교육정보화진흥법(안)의 주요 쟁점 및 개선방향

Abstract

We so called these days like this, Information and communication technology, The era of the fourth industrial revolution, Intelligence information society, knowledge information society, ubiquitous era and so on. The use of information and communication technology does not only recognized the use of information, but also changes in society, and changes in people's lives. Efforts to utilize ICT in education have existed since the 1970s, but in 2000, the physical and human infrastructure was completed to some extent and results were visible. However, in 2006, as a result of the transfer of authority to regional education offices and the generation of various education issues, students' utilization and access to educational informatization have already been lower than the average of OECD countries since 2009. Even if the history of the ICT use in education Act is examined, based on Article 23, Article 23-2, and Article 23 of the Basic Education Act, the statute of the Act does not have a comprehensive framework or system. In the case of pushing on grounds, there are problems such as not being fit to the educational reality, and the damage is going on to the students. In order to solve these problems, this thesis was examined with the introduction of the Educational Informatization Promotion Act as enacted in September, the current status of education informatization, the background and necessity of enactment, main contents and issues. It is expected that the right to education of all the people in Article 31 of the Constitution can be realized more positively and it is expected that a foundation will be created to create future human talents for the future.