using the Internet. The composition and operation of information devices area introduces the composition and operation principles of actual computers and what a network is. In the area of information expression and management, the course introduces the structure and management of information. Finally, in the area of problem-solving methods and procedures, the course teaches in-depth content such as actual problem-solving strategies, computer programming methods, and the application of algorithms.
In terms of the curriculum, computer education currently seems to cover all the necessary content, from information ethics to basic computer usage, to the management of actual information and problem-solving using algorithms. However, the problem is that education is not being conducted in line with the curriculum. Computer education is a discretionary activity and not a required course. Therefore, there is no uniform and systematic education for each school and grade. Although there may be differences from school to school, the proportion of computer education in actual school classes is small, with classes being held about once a week. This is considered to be a far too small proportion when compared to the increasing emphasis being placed on computer education. As it is not a compulsory subject and the time allotted is small, the focus is on computer literacy education rather than classes that cover all computer-related issues. The computer education curriculum itself does not cover a lot of in-depth content, and even that is not properly taught. Another problem is that the content of such education does not differ much between elementary school, middle school, and high school. In other words, students start learning computer-related skills from elementary school, but even as they move on to middle school and high school, the content tends to be repetitive rather than in-depth. Looking at the actual curriculum, it can be seen that the content taught in middle and high school is almost the same. In summary, computer education in Korea is currently not mandatory, and since the actual proportion of classes is small, it is not systematic and unified. And the content of the classes is also teaching computer literacy and simple program operation in a superficial way.
In order to properly recognize the importance of computer education in Korea and strengthen it, it is necessary to improve the overall educational environment. Among them, it is important to designate computer education as a compulsory subject and gradually deepen it from elementary school to high school. In addition, it is essential to shift from simple theoretical education to practical education to develop the ability of students to solve problems using computers. To do so, teachers must be strengthened in their expertise, educational facilities must be improved, and the latest computer education programs must be introduced.
How are computer education programs conducted in other countries? In the United States, computer-related classes are conducted from kindergarten through the K-12 computer education curriculum. The goal of this education is to not only teach the basic operation of computer devices and programs, but also to understand the essence of computer science and apply it to problem solving in other subjects. Although there are differences from state to state, according to an analysis of computer-related education policies used by more than 50 school districts across the United States by the Computer Education Association of Minnesota, in addition to general education such as attitudes and values toward computers, in-depth education such as programming, algorithms, and data processing is provided. In the UK, computer education is also systematically provided under the national government. The country is building a national learning network to provide the infrastructure for computer education and is ensuring that all students receive systematic education up to the ninth grade. It also provides services so that students can receive relevant education even after the ninth grade if they wish. And it does not simply teach theoretical information technology and the technology of computers themselves, but also uses information technology in other subjects so that it can be applied to life.
Recently, discussions on strengthening computer education have been actively taking place at the European Union (EU) level. The EU regards digital literacy as a basic competence that all citizens should have, and recommends educational policies for this to each country. As part of this, schools in each country are teaching programming as a compulsory subject and teaching students the basic concepts of computer science from elementary school. This international movement clearly shows that computer education is no longer an option but a necessity. India, which is emerging as a new IT powerhouse and producing a large number of software-related personnel, is inferior to the United States and the United Kingdom in terms of educational infrastructure. However, what is unique about India is that it emphasizes in-depth content such as the use of algorithms and programming languages. Another difference is that India learns to use computer applications and networks relatively late compared to other countries. From an early age, students are taught to use computers to solve problems, so that they become accustomed to using computers as a tool for problem solving. From lower grades to upper grades, the curriculum has a systematic and unified educational goal, including the study of programming languages, the creation of actual programs, and their application to problem solving. Finally, in Vietnam, programming languages are taught from grades 4 to 5, and students learn how to solve problems using them in upper grades.
Looking at the computer education policies of the countries mentioned above, we can see that computer education is systematically carried out under national policies, starting from the lower grades and continuing through the upper grades. In addition, the subject of computer science is not an independent subject, but is organically linked to other subjects. In other words, computers are used as a tool to solve problems in other subjects. Therefore, it becomes natural to recognize computers as tools for solving real-life problems, and students become accustomed to solving problems using computers. On the other hand, computer education in Korea only exists as a separate subject, and there is little connection with other subjects. It is true that educational policy differences, such as whether computer subjects are compulsory, play a major role in the occurrence of these differences. However, the content covered by computer education also has a significant impact. As mentioned above, Korea mainly focuses on education on basic computer usage and internet ethics. However, foreign education policies teach more advanced content, such as creating actual programs using algorithms and programming languages. And they are taught to use these algorithms and programs to solve problems in other subjects. In other words, through the study of algorithms and programming, computers can be applied to solving problems in other subjects, and computer science is involved in every aspect of problem solving. Furthermore, students can use computers to solve problems in various situations that may occur in real life, not just in school classes.
However, in Korean society today, there is a widespread perception that computer education is just an elective subject and a minor subject, and as a result, proper computer education is not being provided. This is also true in specialized high schools that offer computer education, where computer education is simply aimed at helping students find employment and is not closely linked to going on to college. Given this situation, there is already a shortage of computer-related personnel. The number of programmers who are simply trained at a cram school to find a job is increasing, but the number of students majoring in computer software at four universities in Korea is continuing to decline.
If this phenomenon continues, Korea’s IT competitiveness will inevitably collapse in the modern world, where globalization and informatization are accelerating. In particular, there is a high risk of falling behind in new technologies such as artificial intelligence and big data. In addition, as the importance of computer science and related technologies is growing due to the development of the digital economy, the shortage of talent in Korea may have a negative impact on long-term economic growth. This is not just an industry problem, but a serious issue that can lead to a weakening of the country’s overall competitiveness.
Therefore, computer education in Korea needs to be improved so that it is more specific and systematic. Even if the curriculum is not followed in full, it is necessary to provide advanced computer education, such as algorithm and programming language education, rather than just basic education. Of course, it is important to learn the basic operation methods and netiquette, but from the perspective of IT competitiveness and educational effectiveness, the need for advanced education such as algorithm and programming language education is important. In addition, if such education is systematically conducted, it will enhance higher-order thinking skills such as creative thinking and critical thinking, as well as problem-solving skills. Algorithms enable us to interpret problems logically and step by step, and programming education enables us to create and solve computer programs using these algorithms. And if such education is systematically provided through elementary, middle, and high schools, the overall problem-solving ability of students will improve, and the number of students who wish to enter computer-related university majors will also increase. The interest of various students in various computer fields is undoubtedly a green light for the IT industry at the national level.
Of course, it is difficult to increase the proportion of computer education under the current college entrance examination system. Therefore, we should start by recognizing the importance of computer education and gradually deepen the content of computer education. And ultimately, we should not stop at simple computer literacy education, but provide essential education that enables students to process and manipulate information and solve problems using computers.
