Driving K-12 Innovation： 2021 TECH ENABLERS（Ⅱ） 譯題 《基礎(chǔ)教育創(chuàng)新驅(qū)動力報告——2021技術(shù)驅(qū)動篇》（二）

Product by CoSN （Consortium for School Networking）? ?美國學(xué)校網(wǎng)絡(luò)聯(lián)合會

《基礎(chǔ)教育創(chuàng)新驅(qū)動力報告》是繼《地平線報告（基礎(chǔ)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(xué)校網(wǎng)絡(luò)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(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、知識和專業(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。

Spotlighting Three Tech Enablers

Digital Collaboration Environments

Digital Collaboration Environments is a broad term that encompasses systems， tools， broadband connectivity， and practices for online collaboration—including synchronous and asynchronous communication tools. In light of the COVID-19 pandemic， these environments are more essential than ever as most interactions are digitally-mediated. For example， at Herning Gymnasium in Denmark， educators have integrated their learning management system （LMS）， administrative systems， and collaborative documents platform to create a digital collaboration environment.

Recommendations from the Advisory Board

Humanize digital environments. Use technology in service of learning， fostering human connection， furthering collaboration， and developing empathy and social emotional learning in the digital environment.

Identify what has worked this year in terms of synchronous and asynchronous learning—including failures and successes—and build on those experiences. Involve students， teachers， administrators， families， and staff in creating the future of learning in their school system.

Select tools intentionally， prioritizing learning， student safety， equitable access， security， and data privacy. Its important to evaluate technologies—including free platforms— for compliance with the policies， standards， and laws relevant to your school system. Be intentional and attentive to how tools and systems that can connect to each other to form a cohesive environment and prioritize interoperability.

Untethered Broadband and Connectivity

Broadband connectivity is critical for many aspects of education and learning， including the use of digital collaboration environments. Untethered Internet access is also a key component of advancing Digital Equity， the top Hurdle for 2021. In Florida， St. Vincent Ferrer Catholic School provides loaner iPads and IT support to students as needed. The pandemic has not only accelerated the need for devices and hotspots but also the importance of information technology support as families and educators struggle to navigate this new way of learning.

Recommendations from the Advisory Board

Prioritize 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.

Engage in efforts to ensure ubiquitous broadband Internet. Find out what universal broadband efforts are underway in your district， city， or state/country. Identify organizations engaged in this work. Partner with various levels of government， higher education institutions， private sector groups， industry， and community organizations to understand the challenges in your area and enact a community-wide connectivity strategy.

Empower educators， students， and families with the skills and knowledge to effectively use Internet-connected tools and devices. Invest in professional development and communities of practice around using Internet-connected technology for learning.

Blended Learning Tools

Blended Learning Tools include technologies， teaching and curriculum approaches， and norms that enable learning through a mix of in-person and virtual formats. These tools can transform learning， enabling greater flexibility， access， and personalization. Yet challenges of equity， data privacy， professional development， and digital literacy remain for many seeking to embrace blended learning tools.

Recommendations from the Advisory Board

Adopt blended learning tools， focusing on student learning. Start with the reasons for adopting blended learning tools. Select， implement， and support blended learning tools that enable student learning and align with pedagogy.

Provide flexible learning environments. Leverage blended learning tools to provide families and learners with options for how and where students learn. These technologies enable remote and hybrid learning， as well as in-person and physically distanced education. These tools can also support personalization and learner autonomy.

Support stakeholders in using technology. Provide training and resources to develop the technical skills and digital literacy of educators， families， and students. Support educators with time， processes， and expectations to set them up for success. Invest in human infrastructure， technical staff and services to support the implementation and ongoing use of selected digital collaboration tools.

Prioritize access， equity， and data privacy in the selection， implementation， and ongoing use of blended learning tools.

聚焦三大技術(shù)驅(qū)動因素

數(shù)字協(xié)作環(huán)境

數(shù)字協(xié)作環(huán)境是一個廣泛的術(shù)語，包括系統(tǒng)、工具、寬帶連接和在線協(xié)作實踐，包含同步和異步通信工具。鑒于新冠肺炎疫情暴發(fā)，這些環(huán)境比以往任何時候都更為重要，因為大多數(shù)相互作用都是以數(shù)字為媒介的。例如，在丹麥的海寧體育館，教育工作者已經(jīng)整合了他們的學(xué)習(xí)管理系統(tǒng)、管理系統(tǒng)和協(xié)作文檔平臺，以創(chuàng)建一個數(shù)字協(xié)作環(huán)境。

咨詢委員會建議

數(shù)字環(huán)境人性化。在數(shù)字環(huán)境中，利用技術(shù)為學(xué)習(xí)服務(wù)，培養(yǎng)人際關(guān)系，促進(jìn)協(xié)作，培養(yǎng)同理心和社會情感學(xué)習(xí)。

明確今年在同步和異步學(xué)習(xí)（包括失敗和成功的經(jīng)驗）方面的工作情況，并在這些經(jīng)驗的基礎(chǔ)上繼續(xù)努力。讓學(xué)生、教師、管理人員、家庭和其他工作人員，參與到創(chuàng)建學(xué)校系統(tǒng)未來的學(xué)習(xí)與工作中來。

有目的性地選擇工具，優(yōu)先考慮學(xué)習(xí)、學(xué)生安全、公平訪問、安全和數(shù)據(jù)隱私。評估技術(shù)（包括免費平臺）對遵守與學(xué)校系統(tǒng)相關(guān)的政策、標(biāo)準(zhǔn)和法律非常重要。對工具和系統(tǒng)如何相互連接要有所留意，以形成一個有凝聚力的環(huán)境，并優(yōu)先考慮互通性。

無限制的寬帶和連接

寬帶連接對教育和學(xué)習(xí)的許多方面都至關(guān)重要，包括數(shù)字協(xié)作環(huán)境的使用。不受限制的互聯(lián)網(wǎng)訪問也是推進(jìn)數(shù)字公平的關(guān)鍵組成部分，這是2021年的最大挑戰(zhàn)。在佛羅里達(dá)州，圣文森特費雷爾天主教學(xué)校提供iPad出借和信息技術(shù)支持服務(wù)，以滿足學(xué)生需要。疫情不僅加速了對設(shè)備和熱點的需求，而且在家庭和教育工作者努力駕馭這一新的學(xué)習(xí)方式之際，信息技術(shù)支持的重要性也日益凸顯。

咨詢委員會建議

優(yōu)先考慮數(shù)字權(quán)益。數(shù)字公平包括三個相互關(guān)聯(lián)的組成部分：數(shù)字基礎(chǔ)、學(xué)習(xí)條件和有意義的學(xué)習(xí)經(jīng)歷。這一微妙的挑戰(zhàn)不僅僅包括公平地獲得高質(zhì)量的數(shù)字技術(shù)，如高速互聯(lián)網(wǎng)和校內(nèi)外強(qiáng)大的計算設(shè)備。

努力確保寬帶互聯(lián)網(wǎng)無處不在。了解您所在地區(qū)、城市或國家（州）正在進(jìn)行什么寬帶普及服務(wù)。明確參與此工作的組織。與各級政府、高等教育機(jī)構(gòu)、私營部門團(tuán)體、工業(yè)和社區(qū)組織合作，了解您所在地區(qū)面臨的挑戰(zhàn)，并制定一項全社區(qū)的聯(lián)通戰(zhàn)略。

力爭讓教育工作者、學(xué)生和家庭具備有效使用互聯(lián)網(wǎng)連接工具和設(shè)備的技能和知識。圍繞使用互聯(lián)網(wǎng)連接技術(shù)進(jìn)行學(xué)習(xí)，投資專業(yè)發(fā)展和實踐社區(qū)。

混合學(xué)習(xí)工具

混合學(xué)習(xí)工具包括技術(shù)、教學(xué)和課程方法，以及能夠通過面對面和虛擬形式的混合進(jìn)行學(xué)習(xí)的規(guī)范。這些工具可以改變學(xué)習(xí)，實現(xiàn)更大的靈活性、可訪問性和個性化。然而，對于許多尋求采用混合學(xué)習(xí)工具的人來說，公平、數(shù)據(jù)隱私、專業(yè)發(fā)展和數(shù)字素養(yǎng)等方面的挑戰(zhàn)仍然存在。

咨詢委員會建議

采用混合學(xué)習(xí)工具，注重學(xué)生學(xué)習(xí)。從采用混合學(xué)習(xí)工具的原因開始，選擇、實施和支持混合學(xué)習(xí)工具，使學(xué)生能夠?qū)W習(xí)并與教學(xué)法保持一致。

提供靈活的學(xué)習(xí)環(huán)境。利用混合學(xué)習(xí)工具為家庭和學(xué)習(xí)者的學(xué)習(xí)方式和地點提供選擇。這些技術(shù)支持遠(yuǎn)程和混合學(xué)習(xí)，即面對面教學(xué)和物理上的遠(yuǎn)程教育。這些工具還可以支持個性化和自主學(xué)習(xí)。

支持利益相關(guān)者使用技術(shù)。提供培訓(xùn)和資源，以培養(yǎng)教育工作者、家庭和學(xué)生的技術(shù)技能和數(shù)字素養(yǎng)。為教育工作者提供時間、流程和期望目標(biāo)，以幫助他們?nèi)〉贸晒ΑＭ顿Y人力基礎(chǔ)設(shè)施、技術(shù)人員和服務(wù)，以支持所選數(shù)字協(xié)作工具的實施和持續(xù)使用。

在選擇、實施和持續(xù)使用混合學(xué)習(xí)工具時，優(yōu)先考慮訪問、公平和數(shù)據(jù)隱私等問題。