‘한국의 교육정보화 경험 공유를 위한 온·오프라인 연계 컨설팅 도구 개발’ 연구는 ‘한국의 교육정보화 모델’ 연구와 ‘K-Edu 교육정보화 모델: 정책 가이드라인과 역사’ 연구의 후속 작업으로, 개발도상국을 대상으로 교육정보화 컨설팅을 추진하고 개발협력 사업을 형성하는 데 실제로 활용되기 위한 목적을 지니고 있습니다. 따라서 개발하는 도구는 컨설팅 과정에 기존 연구에서 정리한 한국의 교육정보화 발전 경험과 교훈을 잘 반영할 수 있어야 하며, 컨설팅 성과를 담보해 개도국의 발전에 기여할 수 있어야 합니다. 여기서 주의할 점은, 컨설팅의 결과가 한국의 교육정보화 발전 상황을 모방하고자 같은 과정을 답습하거나 복제해야 한다는 의미가 아니라는 점입니다. 다른 분야와 마찬가지로 한국의 교육정보화 발전 상황은 한국만의 독특한 맥락과 환경에서 만들어진 성과이며 수많은 발전 사례와 경로 중 하나에 불과합니다. 다만, 개도국이 추구하고 목표하는 발전에 이르기 위한 수많은 경로 중 정해진 답은 없으므로 한국의 경험을 참고하여 잘 학습한다면 시행착오를 줄이고 더 나은 의사결정을 할 수 있을 것입니다.

본 연구는 2021년에 이루어진 1차 연구를 통해 개발한 도구를 확대개발하고 개선하여 개발도상국에서의 현장 활용성을 높이는데 초점을 두었습니다. 1차와 2차 연구에서 개발한 컨설팅 도구들은 한국의 교육정보화 발전 과정을 개도국이 따라 할 만한 것인지 가늠하기 위함이 아닙니다. 다만 한국 사례를 하나의 목표모형으로 보고, 개도국의 현황을 진단하고 요구를 분석하기 위한 준거로만 활용하고자 합니다. 4장에서 제시한 K-Edu 변화이론 모델은 한국의 교육정보화 현황을 ‘이상적 상황(Ideal Type)’으로 가정하고, 변화의 이론(Theory of Change)에 근거해 분야별 발전의 과정을 인과관계로 재해석한 것입니다. 이와 같은 도구를 활용해 컨설팅을 위한 진단과 분석 과정에 컨설턴트의 개인 지식 및 역량을 넘어 보다 객관적인 한국의 개발 경험을 반영할 수 있을 것으로 기대합니다. 컨설팅의 범위는 개도국의 현황을 진단하고 개발 방향과 전략에 대한 제언을 주는 것이지 해당 국가, 해당 분야의 발전 결과에 대한 의사결정을 하는 것은 아닙니다. 그러므로 5장의 교육정보화 컨설팅 가이드라인에서 제시한 내용 또한 컨설팅을 체계적으로 진행하기 위한 여러 가지 방법 중 하나에 불과합니다. 상황에 따라 온·오프라인에서 활용할 수 있는 도구를 선택하고, 현황 및 요구 분석을 기반으로 개도국 상황에 적합한 목표를 선정하고 효과적인 개발 모델을 수립하는 것은 여전히 컨설턴트의 안목과 전문성에 달려 있습니다. 그 과정에서 본 연구가 한국의 경험 공유와 개도국의 발전이라는 두 가지 목표에 기여하기를 기대합니다. 

Ⅰ. 서 론 ···························································································· 16
1. 연구 개요 ·················································································· 16
2. 연구 내용 및 방법 ······································································· 18
3. 용어 정의 ·················································································· 20

Ⅱ. K-EDU 교육정보화 컨설팅 도구 ······················································· 22
1. 한국의 교육정보화 발전 과정 ························································ 22
2. 교육정보화 컨설팅 선행 사례 ························································ 40
3. 컨설팅 도구 ··············································································· 65
4. 컨설팅 단계 ··············································································· 76

Ⅲ. 컨설팅 방법론 시범 적용 ·································································· 86
1. 시범 적용 국가 교육정보화 현황 분석 ············································· 86
2. 컨설팅 도구 시범 적용 ································································· 93
3. 온라인 도구 활용 ····································································· 103
4. 컨설팅 방법론 개선 ·································································· 105

Ⅳ. K-Edu 변화이론 모델···································································· 120
1. 마스터플랜 ·············································································· 120
2. 교육행정정보화 ········································································ 140
3. 교원역량 ················································································· 210
4. 디지털교과서 ··········································································· 234
5. 교육정보 서비스 및 콘텐츠 ························································· 250
6. 교육과정 및 방법 ······································································ 272
7. 교육정보인프라 ········································································ 299

Ⅴ. 컨설팅 가이드라인 ········································································ 327
1. 배경분석(NEIS Matrix)····························································· 327
2. 차이분석(As-is ToC) ································································ 333
3. 요구분석(To-be ToC)······························································· 345
4. 사업 기획 ··············································································· 353

Ⅵ. 결론 ··························································································· 364


참고문헌····················································································· 366
부 록 ······················································································· 372
국문초록····················································································· 380
ABSTRACT ················································································ 382

✅ 연구책임자 : 임진호 (김천대학교)
✅ 공동연구자 : 정재훈 (캔들컨설팅), 조현아 (서울강서초등학교)
✅ 보조연구원 김서연 (서울윤중초등학교), 박준형 (부천심곡초등학교), 서 빈 (서울장위초등학교)
✅ 과제책임자 : 장시준 (한국교육학술정보원), 김상운 (한국교육학술정보원), 박기웅 (한국교육학술정보원)