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(xiàn)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(xiàn)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(zhuān)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

CoSNs Driving K-12 Innovation initiative convenes an international Advisory Board of 100+ education and technology experts to select the most important topics impacting teaching， learning， and education innovation around the globe. The first step is an initial survey to select Hurdles （barriers）， Accelerators （mega-trends）， and Tech Enablers （tools） for discussion. The Advisory Board then responds to prompts and discusses the topics via a virtual online forum and synchronous video calls. Finally， the Advisory Board completes a survey to select the top Hurdles， Accelerators， and Tech Enablers.

Each year， themes arise from the Advisory Boards work and this year in particular， the interconnectedness of specific Hurdles， Accelerators， and Tech Enablers quickly became a major point of conversation. Inspired by this， the editorial team expanded the Driving K-12 Innovation framework to explicitly call out Bridges. Bridges （themes） are recommendations， considerations， and mindsets to drive K-12 innovation that span our three lenses of Hurdles， Accelerators， and Tech Enablers. These overarching themes from Advisory Board discussion speak to important synergies and intersections between topics. Bridges emerge from Advisory Board discussion and are not voted on in the final survey.

This publication focuses on the Top 3 Tech Enablers for 2021 and one key bridge： Systems Thinking.

The COVID-19 Pandemic + Driving K-12 Innovation

The Driving K-12 Innovation framework helps us make sense of the state of the world and chart paths forward. The COVID-19 pandemic is one such state of the world， a critical component of the context in which students， educators， and families create learning experiences and re-imagine the future of education. The Advisory Board discussed many ways in which the current state of the world is impacting Tech Enablers and the way we use them.

Top 3 Tech Enablers

1.Digital Collaboration Environments

Digital systems， tools， technologies， connectivity， and pedagogy that enable high levels of collaboration and support online and in person learning. Digital Collaboration Environments include both synchronous and asynchronous communication tools—platforms that allow multi-user， virtual communications， whether across the room or across the globe.

2.Untethered Broadband and Connectivity

Ubiquitous broadband Internet and the underlying technologies that enable robust connected learning—without requiring devices to be physically connected （via cables， for example）. These technologies enable mobility and learning anytime， anywhere.

3.Blended Learning Tools

Digital tools， technologies， and pedagogy that enable learning experiences through a mix of face-to-face and online interactions. These tools can be used to strategically integrate online and in-person activities to enhance student learning.

Key Bridge： Systems Thinking

The fundamental design of the system is the biggest hurdle of all—from what is meant by "a school"， to the structures and assumptions that define the learner experience， the technologies we choose to support and enhance teaching and learning， and even the teaching profession itself. The pandemic has required schools to quickly adapt， and in so doing， we're reminded that assumptions and traditions are more flexible than we thought.

The theme of Systems Thinking shares elements of Hurdles （for example， Lack of Systemic Perspectives）， Accelerators （like Design Thinking） and Tech Enablers （including Digital Collaboration Environments）.

In order to transform education and to adapt/innovate successfully we must acknowledge the systemic nature of education and be willing to rethink the design of these systems. Doing so will help us overcome barriers of and within systems， and take advantage of opportunities presented by setting aside assumptions and rethinking systems. Intertwined in this are the tools and practices used to construct， reinforce， disrupt， or reinvent systems.

In grappling with this moment in time， the Advisory Board repeatedly organized， re-structured， dismantled， and connected Hurdles， Accelerators， and Tech Enablers. Together， we kept returning to the imperative of leveraging systems and design thinking to build learning futures for student and community success.

譯文

概述

美國(guó)學(xué)校網(wǎng)絡(luò)聯(lián)合會(huì)的《基礎(chǔ)教育創(chuàng)新驅(qū)動(dòng)力報(bào)告》召集了一個(gè)由100多名教育專(zhuān)家和技術(shù)專(zhuān)家組成的國(guó)際咨詢(xún)委員會(huì)，以選擇影響全球教學(xué)、學(xué)習(xí)和教育創(chuàng)新的最關(guān)鍵的主題。第一步是初步調(diào)查，選擇挑戰(zhàn)（障礙）、加速器（大趨勢(shì)）和技術(shù)驅(qū)動(dòng)因素（工具）進(jìn)行討論。咨詢(xún)委員會(huì)隨后對(duì)初步調(diào)查的諸多主題給予反饋，并通過(guò)虛擬在線(xiàn)論壇和視頻電話(huà)同步討論這些主題。最后，咨詢(xún)委員會(huì)完成了這項(xiàng)調(diào)查，選擇出最重要的挑戰(zhàn)、趨勢(shì)和技術(shù)驅(qū)動(dòng)因素。

每年主題都來(lái)源于咨詢(xún)委員會(huì)的評(píng)選，但今年比較特殊，特定挑戰(zhàn)、趨勢(shì)和技術(shù)驅(qū)動(dòng)因素之間的相互聯(lián)系迅速成為主要的對(duì)話(huà)點(diǎn)。受此啟發(fā)，編輯團(tuán)隊(duì)擴(kuò)展了《基礎(chǔ)教育創(chuàng)新驅(qū)動(dòng)力報(bào)告》的框架，以明確調(diào)用這些具有聯(lián)結(jié)作用的橋梁。橋梁（主題）包括推動(dòng)基礎(chǔ)教育創(chuàng)新的建議、因素和思維方式，跨越了我們的三個(gè)研究視角：挑戰(zhàn)、趨勢(shì)和技術(shù)驅(qū)動(dòng)。咨詢(xún)委員會(huì)討論的這些首要主題說(shuō)明了主題間有重要協(xié)同作用和交叉點(diǎn)。咨詢(xún)委員會(huì)也討論了起關(guān)鍵聯(lián)結(jié)作用的橋梁，但沒(méi)有在最終調(diào)查中投票。

本報(bào)告重點(diǎn)介紹2021年的三大技術(shù)驅(qū)動(dòng)因素和一個(gè)關(guān)鍵橋梁：系統(tǒng)思維。

新冠肺炎疫情大流行與《基礎(chǔ)教育創(chuàng)新驅(qū)動(dòng)力報(bào)告》

《基礎(chǔ)教育創(chuàng)新驅(qū)動(dòng)力報(bào)告》框架幫助我們了解世界狀況并規(guī)劃前進(jìn)的道路。新冠肺炎疫情全球大流行是目前世界的一種狀態(tài)，是學(xué)生、教育工作者和家庭創(chuàng)造學(xué)習(xí)體驗(yàn)、重新構(gòu)想教育未來(lái)環(huán)境的重要組成部分。咨詢(xún)委員會(huì)討論了當(dāng)前世界狀況影響技術(shù)驅(qū)動(dòng)因素的多種方法以及我們使用它們的方式。

三大技術(shù)驅(qū)動(dòng)因素

1.數(shù)字協(xié)作環(huán)境

數(shù)字系統(tǒng)、工具、技術(shù)、連接性和教學(xué)法，能夠促使高水平協(xié)作的實(shí)現(xiàn)并支持在線(xiàn)和面對(duì)面學(xué)習(xí)。數(shù)字協(xié)作環(huán)境包括同步和異步通信工具——不管是跨區(qū)域還是跨全球，允許多用戶(hù)、虛擬通信的平臺(tái)。

2.無(wú)限制的寬帶和連接

無(wú)處不在的寬帶互聯(lián)網(wǎng)和底層技術(shù)支持強(qiáng)大的互聯(lián)學(xué)習(xí)——無(wú)需物理連接設(shè)備（例如通過(guò)電纜連接）。這些技術(shù)支持隨時(shí)隨地的移動(dòng)學(xué)習(xí)。

3.混合學(xué)習(xí)工具

數(shù)字工具、技術(shù)和教學(xué)法，提供了一種面對(duì)面和在線(xiàn)互動(dòng)教學(xué)相結(jié)合的學(xué)習(xí)體驗(yàn)。這些工具可用于戰(zhàn)略性地整合在線(xiàn)和面對(duì)面的教學(xué)活動(dòng)，以加強(qiáng)學(xué)生的學(xué)習(xí)。

關(guān)鍵橋梁：系統(tǒng)思維

系統(tǒng)的基本設(shè)計(jì)是最大的障礙——從“學(xué)?！钡暮x到定義學(xué)習(xí)者體驗(yàn)的結(jié)構(gòu)和設(shè)想，我們選擇支持和加強(qiáng)教學(xué)和學(xué)習(xí)的技術(shù)，甚至是教學(xué)專(zhuān)業(yè)性本身。新冠肺炎疫情暴發(fā)要求學(xué)校能迅速適應(yīng)，在這樣做的過(guò)程中，我們意識(shí)到假設(shè)和傳統(tǒng)比我們想象的更靈活。

系統(tǒng)思維的主題共享了挑戰(zhàn)篇（例如缺乏系統(tǒng)觀(guān)點(diǎn)）、趨勢(shì)篇（如設(shè)計(jì)思維）和技術(shù)驅(qū)動(dòng)篇（包括數(shù)字協(xié)作環(huán)境）的各種元素。

為了轉(zhuǎn)變教育并成功地適應(yīng)或創(chuàng)新，我們必須承認(rèn)教育的系統(tǒng)性，并愿意重新思考這些系統(tǒng)的設(shè)計(jì)。這樣做將幫助我們克服系統(tǒng)和系統(tǒng)內(nèi)部的障礙，并利用擱置假設(shè)，重新思考系統(tǒng)所帶來(lái)的機(jī)會(huì)。其中，用于構(gòu)建、強(qiáng)化、破壞或重新發(fā)明系統(tǒng)的工具和實(shí)踐將會(huì)交織在一起。

為了及時(shí)應(yīng)對(duì)這一時(shí)刻，咨詢(xún)委員會(huì)反復(fù)組織、重構(gòu)、拆除并聯(lián)結(jié)挑戰(zhàn)、趨勢(shì)和技術(shù)驅(qū)動(dòng)因素。如今，我們一起努力，不斷重新認(rèn)識(shí)利用系統(tǒng)和設(shè)計(jì)思維的必要性，來(lái)為學(xué)生和社區(qū)構(gòu)建一個(gè)成功的未來(lái)學(xué)習(xí)環(huán)境。