Driving K-12 Innovation：2022 HURDLES + ACCELERATORS（Ⅱ）

譯題：基礎(chǔ)教育創(chuàng)新驅(qū)動(dòng)力報(bào)告——2022挑戰(zhàn)篇+趨勢(shì)篇（二）

Product by CoSN （The Consortium for School Network） 美國學(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。

HURDLES

SCALING INNOVATION & INERTIA OF EDUCATION SYSTEMS

In March 2020， education systems around the globe were forced to pivot， adapt， and scale to continue educating K-12 students during a global pandemic. And while the effects of this ongoing， monumental disruption — and the exceptional work of educators who rapidly adapt to meet the challenges it presents — will be felt for years to come， many school systems are eager to return to familiar pre-pandemic models of education. This shines the spotlight on inertia in education — a system that drags its feet when it comes to change， reverting to the familiar and halting innovation in its tracks.

TIPS & RECOMMENDATIONS FROM THE ADVISORY BOARD

FOCUS ON THE LEARNING PROCESS

“The learning process deserves as much， if not more， attention than the learning objectives. It is also important to consider future-ready competencies of students. Classroom instruction should be learner-centered and equity-based by design. Focusing on a growth mindset helps ensure that progress is made and monitored. Developing a learner mindset is aided by providing learners with feedback and the opportunity to reflect on learning”（Kelly May-Vollmar， Desert Sands Unified School District， California， U.S.）.

LEVERAGE EXISTING WISDOM ABOUT CHANGE

Design changes and rollouts in your school system that support your population. Consider leveraging：

？誗professional learning that is effective， experiential， and actionable;

？誗data analytics to explore what is working， where， and for whom to determine how to best scale out exemplar practices;

？誗participant design that includes teacher and student voice， enabling agency and increasing engagement;

？誗and existing assets and strengths of teachers through dynamic communities of practice supported with digital collaborative platforms.

DEVELOP A PLAN FOR INNOVATION SUSTAINABILITY

School systems must be prepared with an evidence-informed， data-driven iterative plan to：

？誗scale out innovation so that it becomes sustainable programmatic elements of schooling;

？誗provide ongoing professional development oppor-tunities around innovation;

？誗define ways to measure the impact of innovations so there is support for sustaining them;

？誗and maintain the edtech items and infrastructure of innovation projects， and plan for the ownership and future funding of these components.

Additionally， revisit your existing strategic planning approaches and move away from the usual annual rote exercise. For example， learning that can build the capacity of distributed leadership with futures thinking， data-aware scenario planning and user-centered design.

CONTINUE TO MAKE INFRASTRUCTURE CHANGES

Michael Lambert （True North School， Hanoi， Vietnam） suggests making small-scale changes to your infrastructure on a yearly basis， which allows you to stay current with the new tech devices. “Try to keep at a ‘prototype’ scale，” said Lambert. “There are drawbacks， but we see this as a viable solution.”

ATTRACTING & RETAINING EDUCA-

TOR AND IT PROFESSIONALS

The pandemic has been hard on all involved in the education system， from leadership to parents to students. For educators and IT professionals， the mental， physical， emotional， and financial burdens endured have been great. This has resulted in a number of teachers considering leaving the profession more than pre-pandemic years and more educators entering school systems with fewer certifications.

TIPS & RECOMMENDATIONS FROM THE ADVISORY BOARD

CONSIDER A GROWTH PATH FOR STAFF

Provide staff with opportunities for growth. “We allow them to explore areas of interest in the tech sector and engage with those types of projects during their day，” said David Quinn （Mendon-Upton Regional School District， Massachusetts， U.S.）.“We also actively discuss their growth trajectory， providing internal pathways when possible and encouraging them to explore other positions if they better meet their career goals. We want our district to develop a reputation where people we hired speak well of their experience and grow professionally due to being here.”

CREATE A POSITIVE ORGANIZATIONAL CULTURE

A positive internal culture does wonders： educators stay when the culture is dynamic， safe， and encouraging; when the work is missional; and when there are opportunities to innovate in impactful ways.

HAVE A TECHNOLOGY PLAN

The creation of a technology plan helps IT professionals to better understand what their role is and the budget is for the plan’s implementation. In alignment with your organizational strategic plan， create a system-aligned， regularly-tuned portfolio of programs， initiatives， and services to prioritize work and ensure the best use of peoples’ talents and time.

譯文

挑戰(zhàn)

規(guī)模創(chuàng)新與教育系統(tǒng)的保守

2020年3月以來，因疫情暴發(fā)，為了保障基礎(chǔ)教育“停課不停學(xué)”，全球各地的教育體系不得不面臨變革、調(diào)整并保持相應(yīng)規(guī)模。這種影響持續(xù)存在，而且意義深遠(yuǎn)。未來幾年，教育者們?yōu)檠杆賾?yīng)對(duì)挑戰(zhàn)所開展的杰出工作將被感受到。許多學(xué)校希望恢復(fù)到疫情前熟悉的教育模式。這是由于教育系統(tǒng)固守的習(xí)慣造成的——這凸顯了教育自身的保守，當(dāng)變化開始時(shí)，教育系統(tǒng)裹足不前，希望回到熟悉的環(huán)境中，并拒絕創(chuàng)新。

咨詢委員會(huì)的提示和建議

關(guān)注學(xué)習(xí)過程

“學(xué)習(xí)過程同學(xué)習(xí)目標(biāo)一樣值得關(guān)注，同樣重要的是要考慮學(xué)生對(duì)未來的準(zhǔn)備能力。課堂教學(xué)的設(shè)計(jì)應(yīng)該以學(xué)習(xí)者為中心，以公平為基礎(chǔ)。要注重學(xué)習(xí)者思維模式的形成，這有助于學(xué)習(xí)成效的達(dá)成和監(jiān)控?？梢酝ㄟ^向?qū)W習(xí)者提供反饋和反思學(xué)習(xí)的機(jī)會(huì)發(fā)展思維模式?！保↘elly May-Vollmar，來自美國加利福尼亞州沙漠金沙聯(lián)合學(xué)區(qū)）

運(yùn)用已有的變革智慧

在學(xué)校系統(tǒng)中規(guī)劃改革并推出方案，為學(xué)生提供支持，并思考如何運(yùn)用：

？誗專業(yè)化學(xué)習(xí)是有效的、有體驗(yàn)的并且可操作的;

？誗數(shù)據(jù)分析的目的是探索什么是有效的，在哪里發(fā)生，目標(biāo)對(duì)象是誰，以確定如何更好地推廣典型案例的應(yīng)用;

？誗參與者設(shè)計(jì)包括聽取教師和學(xué)生的意見，如此一來效果更好，參與性更強(qiáng);

？誗通過數(shù)字化協(xié)作平臺(tái)支持的動(dòng)態(tài)實(shí)踐社區(qū)可以增強(qiáng)現(xiàn)有的師資資源和優(yōu)勢(shì)。

制訂創(chuàng)新的、可持續(xù)性計(jì)劃

學(xué)校系統(tǒng)必須準(zhǔn)備一個(gè)基于證據(jù)、數(shù)據(jù)驅(qū)動(dòng)的迭代計(jì)劃，目的如下：

？誗擴(kuò)大創(chuàng)新，使其成為學(xué)校教育可持續(xù)的有規(guī)劃的要素;

？誗圍繞創(chuàng)新提供持續(xù)的專業(yè)化發(fā)展機(jī)會(huì);

？誗確定衡量創(chuàng)新影響力的方法，以支持創(chuàng)新;

？誗維護(hù)教育科技項(xiàng)目和創(chuàng)新項(xiàng)目的基礎(chǔ)設(shè)施，并為這些要素的所有權(quán)和未來資金做規(guī)劃。

此外，重新審視現(xiàn)有的戰(zhàn)略規(guī)劃方法，摒棄往年生搬硬套的方式。例如，通過面向未來的思考、數(shù)據(jù)感知場(chǎng)景規(guī)劃和以用戶為中心的設(shè)計(jì)，學(xué)習(xí)如何建立分布式領(lǐng)導(dǎo)能力。

繼續(xù)進(jìn)行基礎(chǔ)設(shè)施改革

Michael Lambert（越南河內(nèi)真北學(xué)校）建議每年對(duì)基礎(chǔ)設(shè)施進(jìn)行一次小規(guī)模的改變，這樣就可以跟上新技術(shù)設(shè)備的發(fā)展。Lambert提出：“盡量保持住‘原型’規(guī)模。這樣做雖然有不足之處，但我們認(rèn)為這是一個(gè)可行的解決方案。”

吸引和留住教育工作者和IT專業(yè)人士

從領(lǐng)導(dǎo)層到家長再到學(xué)生，這場(chǎng)疫情讓教育系統(tǒng)的所有參與者都感到緊張。對(duì)教育工作者和IT專業(yè)人士來說，他們承受著巨大的精神、身體、情感和經(jīng)濟(jì)負(fù)擔(dān)。這導(dǎo)致許多教師在疫情的這幾年會(huì)考慮離職，而更多的人通過較少的認(rèn)證就可以進(jìn)入學(xué)校系統(tǒng)。

咨詢委員會(huì)的提示和建議

考慮員工成長的路徑

為教職工提供成長機(jī)會(huì)。David Quinn（來自美國馬薩諸塞州門頓-厄普頓學(xué)區(qū)）說：“我們?cè)试S教師探索感興趣的科技領(lǐng)域，并參與這些類型的項(xiàng)目。我們還積極討論他們的成長軌跡，在可能的情況下提供內(nèi)部通道，并鼓勵(lì)他們?cè)诟玫貙?shí)現(xiàn)職業(yè)目標(biāo)的情況下探索其他職位。我們希望能夠在所在地區(qū)建立聲譽(yù)，讓我們的教職工能夠很好地推廣他們的經(jīng)驗(yàn)，并因此在這里得到專業(yè)成長。”

創(chuàng)造積極的組織文化

積極的內(nèi)部文化會(huì)帶來奇跡：當(dāng)文化充滿活力、安全感和激勵(lì)精神時(shí)，當(dāng)工作具有使命感時(shí)，當(dāng)有機(jī)會(huì)以有效的方式進(jìn)行創(chuàng)新時(shí)，才能夠留住教育工作者。

制訂技術(shù)計(jì)劃

形成技術(shù)規(guī)劃有助于IT專業(yè)人員更好地了解他們的角色以及計(jì)劃實(shí)施的預(yù)算。根據(jù)組織戰(zhàn)略計(jì)劃，創(chuàng)建協(xié)同一致、定期調(diào)整的項(xiàng)目、計(jì)劃和服務(wù)的組合，以及確定工作的優(yōu)先級(jí)，并確保發(fā)揮人員的最佳才能，確保時(shí)間合理使用。