The tech enablers highlighted in this report—Digital Collaboration Platforms and Tools for Privacy and Safety Online—are particularly relevant to the current moment. With an estimated 91.3% of students around the globe out of school in April， these Tech Enablers and others are supporting resilience in the new remote education modalities. Many of the examples in this report describe how educators are innovating and leveraging technology for learning continuity during the COVID-19 pandemic.

Spotlight： Digital & Online Tools

Online tools are a major enabler of learning and education innovation globally. They can connect learners， educators， and communities across time and space， expanding the classroom and opening unique opportunities for learning.

Digital Collaboration Platforms

Digital Collaboration Platforms are a powerful tool for teaching， learning， and education practice. These tools can enable learning experiences， help students develop digital and career-relevant skills， and support professional development.

Digital Collaboration Platforms have become increasingly prevalent in education in recent years and the current global COVID-19 pandemic has accelerated their use. In India， educators and governments are leveraging digital collaboration tools—such as WhatsApp， online course platforms， mobile apps such as Unnayan-Mera Mobile Mera Vidyalaya—and oneway communications technology like radio and television to connect with students and support learning during the pandemic. The United Nations Educational， Scientific and Cultural Organizations （UNESCO） COVID-19 Education Response notes dozens of distance learning solutions， many of which can also be considered to be collaboration spaces. The United Nations International Children's Emergency Funds （UNICEF） Learning Passport—created through partnerships with Microsoft and the University of Cambridge—enables large-scale， country-specific digital curriculum and educator resources.“Countries with digital curriculum can now facilitate remote learning for children and youth who have an internet connection and access to a device such as a mobile phone， tablet， laptop or computer at home.”

Enabling Learning Experiences

These tools support a broader range of learning opportunities by enabling collaboration across time and space and facilitating access to a wider range of data and resources. They can be used to foster local human connection， bridge silos and classroom walls， and combat feelings of isolation.

Digital Collaboration Platforms enable synchronous and asynchronous group work and can minimize or alter the logistical challenges of collaboration. Leveraging these tools， educators and students can fundamentally change the way they co-create—moving from parallel individual work with occasional touch points to simultaneous collaboration and ongoing feedback. For example， Meridian Public Schools in Connecticut， U.S. uses Google Apps to support individual and small group work for elementary students.

Digital Collaboration Platforms can foster student ownership of their work and their digital skill development. Though students may frequently use social media and digital technology on their own， they still need opportunities to learn how to collaborate in digital spaces.

Supporting Innovation + Professional Development

Digital Collaboration Platforms also provide powerful opportunities for educators to connect with each other and with partners in industry and the community. For example， the state of Western Australia leveraged its iThink platform—an online community for public sector workers to share ideas for improvement and innovation—to provide a collaborative space for citizens to co-design responses to challenges presented by the COVID-19 situation.

Digital Collaboration Platforms also enable professional development and professional learning communities， bridging organizational， temporal， and physical divisions. For example， at the heart of CoSNs Driving K-12 Innovation initiative is a global advisory board of educators， technologists， and industry partners. The project leverages a digital collaboration platform for asynchronous discussion， online tools for voting and process management， and， occasionally synchronous communication platforms for conversation and connection. The resulting publications， like this one， are also created using these tools.

譯文

本報告中強調(diào)的技術(shù)驅(qū)動因素——數(shù)字協(xié)作平臺和網(wǎng)絡(luò)安全與隱私保護工具，與當前環(huán)境極為相關(guān)。據(jù)估計，今年4月全球有91.3%的學生遠離學校，這些技術(shù)驅(qū)動因素和其他因素為新的遠程教育模式提供了順應(yīng)力。本報告中的許多例子描述了在新冠肺炎疫情期間，教育工作者是如何創(chuàng)新和利用技術(shù)來保證連續(xù)性學習的。

聚焦在線數(shù)字工具

在線工具是全球?qū)W習和教育創(chuàng)新的主要推動因素。它們可以跨越時空將學習者、教育者和社區(qū)聯(lián)系起來，擴大課堂范圍并為學習提供獨特的機會。

數(shù)字協(xié)作平臺

數(shù)字協(xié)作平臺是教學、學習和教育實踐的有力工具。這些工具可以提供學習體驗，幫助學生發(fā)展數(shù)字化技能和與職業(yè)相關(guān)的技能，并支持專業(yè)發(fā)展。

近幾年來，數(shù)字協(xié)作平臺在教育領(lǐng)域越來越普遍，而目前全球范圍內(nèi)的新冠肺炎疫情加速了它們的使用。在印度，教育工作者和政府正在利用數(shù)字協(xié)作工具，如WhatsApp、在線課程平臺、移動應(yīng)用程序（如Unnayan-Mera Mobile Mera Vidyalaya）和單向通信技術(shù)（如廣播和電視）等，與學生聯(lián)系并在疫情期間支持學習。聯(lián)合國教育、科學及文化組織發(fā)布的新冠肺炎疫情教育對策指出了幾十種遠程教育解決方案，這當中許多都可以被視為協(xié)作空間。聯(lián)合國兒童基金會通過與微軟公司和劍橋大學的合作伙伴關(guān)系開發(fā)的“學習護照”，能夠?qū)崿F(xiàn)大規(guī)模的針對具體國家的數(shù)字課程和教育資源。“擁有數(shù)字課程的國家現(xiàn)在可以為擁有互聯(lián)網(wǎng)連接，并可以在家中使用手機、平板電腦、筆記本電腦或臺式電腦等設(shè)備的兒童和青年提供遠程學習便利?！?/p>

促進學習體驗

這些工具支持更廣泛的學習機會，使跨時間和空間的協(xié)作成為可能，并促進更廣泛的數(shù)據(jù)和資源的獲得。它們可以用來加強地區(qū)間人與人之間的聯(lián)系，架起筒倉和教室墻壁的橋梁，并消除與世隔絕的感覺。

數(shù)字協(xié)作平臺支持同步和異步的團隊工作，并可以最大限度地減少或改變協(xié)作所需要的后勤挑戰(zhàn)。利用這些工具，教育者和學生可以從根本上改變他們共同創(chuàng)造的方式，從偶爾接觸的平行個人工作方式轉(zhuǎn)變?yōu)橥瑫r合作和持續(xù)反饋。例如，美國康涅狄格州的子午線公立學校，使用谷歌應(yīng)用程序支持小學生的個人和小組作業(yè)。

數(shù)字協(xié)作平臺可以培養(yǎng)學生對自己的工作和數(shù)字技能發(fā)展的主人翁意識。盡管學生可能經(jīng)常獨自使用社交媒體和數(shù)字技術(shù)，但他們?nèi)匀恍枰獧C會學習如何在數(shù)字空間中進行協(xié)作。

支持創(chuàng)新+專業(yè)發(fā)展

數(shù)字協(xié)作平臺也為教育工作者提供了強有力的機會，使他們能夠相互聯(lián)系，并與行業(yè)和社區(qū)的合作伙伴建立聯(lián)系。例如，西澳大利亞州利用其iThink平臺（一個供公共部門工作者共享改進和創(chuàng)新想法的在線社區(qū)），為公民提供一個協(xié)作空間，共同設(shè)計措施應(yīng)對新冠肺炎疫情所帶來的挑戰(zhàn)。

數(shù)字協(xié)作平臺還支持專業(yè)發(fā)展和專業(yè)學習社區(qū)，架起組織、時間和物理分工的橋梁。例如，美國學校網(wǎng)絡(luò)聯(lián)合會（CoSN）《基礎(chǔ)教育創(chuàng)新驅(qū)動力報告》計劃的核心，是一個由教育工作者、技術(shù)專家和行業(yè)合作伙伴組成的全球咨詢委員會。該項目利用數(shù)字協(xié)作平臺進行異步討論，利用在線工具進行投票和流程管理，偶爾還利用同步通信平臺進行對話和交流。生成的出版物（如本報告）也是使用這些工具創(chuàng)建的。