This paper presented a case of the ICT Innovation Centres in Primary Schools in Kenya for the effective operation and management of ICT integrated education based on the results of the centre users’satisfaction and improved competency in ICT in education. Global society pursed results-based management to materialize the principles of effective development cooperation. In line with the principle, the project team for establishing the Centres has supported the local operators to operate and manage the centres with the manual and surveyed to capture the results of the operation and management focusing on the users' satisfaction and competency. As result, these two centres encouraged the users to be exposed to use facilities and equipment for understanding ICT and applying it in their teaching and learning activities physically. In particular, these centres helped them to participate in community activities which were recognized as the foundation of sustainable operation and management of the centres. The teaching and learning environment significantly affected the users' satisfaction and improved competency. But, still, additional content would be required for enhancing the performance of the users. For the long-term results, this study proposed that the impact of using the centres should be monitored continuously to carry out tangible results of teaching and learning performance because the centres were operated less than a year and still required to stock relevant data.

This study investigates the status of ICT in Education in Turkmenistan for achieving the United Nations’(UN) Sustainable Development Goal 4 (SDG4) targets. The study uses two methods for data collection: a detailed review of the literature and a survey. For data collection through survey, the National Education Institute of Turkmenistan and United Nations Development Programme (UNDP) Turkmenistan Office representatives take in part to capture different dimensions of the same phenomenon; the integration of ICT into education in terms of achieving the SDG4 in the country. The results indicate the specific issues such as harnessing ICT as an access tool for education, using ICT for the equity and quality of education as well as the teachers’ ICT competency which need to be improved for achieving the Education 2030 in Turkmenistan. The study also finds priority areas for upcoming years: ICT for transforming and expanding TVET and higher education, improving teacher competency as well as building and upgrading learning environments in Turkmenistan.

Many countries around the world have been pursuing the mission to fulfill the right to education of persons with disabilities. The usage of ICT has been well recognized internationally as essential to foster education, access to information and knowledge, and assist in the learning and teaching process. Furthermore, ICT has the great potential to ensure inclusion for persons with disabilities. The Government of Mongolia has been making efforts toward ensuring inclusion. However, the integration of ICT in schools for students with disabilities still needs further development through proper ICT policy. Therefore, this study intended to formulate the major principles of ICT Policy for improving ICT integration in education to meet the needs of students with disabilities. In this study, the content analysis of 39 academic articles from the period of 2006-2018 has been conducted in order to identify the best practices from other countries and find the applicable ones to Mongolia. As a result of this study, 7 principles have been formulated to improve ICT integration in education for students with disabilities in Mongolia.

As an economy with archipelago contour and one of the largest populations in the world, Indonesia faces specific challenges in utilizing ICT for education nationwide. The present study provides a systematic categorization of such challenges into four categories based on Kim YoungHwan’s categorization of ICT utilization challenges, and then breaks down such categories into more explanatory sub-categories, along with order of frequency. Hence, this study aims at systematically describing challenges in utilizing ICT in Indonesia.

The purpose of this research was to identify the situation of ICT use in education in the Russian region, its reasons, and possible problems and solutions. In order to achieve the attempted purpose, analysis was done on thirteen individual and collaborative final presentations of 34 Russian (Sakha) trainees who attended the APEC e-Learning Training Program during 2007-2013 and Russian government project on ICT in education. The results of the research are as follows. First, the most mentioned problem and need to the Russian education informatization was identified as a shortage of ICT equipment. The next two problems identified were the problem of the insufficiency of educational resources and lack of teacher motivation in using ICT. Third, the implementation of ICT in Russian schools should become one of the important objectives of the region’s education administration and school administration. Thus, Russian regional government officials, who are responsible for education, need training to implement better policies and measures for improvements of ICT use in education. Also it’s important for them to learn the best foreign experience in using ICT in Education and adapt it by taking into consideration culture, geographical and other regional features.

The purpose of this study is to discuss and analyze the trends in ICT in education informatization and the need for more scholarly research and dialogue done between Korea and Chile due to their similar ideals in furthering ICT in education in their respective economies. In result of this, 29 individual and team reports submitted by Chilean trainees in the APEC eLearning Trainee Program from 2006-2014 were analyzed. From this study, the results based on the reports were as follows. 1) The need for high quality teacher training programs created by the government and motivating the teachers to participate in these programs. 2) Implementation of more cooperation and collaboration between teacher-student, teacher-expert, and publicprivate partnership programs. 3) Improving students’ aptitude in utilizing ICT, especially in education. 4) Due to the majority of the trainees’ coming from the teaching profession, more research is needed to be done by other stakeholders involved in education informatization, such as government officials, learners, and professors, in order to enhance the totality of this study.

In a knowledge-based society, advances in information and communication technology (ICT) require new paradigms in our society. In order to adapt to the current knowledge-based society, people must be familiar with ICT. In this sense, schools are responsible for educating students to how to deal with ICT in every aspect of their lives. In this paper, current status and future directions of ICT education in Korea are discussed. First, current status of ICT education is discussed. Two types of ICT education, literacy education and application education are introduced. Then, infrastructures supporting for adapting ICT use in education are introduced. Those infrastructures include laws and regulations, support for outstanding Municipal and Provincial Offices of Education, and educational information standardization, respectively. Finally, conclusions and future directions of ICT education in Korea are discussed.

본 연구의 목적은 APECIMSN의 인터넷의 긍정적 활용을 고찰하고 윤리적 문제점을 탐색하여 그것의 해결 방안을 모색하는 것이다. 먼저 인터넷 긍정적 활용의 사례를 분석하여 그 의미를 찾는다. 인터넷의 비윤리적 활용 사례를 찾아 예방할 수 있는 대책으로써 정보통신윤리교육의 펼요성과 방안을 제안한다.인터넷자료로써 APECIMSN 의 홈페이지 및 영문홈페이지와 IACE 홈페이지를 활용하였다. 인터넷활용 실태를 파악하였으며 긍정적 영향은 미래학교 모형의 탐색 정보화 기술 능력의 향상과 자기주도적 학습능력의 배양 국제적 의사소통 능력의 향상 사회적 기술의 탐색 국제적 감각의 획득과 민간외교역할， 영어 실력의 향상으로 밝혀졌다. 이러한 정보 활용의 의미는 인터넷의 긍정적 활용의 모범이 되며교육을 통한 국제간 원격학습의 가능성 획득， 민간 외교의 실현， 영어 몰입수업이라는 의미가 있다. 문제점은 저작권 위반 이 나타났다. 대응책으로는 정보통신윤리교육를 국제교육협력의 프로젝트로써 진행하되， 교육청에서 지원하는 교육연구회나 교사 동아리 등을 활용하는 방안이 있다. 전문계 고등학교의 경우전문교과 연구회 운영을 국제교육협력활동과 연계하는 방안을 제안한다.

arched for standards in teacher competency for the different economies in the Asia-Pacific region. We found information about them in several documents contained in the UNESCO and in the Ministry of Education of each economy. After that, we looked for common strategies to propose a model for teacher training with ICT and in the use and introduction of ICT in schools. We found that there are a lot of commonalities, specifically that teachers should be competent in a variety of software and technological tools appropriated to the topic they teach and the students 'age, assess the software and technological tools relevant to the topic they teach and their potential to be used in class, use the computers in a constructive way and to prepare and utilize work plans that incorporate the use of technology. But despite all the advances and recommendations about ICT introduction in teacher training, we still lack a common model that allows us to exchange and share information regarding this issue, even within the Asia-Pacific region. We tried to put these competencies in one single place so that people can access and consider them in developing a teacher training or ICT introduction to classrooms programs.

'Directions of APEC Future Policy for JCT in Education' aims at identifYing trends of APEC policy for ICT in education, its related issues, and makes recommendations for future policies. The results of this research are expected to provide a benchmark for educational ICT policy making in APEC economies with reference to policy trends produced by this project. They also provide insights and hindsight on ICT educational policymaking to all parties concerned. APEC economies should find the results beneficial in terms of new policymaking and enhancement of present policies. The recommended policy areas should be translated to generate businesses suited for industries related to ICT and education. As to the methodology, from eleven APEC economies the sample is reduced to eight due to complications in communications and documentation. Information needed was obtained through the internet. The project leader organized and distributed the collected data online to other members of the project (PR. China & Thailand) for analysis. The technique of content analysis was applied and trends on APEC educational JCT policy were identified. Findings from the data analysis were tabulated and are attached as appendices in the APEC white paper.

4차 산업혁명 사회의 정보통신기술(ICT)은 디자인 교육 분야에 많은 변화를 가져왔다. 사용자 중심의 다양한 콘텐츠 기술 은 장애학생 교육분야에 다양하게 활용되고 있다. 또한, 오늘날 디자인에 관련된 정보는 클라우드 컴퓨팅 환경에서 빅테이터로 분석되고 있으며, 분석된 정보들은 데이터베이스(DB)로 이용되고 있다. 이러한 정보통신기술들이 장애학생과 비장애학생이 함께하는 통합교육에서 장애학생들에게 실시간으로 교육지원(속기, 수화통역) 서비스를 받을 수 있게 하였다. 최근에는 스마트환경 소셜 네트워킹 서비스(SNS)로 장애학생과 비장애학생과의 협업(協業)을 가능하게 되었으며, 특히 장애학생들이 상호 소통의 문제들을 조금이라도 해결할 수 있게 되었다. 연구의 내용으로는 통합교육에서 산업디자인을 전공하는 학생들이 참여자로서 복지와 디자인이라는 주제로 집단적아이디 어발상에 참여하였다. 연구에 참여한 전공학생들이 디자인 시작 단계에서 프로토타입 제작까지 팀원들의 의사소통이 중요 하기 때문이다. 통합교육(統合敎育)에서 디자인문제를 해결하기위하여 브레인스토밍 방법인 브레인드로잉, 브레인라이팅 을 활용하였다. 1차 실험은 스마트환경에서 장애학생과 일반학생들이 원활한 소통을 위하여 온라인 브레인스토밍을 실시 하였고, 2차 실험은 오프라인에서 아이디어발상을 위하여 브레인스토밍 방법을 실시하였다. 따라서 본 연구는 1차, 2차 실험을 통하여 디자인 프로젝트 과정에서 효율적인 아이디어발상을 위해서는 통합교육에서의 팀원들의 구성과 협업이 중요하다는 것을 알 수 있었으며, 사용자 중심의 창의적인 아이디어발상과 정보통신기술의 융합이 필요하다는 것을 인식하게 되었다.

21세기 사회가 다변화되고 융복합되면서 최근 삼성전자는 새로운 미래 디자인의 핵심 화두로 스마트 UX(사용자 경험, User Experience)를 내세우면서 사용자들이 시스템, 제품, 서비스를 직․간접적으로 사용함에 있어서 사용자가 느끼고 생각 하게 되는 지각과 반응, 행동 및 편리성과 사용성 등 총체적 경험이 소비에 있어서 중요한 역할을 차지하고 있음을 강조하 면서 제품의 기능에 앞서 소비자들의 심리를 적극 반영한 디자인과 다양한 콘텐츠 등을 개발하겠다고 밝히고 있다. UX World 2015에서는 국내외 UX 전문가는 융합기술사회에 있어서 그 어느 때보다 사람과 기술과의 상호작용이 중요하며 인 간을 이해하는 UX디자인이 되기 위해서는 디자이너뿐만 아니라 각 분야의 전문가와의 협업(다학제)이 필요하다고 역설하 였다.특히, 기조연설을 맡은 싱가폴 국립대학의 연구원이자 컨설턴트인 잔 미칼 아우에른 함머는 융합기술시대의 UX는 디 자인적 사고가 필요하다는 점과 조직에서의 디자인적 사고를 적용시키기 위한 과정과 방법의 중요성에 대해 강조하였으며 이러한 디자인적 사고방식의 과정과 방법은 인간의 문제에 대한 이해와 신속한 프로토타입의 구체화에 대한 아이디어, 파 일럿 테스트의 실행으로 이루어진다고 해결책을 제시하고 있다. 이는, 차세대 기술인 사물인터넷, 감성 인식, 웨어러블 디 바이스, NUI/NUX, 빅데이터 등에 UX디자인 적용에 있어서도 인간에 대한 인식을 통해 실행되는 과정과 방법에 대한 문 제에 해결에 있어도 디자인적 사고로 이루어져야 하며 중요한 역할을 담당할 것이다. Robert Fabrican는 UX가 기업 자산 으로서의 가치는 더 이상 의문의 여지가 없으며 페이스북에 의해 10억 달러의 가격에 매각된 인스타그램의 최고 자산은 기술이 아니라 사진 공유를 위한 UX와 UX를 만든 인력들이라고 말하고 있다. 따라서, 본 연구는 융합기술사회에서 최근 활발하게 진행되고 있는 차세대 기술에 적용되고 있는 UX디자인이 포함된 융합 기술 요소와 현황 등을 살펴보고 UX디자인에 있어서 디자인적 사고가 어떠한 역할을 할 것인지에 대해 고찰한 후, 국내외 UX디자인이 포함된 융복합 교육과 프로세스 사례를 살펴보고 UX디자인교육에 있어 디자인적 사고를 통한 교육이 실무에 서 효율적으로 적용될 수 있는 방안과 향후 연구과제 등을 제시하고자 한다.