Product by CoSN （Consortium for School Networking） 美國(guó)學(xué)校網(wǎng)絡(luò)聯(lián)合會(huì)

《基礎(chǔ)教育創(chuàng)新驅(qū)動(dòng)力報(bào)告》是繼《地平線報(bào)告（基礎(chǔ)教育版）》后推出的國(guó)際教育信息化發(fā)展的重要參考報(bào)告，報(bào)告發(fā)布方美國(guó)學(xué)校網(wǎng)絡(luò)聯(lián)合會(huì)（CoSN）為《地平線報(bào)告》發(fā)布方美國(guó)新媒體聯(lián)盟的原有合作伙伴，致力于為基礎(chǔ)教育及學(xué)前領(lǐng)域的教育技術(shù)從業(yè)者提供團(tuán)隊(duì)、知識(shí)和專業(yè)發(fā)展服務(wù)，助力創(chuàng)建和發(fā)展更有吸引力的學(xué)習(xí)環(huán)境。

Introduction

Theres no doubt that the COVID-19 pandemic has， and continues to have， a profound impact on education and society. The degree of that lasting effect will depend on the education ecosystems level of commitment to， and capacity for， change and transformation. The Driving K-12 Innovation framework helps us make sense of the state of the world， no matter what the current state may be— possibilities， and paths forward. Advisory Board members shared many ways in which our world is changing and in many cases how the current state is amplifying Hurdles， Accelerators， and Tech Enablers.

Top 3 Hurdles

1.Digital Equity

Digital Equity includes three， interrelated components： digital foundations， conditions for learning， and meaningful learning opportunities. This nuanced hurdle encompasses more than just equitable access to quality digital technologies such as high-speed internet and powerful computing devices both inside and outside of school. It also includes ensuring that students have the knowledge and skills to use technology in the service of learning; that they interact with robust and accessible content and programs; that students and their identities are represented with and by the technologies themselves; and that they experience meaningful opportunities that empower them as learners.

2.Scaling and Sustaining Innovation

Whether it be practices for effective teaching and learning， organizational business processes， or technology usage， schools are challenged to engage in and effectively scale innovation. Major challenges include： supporting risk-taking projects and identifying value-adding innovations; building ongoing investment support for integration; adapting what is working well at a small scale and scaling it out across a school， district， or state/country; and embracing the transformation of practices and culture ushered in by innovations.

3.Evolution of Teaching and Learning

The teaching and learning landscape is changing， opening up the opportunity to move toward a better balance of teacher facilitation and student learning. As teaching， learning， and learning outcomes are constantly being redefined， schools are tasked with ensuring that teaching practices and pedagogies intentionally integrate advances in technology and learning sciences. Professional development is essential in this evolution.

Top 3 Accelerators

1.Personalization

As the consumer sector has exploded with new ways to customize user experiences and products， schools are also finding ways to provide customized learning and support at the individual level. Personalized learning happens when all aspects of learning are directed by the needs of the learner. This includes teachers shaping the teaching and learners directing the learning in ways that honor the variability of learners needs and strengths including pace， pathways， strategies and demonstrating knowledge/skills.

2.Social and Emotional Learning

A core function of education is building skills and understanding for mental， social， and emotional wellbeing， including empathy， grit， persistence， flexibility， and adaptability. These capabilities shape mindsets and enhance successful learning， collaboration， problem-solving， and civic responsibility. In the face of remote learning and the adaptations necessitated by the COVID-19 pandemic， many learners， families， and educators are experiencing tremendous anxiety， loneliness， mental stress， trauma， and grief. In this moment educators are challenged to think about how Social Emotional needs are enhanced or diminished with varying uses of technology， and to reimagine school norms to better enable the wellbeing of staff， learners， and parents/guardians.

3.Learner Autonomy

Learner Autonomy is all about student agency， encompassing anything from letting students choose how they access content， to how they organize their learning， to how they exhibit their learning. Productive struggle informed choice， freedom， and flexibility are growing values in K-12， especially as students learn to form decision-making and time management habits that set them up for life success. Schools play a major role in scaffolding learner autonomy and cultivating intentional development of student capacities to make effective use of their autonomy to help them harness the power of their own agency.

概述

毫無(wú)疑問(wèn)，新冠肺炎疫情已經(jīng)并將持續(xù)對(duì)教育和社會(huì)產(chǎn)生深遠(yuǎn)影響。這種持久影響的程度將取決于教育生態(tài)系統(tǒng)對(duì)變革的投入水平和適應(yīng)能力?！痘A(chǔ)教育創(chuàng)新驅(qū)動(dòng)力報(bào)告》框架有助于我們了解世界的現(xiàn)狀，無(wú)論目前的狀況如何——是否有新的可能性和前進(jìn)的道路。咨詢委員會(huì)成員分享了世界正在發(fā)生的許多變化方式，以及在多數(shù)情況下，當(dāng)前的世界狀態(tài)是如何擴(kuò)大教育面臨的挑戰(zhàn)、趨勢(shì)和技術(shù)驅(qū)動(dòng)的。

三大挑戰(zhàn)

1.數(shù)字公平

數(shù)字公平包括三個(gè)相互關(guān)聯(lián)的組成部分：數(shù)字化基礎(chǔ)設(shè)施、學(xué)習(xí)條件和有意義學(xué)習(xí)的機(jī)會(huì)。這一微妙的挑戰(zhàn)不僅僅包括公平地獲得優(yōu)質(zhì)的數(shù)字技術(shù)，例如高速互聯(lián)網(wǎng)和校內(nèi)外強(qiáng)大的計(jì)算設(shè)備。它還包括確保學(xué)生有數(shù)字知識(shí)和技能，能夠利用技術(shù)服務(wù)于學(xué)習(xí);能與穩(wěn)健并可訪問(wèn)的內(nèi)容和程序互動(dòng);技術(shù)本身代表著學(xué)生及其身份;學(xué)生有體驗(yàn)有意義學(xué)習(xí)的機(jī)會(huì)，成為學(xué)習(xí)者。

2.保持與擴(kuò)大創(chuàng)新

無(wú)論是有效的教學(xué)、組織業(yè)務(wù)流程還是技術(shù)運(yùn)用的做法，學(xué)校都面臨著參與并有效地進(jìn)行規(guī)模創(chuàng)新的挑戰(zhàn)。主要挑戰(zhàn)包括：支持風(fēng)險(xiǎn)項(xiàng)目和確定增值創(chuàng)新;建立持續(xù)的投資支持，促進(jìn)一體化;小規(guī)模調(diào)整工作良好的項(xiàng)目，并在學(xué)校、地區(qū)或國(guó)家范圍內(nèi)推廣;接受創(chuàng)新引領(lǐng)的實(shí)踐和文化變革。

3.教與學(xué)的變革

教與學(xué)的格局正在發(fā)生變化，為教師促進(jìn)和學(xué)生學(xué)習(xí)的更好平衡提供了機(jī)會(huì)。隨著教學(xué)、學(xué)習(xí)和學(xué)習(xí)成果不斷被重新定義，學(xué)校的任務(wù)是確保教學(xué)實(shí)踐和教學(xué)方法能有意地結(jié)合先進(jìn)的技術(shù)和學(xué)習(xí)科學(xué)。在這一演變過(guò)程中，教師專業(yè)發(fā)展至關(guān)重要。

三大趨勢(shì)

1.個(gè)性化發(fā)展

就像消費(fèi)領(lǐng)域爆炸式地利用新技術(shù)去定制用戶體驗(yàn)、依據(jù)用戶數(shù)據(jù)推薦產(chǎn)品一樣，學(xué)校也在尋找提供個(gè)性化學(xué)習(xí)與支持的方法。個(gè)性化學(xué)習(xí)是指以學(xué)習(xí)者的需求引導(dǎo)學(xué)習(xí)的各個(gè)方面。這包括教師修改教學(xué)，以及學(xué)習(xí)者根據(jù)自我需求和優(yōu)勢(shì)的變化決策學(xué)習(xí)方式，包括進(jìn)度、途徑、策略和展示知識(shí)或技能。

2.社會(huì)情感學(xué)習(xí)

教育的一個(gè)核心功能是培養(yǎng)技能，理解精神、社會(huì)和情感健康，包括同情心、勇氣、毅力、靈活性和適應(yīng)性。這些能力可幫助學(xué)生調(diào)整心態(tài)，促進(jìn)學(xué)習(xí)成功、團(tuán)結(jié)協(xié)作、問(wèn)題解決和公民責(zé)任等綜合素質(zhì)的提升。面對(duì)遠(yuǎn)程學(xué)習(xí)和新冠肺炎疫情所要求的適應(yīng)性，許多學(xué)習(xí)者、家庭和教育工作者正經(jīng)歷著巨大的焦慮、孤獨(dú)、精神壓力、創(chuàng)傷和悲痛。這時(shí)，教育工作者面臨的挑戰(zhàn)是思考社會(huì)情感需求是如何隨著技術(shù)的變換使用而增強(qiáng)或減弱的，以及如何重新構(gòu)想學(xué)校規(guī)范，以更好地謀求員工、學(xué)習(xí)者和家長(zhǎng)或監(jiān)護(hù)人的福祉。

3.自主學(xué)習(xí)

自主學(xué)習(xí)是關(guān)于主體精神的，包括讓學(xué)生選擇如何訪問(wèn)內(nèi)容、如何組織學(xué)習(xí)、如何展示學(xué)習(xí)的任何內(nèi)容。富有成效的艱難的知情選擇、自由選擇和靈活性的價(jià)值在基礎(chǔ)教育領(lǐng)域中日益增長(zhǎng)，特別是當(dāng)學(xué)生學(xué)會(huì)形成決策的能力和養(yǎng)成時(shí)間管理習(xí)慣，就為以后成功的人生奠定了基礎(chǔ)。學(xué)校在培養(yǎng)學(xué)生自主學(xué)習(xí)能力和有意識(shí)地自我發(fā)展能力方面發(fā)揮著重要作用，從而有效地利用學(xué)生的自主學(xué)習(xí)能力，幫助他們發(fā)揮自己的能動(dòng)性。