Driving K-12 Innovation：2021 HURDLES + ACCELERATORS（Ⅱ）

Spotlighting Three Hurdles

Digital Equity

Addressing Digital Equity is essential for driving K-12 innovation in a way that leads to learner success for all. This challenge varies in nature and intensity around the globe， and often impacts learners of different geographies， school system types， and identities. Digital Equity implies that all students experience curriculum- rich learning opportunities that are meaningful to them.

Recommendations from the Advisory Board

Be attentive to all of the different aspects of Digital Equity： Digital Foundations （connectivity， devices）; Conditions for Learning （accessible content， skills， digital use）; and Meaningful Learning Opportunities （curriculum， instruction）.

Advance your understanding. Seek examples of how others are addressing Digital Equity and using digital tools to create meaningful learning opportunities for all. Leverage resources from experts， advocates， vendor partners， and professional organizations.

Build community awareness of the importance and impact of Digital Equity and the specific challenges faced by students， families， and educators in your district. Ensure that leaders value digital equity and that the organizational culture advances it in everything you do.

Partner with communities， businesses， vendors， government， schools and education organizations to identify the specific Digital Equity challenges facing stakeholders in your context; design concrete actions; build community buy-in; and implement and iterate upon solutions to further Digital Equity in your community.

Scaling and Sustaining Innovation

Scaling and Sustaining Innovation is all about cultivating organizational culture and practices that enable risk-taking， support change agents， value iteration， and scale what works.

Recommendations from the Advisory Board

Prioritize equity and agency for learners， teachers， families， and leaders as fundamental values in scaling innovation.

Focus on organizational culture. Intentionally build a value-led culture that empowers and supports educators in taking risks， iterating， and scaling innovation. Change in education is multilayered， involving classrooms， schools， and school systems aligned around a coherent， compelling vision. Demonstrate trust in teachers and create space for them to engage in adaptation and changemaking. Develop leaders throughout the organization and be attentive to culture in succession planning and formal leadership changes.

Make innovation ongoing. Consider adopting an iterative or rotating innovation approach. For example， with an 80/20 model schools would keep 80% of what existing practices that work well and focus on innovating 20%. Over time， the 20% portion is transformed and integrated into the practices to be kept， and a new 20% is selected for innovation.

Envision learning futures. Spend time and energy considering what improved education in the future could look like. What values and priorities should be embodied in education， and what does this mean for how learning takes place or is measured？ What does future readiness look like for students， teachers， schools， and school systems？ Design backward from this vision and take concrete action toward it.

Evolution of Teaching and Learning

With the pandemic， overcoming the Hurdle of the Evolution of Teaching and Learning is even more challenging. For many schools， it has become less a matter of technology implementation and more an issue of facilitating quality remote learning， eradicating digital inequities， and providing online content and applications that are easy to access.

Recommendations from the Advisory Board

Go beyond digitizing existing practices. Rather than implementing existing teaching approaches or activities directly in digital tools， consider how the technology could enable you to transform teaching and learning practices. Models including the SAMR Method and the TPACK Framework offer guidance in leveraging technology in support of learning.

Build the human capacity to engage in change. Model experiential and collaborative learning in professional development and invest in ongoing learning opportunities. Foster a growth mindset and be intentional about supporting stakeholders. Consider convening small groups of teachers around the evolution of teaching and learning （exploring， for example pedagogy and technology， cognitive science insights for education， Personalization， SEL， or Learner Autonomy）.

Think what it means to be educated in order to evolve our paradigms. Consider education as a system， an interconnected network of elements. For many， the changes catalyzed by the COVID-19 pandemic have drawn attention to connections between seemingly distinct pieces of education， health， and society. Lead with values， pedagogy， and purpose and leverage systems thinking to evolve learning norms.

聚焦三大挑戰(zhàn)

數(shù)字公平

解決數(shù)字公平問題對推動基礎(chǔ)教育領(lǐng)域創(chuàng)新，使所有學(xué)習(xí)者都獲得成功至關(guān)重要。這一挑戰(zhàn)在全球范圍內(nèi)的性質(zhì)和強度各不相同，往往影響到不同地理位置、學(xué)校系統(tǒng)類型和身份的學(xué)習(xí)者。數(shù)字公平意味著所有學(xué)生都能體驗到對他們有意義且豐富的課程學(xué)習(xí)經(jīng)歷。

咨詢委員會建議

關(guān)注數(shù)字公平的不同方面：數(shù)字基礎(chǔ)（連接性、設(shè)備）;學(xué)習(xí)條件（可獲得內(nèi)容、技能、數(shù)字使用）;以及有意義的學(xué)習(xí)經(jīng)歷（課程、教學(xué)）。

提高理解力。尋找其他人如何解決數(shù)字公平和使用數(shù)字工具為所有人創(chuàng)造有意義的學(xué)習(xí)經(jīng)歷的案例。撬動專家、倡導(dǎo)者、供應(yīng)商合作伙伴和專業(yè)組織的資源來利用。

培養(yǎng)社會對數(shù)字公平的重要性和影響以及地區(qū)學(xué)生、家庭和教育工作者面臨的具體挑戰(zhàn)的認(rèn)知。確保領(lǐng)導(dǎo)者重視數(shù)字公平，并確保組織文化都能促進(jìn)數(shù)字公平。

與社區(qū)、企業(yè)、供應(yīng)商、政府、學(xué)校和教育組織合作，確定利益相關(guān)者在所處環(huán)境中面臨的具體數(shù)字公平挑戰(zhàn);設(shè)計具體行動;建立社區(qū)認(rèn)同;實施并迭代解決方案，以進(jìn)一步促進(jìn)社區(qū)的數(shù)字公平。

保持與擴大創(chuàng)新

保持與擴大創(chuàng)新在于培養(yǎng)組織文化和實踐，以承擔(dān)創(chuàng)新風(fēng)險，支持變革推動者、價值迭代，擴展有效的方法。

咨詢委員會建議

將公平和自主作為擴大創(chuàng)新的基本價值目標(biāo)，優(yōu)先考慮學(xué)習(xí)者、教師、家庭和領(lǐng)導(dǎo)者。

關(guān)注組織文化。有意建立一種以價值為導(dǎo)向的文化，授權(quán)并支持教育工作者承擔(dān)風(fēng)險、迭代和擴展創(chuàng)新。教育的變革是多層次的，教室、學(xué)校和教育系統(tǒng)需要共同圍繞一個連貫的、令人信服的愿景進(jìn)行調(diào)整。表現(xiàn)出對教師的信任，為他們創(chuàng)造適應(yīng)和改變的空間。在整個組織中培養(yǎng)領(lǐng)導(dǎo)者，并在繼任規(guī)劃和正式領(lǐng)導(dǎo)變更中關(guān)注文化。

不斷創(chuàng)新。考慮采用迭代或循環(huán)的創(chuàng)新方法。例如，采用80/20的模式，學(xué)校將保留80%已有的良好實踐，并將重點放在20%的創(chuàng)新上。隨著時間的推移，那20%的部分被轉(zhuǎn)化并整合到保留的實踐中，新的20%被選擇用于創(chuàng)新。

展望未來?；〞r間和精力思考未來改良的教育會是什么樣子。教育應(yīng)該體現(xiàn)什么價值觀和優(yōu)先次序？這對學(xué)習(xí)的發(fā)生和測量意味著什么？學(xué)生、教師、學(xué)校和教育系統(tǒng)的未來準(zhǔn)備情況如何？從未來愿景中逆向設(shè)計當(dāng)下的教育，并采取具體行動。

教與學(xué)的變革

新冠肺炎疫情的蔓延，使得克服教與學(xué)的變革更具挑戰(zhàn)性。對許多學(xué)校來說，這已不再是一個技術(shù)實施的問題，而是一個促進(jìn)高質(zhì)量遠(yuǎn)程學(xué)習(xí)資源、消除數(shù)字不平等、提供易于訪問的在線內(nèi)容和應(yīng)用程序的問題。

咨詢委員會建議

超越數(shù)字化現(xiàn)有的做法。與其直接在數(shù)字工具中實施現(xiàn)有的教學(xué)方法或活動，不如考慮如何借助該技術(shù)改變教學(xué)方法。包括SAMR模型和TPACK框架在內(nèi)的模式，為利用技術(shù)支持學(xué)習(xí)提供了指導(dǎo)。

培養(yǎng)人類參與變革的能力。在專業(yè)發(fā)展中示范體驗式和協(xié)作式學(xué)習(xí)，并體驗不間斷的學(xué)習(xí)經(jīng)歷。培養(yǎng)成長心態(tài)，主動支持利益相關(guān)者?？紤]召集教師小組討論教與學(xué)的發(fā)展。（例如探索教育學(xué)與技術(shù)、教育認(rèn)知科學(xué)見解、個性化、社會情感學(xué)習(xí)或自主學(xué)習(xí)）

思考為了發(fā)展范式而接受教育意味著什么。教育可看作一個系統(tǒng)，或者一個相互聯(lián)系的要素網(wǎng)絡(luò)。新冠肺炎疫情所引發(fā)的變化已經(jīng)引起人們對教育、衛(wèi)生和社會之間關(guān)系的關(guān)注，看似不同的領(lǐng)域卻又有所聯(lián)系。以價值觀、教學(xué)法和目標(biāo)為導(dǎo)向，利用系統(tǒng)思維來發(fā)展學(xué)習(xí)規(guī)范。