Ⅰ. 우리는 어디에 있는가? ·················································································· 1 

1. 12시간 동안 집에 혼자 있는 7학년생 ······························································ 1 

2. 장애학생에게 더욱 가혹한 온라인수업 ···························································· 2 

3. 공공 플랫폼에 둥지를 튼 온라인학급 ······························································ 3 

Ⅱ. 그 전에 우리는 어디에 있었는가? ································································ 5 

1. 사교육비의 증가와 계층 간 격차의 증가 ························································· 5 

2. 기초학력미달학생 비율의 증가 ·········································································· 7 

Ⅲ. 원격교육은 교육 격차를 심화시키는가? ······················································· 12 

1. 학교에서 보내는 시간이 줄면 격차가 커진다. ·············································· 12 

2. 모두가 원격교육 인프라를 갖춘 것은 아니다. ·············································· 14 

3. 어려운 상황에서는 어려운 이가 더 어려워진다. ·········································· 15 

Ⅳ. 원격교육이 기회가 될 수는 없는가? ···························································· 17 

1. 동영상강의의 반복학습 장점을 활용할 수는 없을까? ·································· 17 

2. 적절한 상호작용으로 동기부여를 도울 수는 없을까? ·································· 18 

3. 인공지능으로 학생 맞춤형 적응학습을 할 수는 없을까? ···························· 21 

4. 드러난 사각지대를 차제에 개선할 수는 없을까? ········································· 23 

5. 교원의 직무와 학교 시스템을 재정립할 기회가 될 수는 없을까? ············ 25 

Ⅴ. 맺음말 ··········································································································· 27 

참고문헌 ·············································································································· 30