When experts define innovation， they talk about staying relevant in changing times， applying bold ideas to address real challenges and adding value—even “magic”—to peoples lives. Innovation is bigger than technology： It is “the future delivered.”

At a time of accelerating change the world over， delivering the future is critical if students are to thrive， participate and contribute throughout their lives. Too often， however， technology is a proxy for innovation in K–12 education， rather than a strategic asset designed to support inspired vision， strategy and human capacity. Without this deeper understanding of innovation， it will be difficult to create meaningful teaching and learning experiences.

The strategic application of technologies is imperative if K–12 leaders truly want to make the digital leap. When schools offer visionary leadership， equip educators with the skills and know how to integrate technology meaningfully into learning， and foster cultures where students can create and experiment， they can engage learners of all kinds. Discerning the megatrends that could help or hinder and teaching and learning， however， can be challenging even for the most technology-savvy leaders.

A FRESHPERSPECTIVEON TECHNOLOGYTRENDS INEDUCATION

Driving K–12 Innovation， this new series of publications from CoSN （Consortium for School Networking）， will provide insights into pressing educational challenges and thoughtful， intentional use of technology to address them.

Driving K–12 Innovation is the successor to the New Media Consortiums Horizon K–12 reports， a decade-long series that ended in 2017. CoSN was the co-founder and lead partner. We are honoring the legacy of the Horizon K–12 reports with a fresh perspective. Rather than a single annual report， Driving K–12 Innovation is an annual series of three shorter， focused publications—Hurdles， Accelerators and Tech Enablers—and a culminating toolkit to inform strategic planning and smart technology integration into teaching and learning.

HURDLES

Hurdles are more than pesky obstacles. They are significant organizational and human capacity challenges that force educators to slow down， prepare themselves and—with sufficient practice， knowhow and tools—make the leap to innovation.

ACCELERATORS

Accelerators are megatrends that drive the needs and skills expected of students and educators. Some disruptive shifts are moving rapidly （even suddenly）， while others are happening so gradually that their e？ects may not be felt for years.

TECH ENABLERS

Tech enablers are supporting tools that smooth the way to more expansive opportunities and solutions in education.

譯文

當專家們定義“創(chuàng)新”時，他們談論的是與時俱進，運用大膽的想法來應對真正的挑戰(zhàn)，并為人們的生活增添價值，甚至可以稱之為“魔法”。創(chuàng)新比技術更重要，它引領著“未來發(fā)展的方向”。

在全球加速變革的時代，如果希望學生在生命里勃發(fā)、參與并做出貢獻，那么創(chuàng)造力的培養(yǎng)至關重要。然而，多數(shù)情況下，“技術”已成為基礎教育創(chuàng)新的代名詞，而不是旨在支持靈感愿景、方法策略和人力潛能的戰(zhàn)略資產(chǎn)。如果不對創(chuàng)新有更深刻的理解，就很難創(chuàng)造出有意義的教學和學習體驗。

如果基礎教育領導者想要實現(xiàn)數(shù)字化飛躍，那么技術的戰(zhàn)略應用勢在必行。如果學校領導層具有遠見卓識，為教育工作者提供技能支持，并將技術有意義地融入學習，為學生培育創(chuàng)造和實踐的文化土壤，他們就可以吸引各種學習者。然而，即使對技術最精湛的領導者來說，辨別一種技術趨勢是否促進或阻礙教學，也是一項挑戰(zhàn)。

技術教育趨勢的新視角

《基礎教育創(chuàng)新驅動力報告》是由CoSN（美國學校網(wǎng)絡聯(lián)合會）最新推出的系列出版物。對教育面臨的緊迫性挑戰(zhàn)，報告提供了新見解，并有針對性、有目的地運用技術以解決這些挑戰(zhàn)。

《基礎教育創(chuàng)新驅動力報告》是《新媒體聯(lián)盟地平線報告（基教版）》（簡稱《地平線報告》）的傳承者?！兜仄骄€報告》系列持續(xù)了十年之久，于2017年結束，而CoSN是其聯(lián)合創(chuàng)始人和主要合作伙伴。我們以全新的視角宣傳《地平線報告》的傳承者——《基礎教育創(chuàng)新驅動力報告》，它不是一份年度報告，而是年度系列報告，分為三個短篇專題報告（挑戰(zhàn)篇、趨勢篇、技術驅動篇）及一本工具集寶典（內含戰(zhàn)略規(guī)劃、智能技術與教學的深度融合）。

挑戰(zhàn)

挑戰(zhàn)不僅在于障礙令人生厭，更重要的是組織和人才能力方面的挑戰(zhàn)迫使教育者放慢速度，做好一切準備（如充分的實踐、技術和工具），從而實現(xiàn)創(chuàng)新的飛躍。

趨勢

滿足學生和教育工作者的需求和技能是大趨勢。一些破壞性的轉變正在迅速發(fā)生（甚至突然發(fā)生），而其他轉變正在逐漸發(fā)生，以至于它們的影響力可能多年未被察覺。

技術驅動

技術驅動者不斷地在提供支持工具，以便為教育中更廣泛的機會和解決方案鋪平道路。