Top 5 HURDLES

1.Scaling and sustaining innovation

Many school systems lack the agility， strategies and mindsets to move innovative technology practices from a few classrooms to multiple settings across schools and school systems. Institutionalizing innovation requires a systemic， iterative approach， including ways to identify effective practices to scale and sustain.

2.Digital equity

Equitable access to broadband connectivity， digital tools and content， and innovative instructional strategies is a growing concern. Socioeconomic status， geography， race， gender or disability limit access to opportunities to learn in a digital world.

3.The gap between technology and pedagogy

Rapid advances in technology are putting pressure on educators to refresh or shift their approaches to teaching and learning. When digital tools are introduced without a continual， dialectical relationship between research and pedagogy， or without timely professional development for teachers， technology implementations can result in wasted time， effort and investments—and lost opportunities to learn for students.

4.Ongoing professional development

Engaging all teachers in meaningful professional development on innovative teaching practices is key to successful technology integration. Top-down， one-size-fits-all， sit-and-get training shows little to no impact on student achievement. Instead， personalized， job-embedded professional development can support teachers in their journeys as lifelong learners and practitioners who continue developing their professional skills.

5.Technology and the future of work

Artificial intelligence， robotics and “deep learning” are among the game-changing technologies that are altering how people think， learn， live and work. Now is the time for educators to seriously consider how technologies on the horizon will impact teaching， learning and the world that awaits students in coming years. Digital fluency is rapidly emerging as critical for workforce preparedness. Digital citizenship is important as well， as students must understand how to live ethically and responsibly in the digital world.

Surveying the HURDLES

For this first report， 2019 Hurdles， an international Advisory Board of 111 renowned educational technology experts collaborated virtually to identify broad issues， rank them in order of difficulty to overcome， and explore the scope，implications，opportunities and solutions for overcoming each hurdle. This group included leading members of CoSN’s Emerging Technologies Committee， as well as leaders from key U.S. and international education organizations and ministries of education.

CoSN cast a wide net to identify hurdles—major obstacles standing in the way of innovation， access，equity and other priorities in K–12 education. The international Advisory Board began its work with a short list of potential hurdles and then added to the list. In all， the experts considered 27 distinct hurdles to innovation. In an online forum， the Advisory Board then engaged in a series of discussion and survey prompts， each of which correspond to actions that must be taken to understand and overcome the hurdles：

Define. How would you define each hurdle？

Scope. How surmountable is each hurdle？ Rank each one on a scale of 1 to 5， with 1 the easiest hurdle and 5 the most difficult.

Imagine. What are the implications if this hurdle is not addressed？

Reflect. How is this hurdle materializing at your school， district or municipality？

Solve. How can this hurdle be surmounted？

Iterate. What hurdles are missing from the list？

Percentage of Advisory Board members who believe these hurdles are the most important to address in 2019， regardless of difficulty， to pave the way for teaching and learning innovation and extraordinary student outcomes.

譯文

五大挑戰(zhàn)

1.保持與擴(kuò)大創(chuàng)新

許多學(xué)校缺乏將創(chuàng)新技術(shù)實踐從小部分課堂遷移到跨學(xué)校跨系統(tǒng)等多系統(tǒng)設(shè)置的靈活性、策略以及思維模式。制度化創(chuàng)新需要一種系統(tǒng)的、迭代的方法，包括確定能保持和擴(kuò)大有效實踐的方法。

2.數(shù)字公平

公平獲享寬帶連接、數(shù)字工具和內(nèi)容以及創(chuàng)新教學(xué)策略等問題正在日益受到關(guān)注。而社會經(jīng)濟(jì)地位、地理環(huán)境、種族、性別或殘疾限制了人們獲享數(shù)字化學(xué)習(xí)的機(jī)會。

3.教育理論與技術(shù)實踐的差距

技術(shù)的快速發(fā)展給教育工作者帶來了壓力，促使他們更新或改變教學(xué)方法。當(dāng)數(shù)字工具被引入教學(xué)時，倘若研究與教育理論之間缺乏持續(xù)的辯證關(guān)系，或者教師缺乏同步的專業(yè)發(fā)展，那么技術(shù)實施可能導(dǎo)致浪費時間、精力和投資，并且失去了認(rèn)識學(xué)生的機(jī)會。

4.持續(xù)的專業(yè)發(fā)展

讓所有教師參與有意義的專業(yè)發(fā)展，從而創(chuàng)新教育實踐，是成功實現(xiàn)技術(shù)整合的關(guān)鍵。自上而下、一刀切、被動式訓(xùn)練對學(xué)生成績的影響微乎其微。相反，個性化的、職業(yè)嵌入式的專業(yè)發(fā)展促使教師成為終身學(xué)習(xí)者和實踐者，在職業(yè)生涯中繼續(xù)發(fā)展其專業(yè)技能。

5.技術(shù)與未來的工作

人工智能、機(jī)器人技術(shù)和“深度學(xué)習(xí)”是改變?nèi)藗兯伎?、學(xué)習(xí)、生活和工作方式的顛覆性技術(shù)?，F(xiàn)在正是教育工作者認(rèn)真考慮未來幾年技術(shù)將如何影響基礎(chǔ)教育教與學(xué)和未來學(xué)生面臨的世界的時候了。數(shù)字的流暢性正迅速成為勞動力準(zhǔn)備的關(guān)鍵。數(shù)字公民身份也很重要，因為學(xué)生必須了解如何在數(shù)字世界中以道德和負(fù)責(zé)任的方式生活。

關(guān)于挑戰(zhàn)的調(diào)查

在第一份報告《2019挑戰(zhàn)》中，由111位著名教育技術(shù)專家組成的國際咨詢委員會進(jìn)行了實質(zhì)性的合作，以確定廣泛的問題，根據(jù)克服問題所需的難度系數(shù)對其進(jìn)行排序，并探討克服每一個挑戰(zhàn)的范圍、影響、機(jī)會和解決方案。該小組包括CoSN新興技術(shù)委員會的主要成員，美國和國際教育組織主要領(lǐng)導(dǎo)人，教育部部委。

CoSN建立了一個廣泛的網(wǎng)絡(luò)調(diào)研，以確定基礎(chǔ)教育創(chuàng)新、途徑、公平和其他優(yōu)先事項所面臨的主要挑戰(zhàn)。國際咨詢委員會先羅列了一個潛在挑戰(zhàn)的簡要表單，然后再逐步豐富表單?？傊?，專家們考慮了27個創(chuàng)新所面臨的不同挑戰(zhàn)。在一個在線論壇上，咨詢委員會進(jìn)行的一系列討論和調(diào)查顯示，以下每項問題相對應(yīng)采取的行動，有利于理解和克服這些挑戰(zhàn)：

界定。如何定義每一項挑戰(zhàn)？

范圍。每項挑戰(zhàn)的克服難度如何？按1到5的難度系數(shù)排列，1表示最容易克服的挑戰(zhàn)，5表示最難克服的挑戰(zhàn)。

預(yù)想。假如挑戰(zhàn)沒有克服將會怎么樣？

反思。你所在的學(xué)校、地區(qū)或城市是怎么處理這些挑戰(zhàn)的？

解決。這個挑戰(zhàn)的解決方法有哪些？

表單。表單中缺少哪些挑戰(zhàn)？

百分比表示咨詢委員會成員認(rèn)為2019年所面臨這些挑戰(zhàn)的重要程度，無論遇到什么困難，它們都將為取得教學(xué)創(chuàng)新和顯著的學(xué)習(xí)成果鋪平道路。