The Impact of International Technology Education Standards on the Development of a National Curriculum: A Case Study in Korea

Authors

Euisuk Sung, CUNY New York City College of TechnologyFollow
Yuhuyn Choi, Chungnam National University
Ji Suk Kim, Gongju National University of Education
Eunsang Lee, Kong National University
Yunjin Lim, Korea Institute for Curriculum and Evaluation

Document Type

Book Chapter or Section

Publication Date

11-2-2023

Abstract

South Korea has mandated technology education as a general education subject since 1954. However, recent educational trends, such as the emergence of computer education; artificial intelligence; Science, Technology, Engineering, and Mathematics (STEM); and K-12 engineering education call for considerable change in Korean technology education. The authors translated and published Standards for Technological and Engineering Literacy (STEL) in Korean to introduce the new standards to Korean educators in response to these challenges. This case study will review the history of Korean technology education from its inception in the 1960s and discuss the potential impacts of STEL on the Korean technology education curriculum. Additionally, this case study will illustrate the process of publishing STEL in Korean, including the team-building process, challenges in translating the text, and peer review for quality control. Lastly, the authors will discuss the implications, visions, and challenges of Korean technology education with STEL translation.

Comments

This is the author's accepted manuscript of a chapter was originally published in Standards-Based Technology and Engineering Education, 63rd Yearbook of the Council on Technology and Engineering Teacher Education, edited by Scott R. Bartholomew, Marie Hoepfl, P. John Williams, available at https://doi.org/10.1007/978-981-99-5704-0_12.