譯題：基礎教育創(chuàng)新驅動力報告——2022挑戰(zhàn)篇+趨勢篇（三）

Product by CoSN （The Consortium for School Network） 美國學校網絡聯(lián)合會

《基礎教育創(chuàng)新驅動力報告》是繼《地平線報告（基礎教育版）》后推出的國際教育信息化發(fā)展的重要參考報告，報告發(fā)布方美國學校網絡聯(lián)合會（CoSN）為《地平線報告》發(fā)布方美國新媒體聯(lián)盟的原有合作伙伴，致力于為基礎教育及學前領域的教育技術從業(yè)者提供團隊、知識和專業(yè)發(fā)展服務，助力創(chuàng)建和發(fā)展更有吸引力的學習環(huán)境。

HURDLES

DIGITAL EQUITY

Even though we’ve made strides this year in achieving Digital Equity globally， we are still only at the beginning of this journey — and achieving digital equity globally is an enormous challenge. In Montevideo， Uruguay， while students have their own devices， they don’t have the conditions to stay on track when it comes to virtual learning.

In the United States， the pandemic highlighted the access challenges faced by students within low-density rural areas and urban areas with higher poverty， including availability， affordability， and accessibility. Internet access， devices， apps， digital literacy， and more are required to improve digital equity in the United States.

The reality is that the COVID-19 pandemic will not be the last international crisis that the world faces and education systems need to be better prepared — digital equity is a must. “Schools have to remain agile and plan for any circumstance. There also needs to be renewed commitment to ensuring access to education and digital learning for the less resourced parts of the U.S. and the world， in general” （Lucy Gray， Lucy Gray Consulting， Illinois， U.S.）.

TIPS & RECOMMENDATIONS FROM THE ADVISORY BOARD

GO BEYOND CONNECTIVITY TO DIGITAL EQUITY

While the spotlight currently shines bright on technical online connectivity， remember that digital equity is more than devices and connectivity and includes digital foundations， conditions for learning， and meaningful learning opportunities.

LET KNOWLEDGE IGNITE CHANGE

“The pandemic showed many of us what is possible with innovation and learning. It also showed us some of the most glaring concerns concerning equity and opportunity. What we do with that information will be key to our own growth — or will we race back to what ‘was’ simply to maintain comfort” （Ryan Cox， St. Cloud Area School District， Minnesota， U.S.）.

LEVERAGE NEW OPPORTUNITIES

With expanding digital equity initiatives and funding opportunities catalyzed by the pandemic， this is a pivotal moment in which to improve digital equity. For students in the United States， there is promise with the Digital Equity Act — part of the Infrastructure Investment and Jobs Act — which plans to provide digital skills training and education to low-income populations， improve online accessibility of social services for individuals with disabilities， and empower rural communities to measure and address their own broadband needs.

COLLABORATE TO CLOSE THE DIGITAL DIVIDE

IT professionals need to reimagine cross -sector collaborations that cut across municipalities， schools， and hospitals because each of these stakeholders offers digital services that are dependent upon internet access. For example， can we use new models of solving internet access issues like offering Wi-Fi on buses and LTE networks？

ACCELERATOR

PERSONALIZATION

In a face-to-face classroom， it can be challenging to tailor education to meet the needs of individual children— and even more difficult to do so at scale. However， when the COVID-19 pandemic necessitated remote and hybrid learning in school systems around the world， educators used this opportunity to personalize learning， enabled by technology in these digital modalities.

TIPS & RECOMMENDATIONS FROM THE ADVISORY BOARD

BUILD OFF OF WHAT WE’VE LEARNED DURING THE PANDEMIC

“As educators， we need to transfer all the good we know about when and how and why students learn then integrate this educative capability within the connective capability of the technology tools. The question is how do we combat the inertia of returning to pre-existing practices once back in the classroom in order to leverage the best of both learning worlds — our expertise in pedagogy plus the mass availability of personally-owned devices？” （Karen Swift， James Nash High School， Queensland， Australia）.

USE PEDAGOGY STRATEGIES TO PER-SONALIZE? LEARNING

“To realize a vision for personalized learning， instructional practices should be targeted and relevant （i.e.， differentiated， culturally responsive， adaptive， standards-aligned， etc.）， actively engaging， socially connected， and growth-oriented. While personalization may manifest in different ways within different contexts， this constellation of strategies holds constant” （Beth Holland， Ed.D.， The Learning Accelerator， National， U.S.）.

EMBRACE ONLINE LEARNING RESOUR-CES TO PERSONALIZE EDUCATION

Consider using online learning resources as a way to personalize and individually pace learning. Whether students are learning in the classrooms or remotely， with 1∶1 devices educators can individualize the pace of learning for their students in ways that they never could before.

譯文

挑戰(zhàn)

數(shù)字權益

盡管今年我們在全球范圍內實現(xiàn)數(shù)字公平方面取得了長足的進步，但仍處于這一過程的初始階段——在全球范圍內實現(xiàn)數(shù)字公平是一個巨大的挑戰(zhàn)。在烏拉圭的蒙得維的亞，雖然學生們擁有自己的設備，但在虛擬學習方面，他們沒有條件保持正常接入。

在美國，這場疫情突出了低密度農村地區(qū)和貧困程度較高的城市地區(qū)的學生面臨的入學挑戰(zhàn)，包括可獲得性、可負擔性和可進入性。改善美國的數(shù)字公平需要互聯(lián)網接入、設備、應用程序、數(shù)字素養(yǎng)等。

事實上，新冠肺炎疫情不會是世界面臨的最后一次國際危機，教育系統(tǒng)需要更好的準備——數(shù)字權益是必須的?！皩W校必須保持靈活性，并針對任何情況進行規(guī)劃。還需要重新承諾，確保美國和世界上資源匱乏的地區(qū)獲得教育和數(shù)字學習?！保段鳌じ窭祝绹晾Z伊州露西·格雷咨詢公司）

咨詢委員會的提示和建議

超越數(shù)字權益

盡管目前人們聚焦的技術為在線連接，但需要注意的是，數(shù)字公平不僅僅是設備和連接，還包括數(shù)字基礎、學習條件、有意義的學習機會等。

讓知識點燃變革

“這場疫情向我們展示了創(chuàng)新和學習的可能性。它也向我們展示了關于公平和機會的擔憂。我們如何利用這些信息將是我們自身發(fā)展的關鍵——或許我們會回到‘過去’，但如此能維持舒適的狀態(tài)嗎？”（瑞安·考克斯，美國明尼蘇達州圣云區(qū)學區(qū)）

把握新機會

疫情推動數(shù)字公平倡議和融資機會的擴大，這是改善數(shù)字公平的關鍵時刻。對美國的學生來說，《數(shù)字公平法》是《基礎設施投資和就業(yè)法案》的一部分，該法案有望為低收入人群提供數(shù)字技能培訓和教育，改善殘疾人在線獲取社會服務的能力，并賦予農村地區(qū)衡量和解決自身寬帶需求的能力。

合作彌合數(shù)字鴻溝

IT專業(yè)人士需要重新構想跨市政、學校和醫(yī)院的跨部門合作，因為每個利益相關者都提供了依賴互聯(lián)網接入的數(shù)字服務。例如我們能否使用新的模式來解決互聯(lián)網接入問題，比如在公交車和LTE網絡上提供無線網絡。

趨勢

個性化學習

在面對面的課堂中，為滿足兒童個性化需求而量身定制的教育可能是一項挑戰(zhàn)，而更難的是大規(guī)模做到這一點。然而，當因為新冠肺炎疫情流行需要在全球各地的學習系統(tǒng)中實行遠程和混合學習時，教育者利用這個機會來實現(xiàn)個性化學習，通過應用這些數(shù)字技術使之成為現(xiàn)實。

咨詢委員會的提示和建議

以我們在疫情期間學到的知識為基礎

“作為教育者，我們需要將我們所知道的有利于學生何時、如何以及為什么學習的這種教育能力，整合轉移到技術工具的連接能力中。問題是，我們如何克服回到課堂后自身對疫情前傳統(tǒng)實踐的慣性，以便充分利用兩個學習領域的優(yōu)勢？這些優(yōu)勢包括我們在教育學方面的專業(yè)知識，以及個人擁有的大量電子設備?！保▌P倫·斯威夫特，澳大利亞昆士蘭州詹姆斯·納什高中）

使用教學策略開展個性化學習

“為了實現(xiàn)個性化學習的愿景，教學實踐應具有針對性和相關性（即差異化、文化響應性、適應性、標準一致性等），應積極參與，與社會相連，以成長為導向。雖然個性化可能在不同的環(huán)境中以不同的方式表現(xiàn)出來，但這些策略應保持不變?！保ㄘ愃肌せ籼m德，教育博士，《學習趨勢》，美國國家出版社）

利用在線學習資源實現(xiàn)個性化教育

考慮使用在線學習資源作為個性化和自定步調學習的一種方法。無論學生是在教室里學習還是遠程學習，通過一對一的設備，教育工作者可以實現(xiàn)先前難以做到的個性化學習支持。