Introducing technology to schools, including smart devices, should not be an end in itself.
Only when teachers, students, parents, and educational authorities agree on and share the answers to the questions, "What are we trying to do?" and "What are we trying to solve?" can we move beyond dissemination projects to the stage of application and utilization.
To do that, we need to look at what problems lie ahead of us waiting to be solved.
--- p.26

A word that frequently appears when discussing the future of education is ‘personalization.’
Until now, education has been designed and implemented based on the premise of ‘groups.’
There was only a distinction based on grade, such as 1st and 2nd grade in elementary school or 1st and 2nd grade in middle school.
The individual was invisible in the curriculum.
By completing a curriculum that did not take individuals into account, students learned to 'become one another'.
We lost the opportunity to learn the value of 'difference' rather than 'mistake'.
--- p.47

How will we use technology? Can we uphold the fundamental principle of "technology for humanity"? Technology may even change its very nature.
One thing is certain: the technology that humans create must be for humans, and humans must also play a role in ensuring that technology becomes for humans.
Humans create and use technology.
We expect this proposition to always be true.
--- p.73

Students need comprehensive guidance on how to utilize smart devices at school, not just how to use them.
For students, computers can be both tools for learning and tools for playing games.
We must develop the ability to decide for ourselves what purpose it should be used for depending on the situation.
Students also need education that enables them to understand technology and develop a proactive attitude toward 'using technology.'

--- p.113

Now, schools must overcome the limitations of their location through technology.
Now that the coronavirus lockdown has been lifted and students are returning to school every day, some teachers are asking why they should use smart devices.
When we first launched Chromebooks in Korea in 2016, our dream wasn't for students to use smart devices for remote learning due to a pandemic.
It depicts how it can be used in various types of classes regardless of location.
Schools must now be able to conduct classes both online and offline depending on the situation.
Schools should no longer be 'places' but rather 'systems' that teach and develop students.
--- p.147

“Since we started using smart devices, no students have fallen asleep in class.” Perhaps this is an obvious result.
This is the result of creating a time for students who would otherwise just sit quietly and listen to become the main characters of the class.
The mere fact that a smart device was placed in front of me during class might have already made me lose sleep.
When we provided an environment where students could create their own classes, they responded with enjoyable classes.
--- p.165

Collecting, managing, and effectively utilizing student data is essential to realizing the future of education.
In particular, individualized curriculum design, career guidance, and life guidance are key elements of personalization, so student-related data must be utilized as the basis for these efforts.
We must now move into a new era of education, one where technology is actively utilized to collect, store, manage, and use data.
---- p.181

Technology is value-neutral.
Technology itself does not favor anything or pursue a particular direction.
But humans who create and use technology are not like that.
It is very important what kind of thoughts and values ​​we have when using technology in education.
Because technology applied in education is likely to be uncritically accepted and used by students, we must carefully examine the direction in which technology is taking.
--- p.205

Technology is like a living organism.
Competitive technologies find a way to survive on their own.
As technology opens up avenues for education, we will see a much wider range of technologies entering schools in the future.
While there is no doubt that easy technology is important, technology should not be applied to education simply because it is convenient or because it has superior functionality.
It must be a technology that thoroughly contributes to the ‘purpose of education.’
--- p.217

Companies value efficiency and productivity above all else.
So, we actively introduced and accepted technologies that increase efficiency and productivity.
The educational field should be different.
We need to think more carefully and be more selective to find and apply the technologies that are absolutely necessary.
Because it is a technology used for ‘raising people’ rather than for efficiency and productivity.
--- p.218

Technologies developed and applied for education must also clearly recognize the direction in which current education is headed.
Since technology is used as a tool for education, its first goal should be to contribute to the ultimate direction of education.
Whatever the technical tool, it should not exist independently.
--- p.226

The same goes for choosing a technology.
Teachers must first determine the direction in which their classes will move and the goals for change.
And we must proactively choose technology as a means to achieve that goal.
The need for specific apps or hardware arises as a result of the question, "How can I personalize my classes?"
At that time, teachers should ask the school and the education office to support the necessary technical elements.
--- p.262

It is clearly wrong to use technology to replace the role of teachers.
While technology may change the role of teachers, we must remember that it is humans who develop human beings.
Voices of encouragement are heard everywhere, calling for everyone to run together as we apply technology to education.
Now is the time to clearly define the boundaries and direction of how far we should run and in what direction we should run.
Too much is worse than too little.
This is the technology applied to education.

--- p.386