SPOTLIGHTING TWO HURDLES

THE GAP BETWEEN TECHNOLOGY AND PEDAGOGY

This hurdle captures with a new sense of urgency a perennial challenge： tensions that arise when the impulse to adopt new technologies takes precedence over preparedness to use them effectively. This challenge encompasses cultural， leadership， pedagogical， curricular and procedural issues. Continuing advances in technology create disconnects between the needs of students and the skill sets of teachers. Technology can accelerate teaching practices—good or bad—and necessitate instructional shifts to effectively support improved student learning.

1.Exploring the Challenge

The gap between technology and pedagogy is multifaceted—and it begins before technology gets to the classroom. From purchasing decisions to planning and implementation， schools sometimes prioritize technology over pedagogy， products over people and potential over reality. The challenge starts at the top， where school system leadership， technology or curriculum departments tend to be the power centers of technology decisions.

School systems can build their capacity to innovate by operating as innovation labs—innovating at a small scale， evaluating the impact with applied research and scaling only after matching 21st century pedagogical methods to the piloted technology.

The pursuit of the “next new thing” in technology can take precedence over teaching and learning. That’s backwards. Defining the knowledge and skills students need to succeed in a digital world， establishing a shared vision of curricular and pedagogical approaches， and developing a strategic plan should precede and then inform technology decisions that prioritize educational value.

2.Imagining the Potential

The gap between technology and pedagogy results in wasted spending， frustrated educators and lost opportunities for students to develop new curiosities and skills for the digital age.

What if we could bridge this gap？ Schools could realize higher returns on technology investments with results that matter in education—sound pedagogical practices and opportunities for students to engage in high-value， forward-thinking learning activities. For example， mixed and virtual reality can enhance experiential learning with opportunities to explore and act within and beyond the physical world. With foresight and preparation， educators can move students from passive to active learners who take charge of their own learning， collaborate， participate， inquire， discover， reason and create.

3.Surmounting the Challenge

This hurdle is surmountable. What will it take？ Professional development， professional development， professional development. No technology will have the desired impact without professional learning and growth.

But there’s more to it. Education leaders like superintendents， chief technology officers and chief information officers need to understand teacher needs and invite educators to the table for strategic planning. Being part of these conversations can be another aspect of professional development， as educators learn what it means to select and implement technology—and ask questions about costs， support， scalability and sustainability. School systems and schools also might consider an investment in piloting new technologies and sharing the results within a network of schools. Educators also could ask for a seat at the table and work with technology companies to inform research and development of products that truly support effective pedagogy.

4.Additional Resources

The Advisory Board offered other advice：

●Evaluate how technology can contribute to your vision， mission and goals.

●Develop a strategic plan that aligns technology with learning expectations and pedagogy.

●Avoid the “shiny object syndrome” in purchasing technology by bringing cross-cutting expertise， including teachers， to the table.

●Budget for professional development with every technology purchase.

●Champion technology with strong leadership in schools.

●Encourage professional learning communities （PLCs）.

●Monitor the effectiveness of technology and make course corrections， if needed.

●Scale and sustain effective technology with an intentional system of multiple， reinforcing， aligned connections to the curriculum， professional development， leadership， assessment and parent engagement.

譯文

聚焦兩大核心挑戰(zhàn)

挑戰(zhàn)一：教育理論與技術(shù)實(shí)踐的差距

這一挑戰(zhàn)帶來(lái)了一種新的緊迫感，它是一項(xiàng)長(zhǎng)期挑戰(zhàn)：當(dāng)人們采用新技術(shù)的沖動(dòng)優(yōu)先于做好有效使用新技術(shù)的準(zhǔn)備時(shí)，緊迫感隨之產(chǎn)生。這一挑戰(zhàn)包括文化、領(lǐng)導(dǎo)力、教育學(xué)、課程和程序等問(wèn)題。技術(shù)的不斷進(jìn)步使學(xué)生的需求與教師的技能脫節(jié)。技術(shù)可以加速好的或壞的教學(xué)實(shí)踐，并且需要教學(xué)轉(zhuǎn)變以有效地支持改善學(xué)生的學(xué)習(xí)。

1.探索挑戰(zhàn)

技術(shù)與教育理論之間的差距是多方面的，這種差距在技術(shù)進(jìn)入課堂之前就開(kāi)始了。從購(gòu)買(mǎi)決策到規(guī)劃和實(shí)施，學(xué)校有時(shí)將技術(shù)優(yōu)先于教學(xué)法，產(chǎn)品優(yōu)先于人，潛力優(yōu)先于現(xiàn)實(shí)。挑戰(zhàn)一般始于頂層，學(xué)校區(qū)域領(lǐng)導(dǎo)、技術(shù)或課程部門(mén)往往是技術(shù)決策的權(quán)力中心。

各地區(qū)學(xué)?？梢蚤_(kāi)辦創(chuàng)新實(shí)驗(yàn)室來(lái)提升創(chuàng)新能力。只有在將21世紀(jì)的教學(xué)方法與試點(diǎn)技術(shù)相匹配后，通過(guò)像創(chuàng)新實(shí)驗(yàn)室這樣的小規(guī)模創(chuàng)新，才能評(píng)估應(yīng)用研究和擴(kuò)展的影響。

一味地追求“新技術(shù)”，而不考慮教學(xué)和學(xué)習(xí)，這是一種倒退。學(xué)校應(yīng)先制訂戰(zhàn)略計(jì)劃，明確學(xué)生在數(shù)字世界中取得成功所需的知識(shí)和技能，建立課程和教學(xué)方法的共同愿景，優(yōu)先考慮有教育價(jià)值的技術(shù)決策。

2.激發(fā)潛能

技術(shù)與教育理論之間的差距，導(dǎo)致教育開(kāi)支的浪費(fèi)，使得教育工作者受挫，也讓學(xué)生失去了為數(shù)字時(shí)代發(fā)展好奇心和新技能的機(jī)會(huì)。

如果我們能夠彌合這一差距，學(xué)校可以實(shí)現(xiàn)更高的技術(shù)投資回報(bào)，其結(jié)果對(duì)教育至關(guān)重要——健全的教學(xué)實(shí)踐和高價(jià)值、有前瞻性思維學(xué)習(xí)活動(dòng)的學(xué)生參與機(jī)會(huì)。例如，混合和虛擬現(xiàn)實(shí)可以增強(qiáng)體驗(yàn)式學(xué)習(xí)，學(xué)生有機(jī)會(huì)在物理世界內(nèi)外進(jìn)行探索和活動(dòng)。通過(guò)對(duì)混合和虛擬現(xiàn)實(shí)技術(shù)的遠(yuǎn)見(jiàn)和準(zhǔn)備，教育工作者將學(xué)生從被動(dòng)學(xué)習(xí)者轉(zhuǎn)變?yōu)橹鲃?dòng)學(xué)習(xí)者，他們自己負(fù)責(zé)學(xué)習(xí)、協(xié)作、參與、探究、發(fā)現(xiàn)、推理和創(chuàng)造。

3.克服挑戰(zhàn)

這個(gè)挑戰(zhàn)是可以克服的。怎么去克服呢？答案是緊抓專業(yè)發(fā)展。沒(méi)有專業(yè)的學(xué)習(xí)和成長(zhǎng)，任何技術(shù)都不會(huì)產(chǎn)生預(yù)期的影響。

但除此之外，還有更多因素需要考慮：像主管、首席技術(shù)官和首席信息官等教育領(lǐng)導(dǎo)者需要了解教師的需求，并邀請(qǐng)教育工作者參與戰(zhàn)略規(guī)劃;參與對(duì)話是專業(yè)發(fā)展的另一個(gè)方面，因?yàn)榻逃ぷ髡咝枰獙W(xué)會(huì)如何選擇和實(shí)施技術(shù)，并詢問(wèn)有關(guān)成本、支持、可擴(kuò)展性和可持續(xù)性等問(wèn)題。學(xué)校系統(tǒng)和任一學(xué)校也可考慮投資試用新技術(shù)并在學(xué)校網(wǎng)絡(luò)內(nèi)分享結(jié)果。教育工作者也可以要求獲得席位，并與技術(shù)公司合作，為真正支持有效教學(xué)產(chǎn)品的研究和開(kāi)發(fā)提供信息。

4.拓展資源

國(guó)際咨詢委員會(huì)提出了其他建議：

●評(píng)估技術(shù)如何助力實(shí)現(xiàn)愿景、使命和目標(biāo)。

●制訂戰(zhàn)略計(jì)劃，力爭(zhēng)技術(shù)與學(xué)習(xí)期望和教學(xué)方法保持一致。

●在討論時(shí)引入包括教師在內(nèi)的跨領(lǐng)域?qū)I(yè)人才，避免購(gòu)買(mǎi)技術(shù)中的“新奇事物綜合征”。

●為教師專業(yè)發(fā)展的技術(shù)購(gòu)買(mǎi)制訂預(yù)算方案。

●學(xué)校要給予領(lǐng)先性技術(shù)強(qiáng)有力的支持。

●鼓勵(lì)建立專業(yè)學(xué)習(xí)共同體（PLCs）。

●必要時(shí)，要監(jiān)控技術(shù)的有效性，并及時(shí)修改課程。

●通過(guò)將多重強(qiáng)化意向系統(tǒng)與課程、專業(yè)發(fā)展、領(lǐng)導(dǎo)、評(píng)估和家長(zhǎng)參與相結(jié)合的方式，來(lái)維持和推廣有效的技術(shù)。