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

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（三）

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

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(quán)益

盡管今年我們?cè)谌蚍秶鷥?nèi)實(shí)現(xiàn)數(shù)字公平方面取得了長(zhǎng)足的進(jìn)步，但仍處于這一過程的初始階段——在全球范圍內(nèi)實(shí)現(xiàn)數(shù)字公平是一個(gè)巨大的挑戰(zhàn)。在烏拉圭的蒙得維的亞，雖然學(xué)生們擁有自己的設(shè)備，但在虛擬學(xué)習(xí)方面，他們沒有條件保持正常接入。

在美國，這場(chǎng)疫情突出了低密度農(nóng)村地區(qū)和貧困程度較高的城市地區(qū)的學(xué)生面臨的入學(xué)挑戰(zhàn)，包括可獲得性、可負(fù)擔(dān)性和可進(jìn)入性。改善美國的數(shù)字公平需要互聯(lián)網(wǎng)接入、設(shè)備、應(yīng)用程序、數(shù)字素養(yǎng)等。

事實(shí)上，新冠肺炎疫情不會(huì)是世界面臨的最后一次國際危機(jī)，教育系統(tǒng)需要更好的準(zhǔn)備——數(shù)字權(quán)益是必須的?！皩W(xué)校必須保持靈活性，并針對(duì)任何情況進(jìn)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(xué)習(xí)?！保段鳌じ窭祝绹晾Z伊州露西·格雷咨詢公司）

咨詢委員會(huì)的提示和建議

超越數(shù)字權(quán)益

盡管目前人們聚焦的技術(shù)為在線連接，但需要注意的是，數(shù)字公平不僅僅是設(shè)備和連接，還包括數(shù)字基礎(chǔ)、學(xué)習(xí)條件、有意義的學(xué)習(xí)機(jī)會(huì)等。

讓知識(shí)點(diǎn)燃變革

“這場(chǎng)疫情向我們展示了創(chuàng)新和學(xué)習(xí)的可能性。它也向我們展示了關(guān)于公平和機(jī)會(huì)的擔(dān)憂。我們?nèi)绾卫眠@些信息將是我們自身發(fā)展的關(guān)鍵——或許我們會(huì)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(dá)州圣云區(qū)學(xué)區(qū)）

把握新機(jī)會(huì)

疫情推動(dòng)數(shù)字公平倡議和融資機(jī)會(huì)的擴(kuò)大，這是改善數(shù)字公平的關(guān)鍵時(shí)刻。對(duì)美國的學(xué)生來說，《數(shù)字公平法》是《基礎(chǔ)設(shè)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(xùn)和教育，改善殘疾人在線獲取社會(huì)服務(wù)的能力，并賦予農(nóng)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(gòu)想跨市政、學(xué)校和醫(yī)院的跨部門合作，因?yàn)槊總€(gè)利益相關(guān)者都提供了依賴互聯(lián)網(wǎng)接入的數(shù)字服務(wù)。例如我們能否使用新的模式來解決互聯(lián)網(wǎng)接入問題，比如在公交車和LTE網(wǎng)絡(luò)上提供無線網(wǎng)絡(luò)。

趨勢(shì)

個(gè)性化學(xué)習(xí)

在面對(duì)面的課堂中，為滿足兒童個(gè)性化需求而量身定制的教育可能是一項(xiàng)挑戰(zhàn)，而更難的是大規(guī)模做到這一點(diǎn)。然而，當(dāng)因?yàn)樾鹿诜窝滓咔榱餍行枰谌蚋鞯氐膶W(xué)習(xí)系統(tǒng)中實(shí)行遠(yuǎn)程和混合學(xué)習(xí)時(shí)，教育者利用這個(gè)機(jī)會(huì)來實(shí)現(xiàn)個(gè)性化學(xué)習(xí)，通過應(yīng)用這些數(shù)字技術(shù)使之成為現(xiàn)實(shí)。

咨詢委員會(huì)的提示和建議

以我們?cè)谝咔槠陂g學(xué)到的知識(shí)為基礎(chǔ)

“作為教育者，我們需要將我們所知道的有利于學(xué)生何時(shí)、如何以及為什么學(xué)習(xí)的這種教育能力，整合轉(zhuǎn)移到技術(shù)工具的連接能力中。問題是，我們?nèi)绾慰朔氐秸n堂后自身對(duì)疫情前傳統(tǒng)實(shí)踐的慣性，以便充分利用兩個(gè)學(xué)習(xí)領(lǐng)域的優(yōu)勢(shì)？這些優(yōu)勢(shì)包括我們?cè)诮逃龑W(xué)方面的專業(yè)知識(shí)，以及個(gè)人擁有的大量電子設(shè)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(xué)策略開展個(gè)性化學(xué)習(xí)

“為了實(shí)現(xiàn)個(gè)性化學(xué)習(xí)的愿景，教學(xué)實(shí)踐應(yīng)具有針對(duì)性和相關(guān)性（即差異化、文化響應(yīng)性、適應(yīng)性、標(biāo)準(zhǔn)一致性等），應(yīng)積極參與，與社會(huì)相連，以成長(zhǎng)為導(dǎo)向。雖然個(gè)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(yīng)保持不變?！保ㄘ愃肌せ籼m德，教育博士，《學(xué)習(xí)趨勢(shì)》，美國國家出版社）

利用在線學(xué)習(xí)資源實(shí)現(xiàn)個(gè)性化教育

考慮使用在線學(xué)習(xí)資源作為個(gè)性化和自定步調(diào)學(xué)習(xí)的一種方法。無論學(xué)生是在教室里學(xué)習(xí)還是遠(yuǎn)程學(xué)習(xí)，通過一對(duì)一的設(shè)備，教育工作者可以實(shí)現(xiàn)先前難以做到的個(gè)性化學(xué)習(xí)支持。