The journey toward increasing our cultural competence as educational leaders requires us to rethink our assumptions and consider life’s issues through the lenses of people who come from cultural backgrounds different from their own. The practices and the responsibility as global education leaders to provide an environment conducive and aware of the immense scope of global technology strategy. The conceptual framework for this reflection in terms of conveying communicating with other cultures, was provided through Henry Mintzberg’s Operational Distribution Process, which identifies the four functions of organizations are, “they find, they keep, they transform, and they distribute…. (Mintzberg, 2000). All of which are hallmarks of the technological shift to automation and support system optimization. The usage of deep learning algorithms and more efficient online delivery system has opened limitless potential for growth and evaluation for all educational stakeholders. If designed and used properly, information and communications technology has the potential to make global education training more effective, affordable, and flexible. I have taken from several articles to build a framework to explain this progression through reflection.
I found that the with the advent of Information and Communication Technology and the Internet there have been a great impac on the way knowledge is transmitted. The first article reviewed the already present infrastructure the implementation of a decentralize blockchain educational training system which could be distrubuted efficiently through an already existent professional learning community (Lee, 2012). The article was originally written in 2011 and has led to the open development new lines of cultural and pedagogical exchanges and serves as an important way to transmit knowledge across cultural and geographical boundaries. Lee (2012) explored how online communities affect real-world personal relations based on a cross-cultural survey conducted in Japan and Korea. Using longitudinal time-series data, this article analyzed the recent sharp increase in telecommunications in South Korea and its similarity to an almost ideal demand system (AIDS) model. Understanding behavior and the comparative links between online links a framework for marketing and distribution could be developed to introduce the Korea marketplace to emerging technologies ( i.e., a blockchain teacher training and evaluation system). The article postulates the structural changes through technology in Korea which are associated with the rapid diffusion of mobile phones and the Internet during 1998–2008. Following these structural changes, telecommunications services have become complements for transportation, books and printed matter, and culture and recreation services are directly attributable to this migration of many services from offline to online by means of telecommunication.
The second article, examined the preceding educational reforms for developing countries through implementation of educational based blockchain technology and represent a shift toward a ‘Knowledge society” that inherently moves to the convergence of social, political, and educational values placed into lifelong learning. The most forward-looking educational institutions have already embarked on improving the educational instruction sphere, enabled by modern technologies (JaeShup & Ilho-Shong, 2017). As described in their 2017 case study JaeShup & Ilho-Shong (2017) explain the far-reaching implications for educational application as blockchain’s promise to bring billions of disenfranchised people into world commerce. They identified that technology has potential to build a true sharing economy, where value is created and distributed in a fair manner directly from those who own the resources. The real defining feature of a blockchain database is that it’s decentralized. This is a great shift that relied on stagnant learning and an educational and economic relationship tied heavily to the assurance that the culmination of K-12 education would be sufficient to compete in an ever growing globalized market place. The article surmises that long-term sustainable growth and success in the emerging global economy of the 21st century is key to educational reforms and strategies that may need to be undertaken. Strategies for promoting collaborative decision-making and problem solving, facilitating team building and developing consensus on developing, recruiting, and retaining employees are consistent themes found in the globalization of educational policy.
The final article addressed methods of implementation and perceptions on maintaining a strong teaching staff through the systematic usage of an online in-service preparation system. The article identified the progress and implementation of the baseline online computer in-service preparation in many way correlates to the diverse learners and multicultural challenges faced through globalization. The article encapsulates that the most effective approach to quality teachers is to “grow” their own within their schools by encouraging meaningful involvement, accessibility, quality instruction and cultural reprocity. The methodology and collection of research material was done through financial incentives, recognition, and promoting meaningful teacher involvement. The researcher concluded that through the use of these methods, it may empower teachers to be great teachers and lead the way for other teacher’s opportunities to step up to improve the education system. The teacher training construct also represents a process built around a cyclical ideal that form denotes function, leading to potential removal of spatial limitations and time constraints, removing the need for the learner to be present at a training site at a designated time.
In closing, the recognition of megatrends in Communication, Technology, and Change when combined with global population growth, and urbanization bring with them strong implications for today’s leaders and especially for the leaders of tomorrow. We all know the technology sector is vast. Indeed, it’s a veritable universe of information an exciting frontier open to all (Templeton, 2016). This frontier is bridged through the recognition that looking to improve technological ways to model, test, and assess the types of personal interactions, educators will only improve the multicultural proficiency regularly experience as part of the profession.
References
Dicolen, E. D. (2017). South Korea’s Teacher Education Innovations: Impact and Implications. International Journal of Education and Learning,6(1), 67-78. doe: 10.14257/ijel.2017.6.1.06
Hee Jun, C., & Ji-Hye, P. (2016). An Analysis of Critical Issues in Korean Teacher Evaluation Systems. Center For Educational Policy Studies Journal, 6(2), 151-17.
JaeShup, O., & Ilho-Shong, S.H. (2017). A case study on business model innovations using Blockchain: focusing on financial institutions. Asia Pacific Journal of Innovation and Entrepreneurship, Vol 11, Iss 3, Pp 335-344 (2017), (3), 335. https://doi-org.libproxy.lamar.edu/10.1108/APJIE-12-2017-038
Jung, I. (2001). Issues and Challenges of Providing Online Inservice Teacher Training: Koreas experience. The International Review of Research in Open and Distributed Learning, 2(1). doi:10.19173/irrodl.v2i1.30
Lee, D. Y. (2012). Increase in Telecommunications Expenditure and the Migration of Consumption Online: The Case of South Korea. Information Society, 28(2), 61-82. https://doi-org.libproxy.lamar.edu/10.1080/01972243.2012.651058
Lee D.Y. (2011). Korean and foreign students’ perceptions of the teacher’s role in a multicultural online learning environment in Korea. Educational Technology Research and Development, 59(6), 913. Retrieved from https://libproxy.lamar.edu/soigneur=https://search.ebscohost.com/login.aspx?direct=true&db=edsjsr&AN=edsjsr.41414980&site=eds-live
Mintzberg, H. & Van Der Heyden, L. September/October 2000. Taking A Closer Look.Toronto,ON: Ivey Business Journal.