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

譯題：基礎教育創(chuàng)新驅動力報告——2022挑戰(zhàn)篇+趨勢篇（四）

Product by CoSN （The Consortium for School Network） 美國學校網絡聯合會

《基礎教育創(chuàng)新驅動力報告》是繼《地平線報告（基礎教育版）》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)布方美國學校網絡聯合會（CoSN）為《地平線報告》發(fā)布方美國新媒體聯盟的原有合作伙伴，致力于為基礎教育及學前領域的教育技術從業(yè)者提供團隊、知識和專業(yè)發(fā)展服務，助力創(chuàng)建和發(fā)展更有吸引力的學習環(huán)境。

ACCELERATOR

BUILDING THE HUMAN CAPACITY OF LEADERS

Advisory Board member Ed Snow （Wisconsin Department of Public Instruction， Wisconsin， U.S.） believes we need to start investing in our human infrastructure.“If we want change in education， and we want more of a partnership between educators and students， then we must invest in human infrastructure.”

In addition to changes in organizational structure and human infrastructure， we must consider what ecosystems are in place and how beneficial they are to all. “Instead of thinking about the fragmented pieces of technology， we must think about how to bring key pieces into a robust ecosystem that can simplify the workflow for students and teachers so they can focus on meaningful collaboration and learning. We， as leaders， can ensure the ecosystem is safe， interoperable， and deeply integrated，” said Betty Garcia-Hill （HP， Texas， U.S.）.

TIPS & RECOMMENDATIONS FROM THE ADVISORY BOARD

RECOGNIZE EDUCATORS FOR THEIR ABILITY TO DRIVE EDUCATION

“The pandemic has demonstrated the capacity of educational systems and individual teachers to rapidly adapt and innovate with educational technologies， generally without significant support， and upturned decades of belief that teachers need to be managed into adopting edtech by edtech experts” （Jason Zagami， Griffith University， Gold Coast， Australia）.

FOCUS ON SUCCESSFULLY ACHIEVING ADAPTIVE， RESPONSIVE CHANGE

Provide school leaders with training and support in change management and systemic transformation. Collaborate with project managers or skilled community members who know how to keep moving the needle with proper planning， iterations， and forward action. Develop an organizational structure that best supports agility and iterative improvement， shifting from discrete change initiatives to ongoing adaptation and adjustment.

CREATE TIME AND SPACE FOR STRATEGIC THOUGHT LEADERSHIP

“Educators and school system leaders are overwhelmed and bogged down in the day-to-day details needed to support students and instruction” （Frankie Jackson， Texas Education Technology Leaders， Texas， U.S.）. School systems need to create space for educators to engage in the deep work of leadership.

CULTIVATE ONLINE COMMUNITIES OF PRACTICE

Educators can use collaborative digital platforms to connect within schools， across systems， beyond subject and grade level， and around the globe. Using collaborative platforms to engage， connect， and catalyze， educators can continue to find ways to share novel， effective practices.

SOCIAL &EMOTIONAL LEARNING

There is no doubt that the pandemic has forced us to address the social and emotional well-being of students and teachers. Nearly all students have experienced some challenges to their mental health and well-being during the pandemic and many have lost access to school-based services and support.

Explained Liz Miller Lee （ISTE， Washington， DC， U.S.）， “we can （and must） address both [student and educator well-being] by continuing to evolve what teaching and learning looks like through policy interventions to better support and retain teachers， meaningful professional development to help teachers use their new skills and tools to support students' well-being and learning， and improved infrastructure to help educators better understand where their students are and what they need.”

TIPS & RECOMMENDATIONS FROM THE ADVISORY BOARD

SEL NEEDS TO BE PART OF THE CULTURE

“SEL should be part of our school culture and not just another initiative. At one of my previous schools we were able to embed a particular SEL framework in our daily practice， within our classrooms and also with our parent community. It is good to have some middle level leaders involved in a particular SEL training， test it out （planting the seeds） and later maximize its implementation within the school （including the parent community）” （Daniela Silva， Education in Motion， Singapore）.

TECHNOLOGY SELECTION CRITERIA SHOULD INCLUDE SAFETY AND WELLNESS

In addition to prioritizing security and privacy， the pandemic revealed the need to consider student safety and wellness in vetting and using technology. Also， increased use of technology that supports well-being requires more rigor in the handling and sharing of data.

SEL FOR ALL

“In a world returning to ‘normal’ there is a tendency to think about learning gaps and forget that social and emotional needs come first. Learners don't have the capacity to address academic challenges without a sense of safety and well-being. What about parents？ What about teachers？ What about the educational leaders？ The issue is systemic”（Norton Gusky， NLG Consulting， LLC， Pennsylvania， U.S.）.

譯文

趨勢

培養(yǎng)管理者的領導力

咨詢委員會成員Ed Snow（來自美國威斯康星州公共教育部）認為，我們需要開始投資人力資源基礎建設工程?！叭绻覀兿胍淖兘逃?，我們希望教育工作者和學生間建立更多的伙伴關系，那么就必須投資人力資源的基礎建設工程?！?/p>

除了組織結構和人力資源基礎建設工程的變化之外，我們還必須考慮現有的生態(tài)系統(tǒng)以及它們對所有人的益處。Betty Garcia-Hill（惠普，美國得克薩斯州）說：“與其考慮碎片化的、分散的各項技術，不如考慮如何將關鍵的技術整合到一個強大的生態(tài)系統(tǒng)中，從而簡化學生和教師的工作流程，以便他們可以專注于有意義的協作和學習。作為領導者，我們可以確保生態(tài)系統(tǒng)的安全、可共同協作的方式和有深度的數字集成?！?/p>

來自咨詢委員會的提示和建議

承認教育工作者推動教育的能力

“新冠肺炎疫情已經證明了教育系統(tǒng)和教師個人在沒有特別支持的情況下，具備快速適應和創(chuàng)新地使用教育技術的能力，這顛覆了幾十年來教師需要由教育技術專家指導才能應用教育技術的信念。”（Jason Zagami，格里菲斯大學，澳大利亞黃金海岸）

專注于實現適應性、響應性變革

為學校領導者提供變革管理和系統(tǒng)轉型方面的培訓和支持。與項目經理或技術嫻熟的社區(qū)成員協作，通過適當的規(guī)劃、迭代和前瞻性行動來保持前進。開發(fā)一個具有靈活性并最能支持迭代改進的組織結構，將零散的改革計劃轉變?yōu)槌掷m(xù)的適應和調整。

為戰(zhàn)略思想領導力創(chuàng)造時間和空間

“教育工作者和學校系統(tǒng)的領導者不知所措，陷入了支持學生和教學所需的日常細節(jié)中?！保‵rankie Jackson，得克薩斯州教育技術領導者，美國得克薩斯州）學校系統(tǒng)需要為教育工作者創(chuàng)造空間，讓他們深度參與領導力的有關工作。

培養(yǎng)在線實踐社區(qū)

教育工作者可以使用協作式數字平臺在學校內、跨系統(tǒng)、跨學科和年級以及全球范圍內進行聯結。使用協作平臺參與、了解和培育好的教育實踐，教育工作者可以持續(xù)找到并分享新穎的、有效的實踐方法。

社會情感學習

毫無疑問，疫情的蔓延迫使我們需要解決學生及教師的社會情感福祉問題。在這期間，幾乎所有學生的心理健康都遇到了一些挑戰(zhàn)，許多人失去了獲得校本服務和支持的機會。

Liz MillerLee（ISTE，美國華盛頓特區(qū)）解釋說：“我們可以（并且必須）通過政策干預來更好地支持和留住教師，通過有意義的專業(yè)發(fā)展幫助教師使用新技能和工具來支持學生的身心健康和學習，通過改善基礎設施，幫助教育工作者更好地了解學生的處境以及學生的需求?！?/p>

來自咨詢委員會的提示和建議

社會情感學習需要成為文化的一部分

“社會情感學習應該是我們學校文化的一部分，而不僅僅是一個倡議。在我之前工作的一所學校，我們能夠將特定的社會情感學習準則嵌入到日常實踐中，包括在教室和家長社區(qū)。一些中層領導者參與特定的社會情感學習培訓，親自測試（為社會情感學習播種），可以促進社會情感學習在學校（包括家長社區(qū)）內最大限度地實施，這是很好的。”（Daniela Silva，運動教育，新加坡）

技術選擇標準應包括安全和健康

除了優(yōu)先考慮安全和隱私之外，基于應對疫情的經驗，在審查和使用技術時需要考慮學生的安全和健康。此外，更多地使用那些支持社會情感福祉的技術，需要更加嚴格地處理和共享數據。

社會情感學習面向整個系統(tǒng)

“在一個回歸‘正常’的世界里，人們傾向于考慮學習差距，而忘記了社交和情感需求是第一位的。如果學習者沒有安全感和幸福感，就沒有能力應對學術挑戰(zhàn)。父母呢？教師呢？教育領導者呢？社會情感學習是個系統(tǒng)性問題?！保∟orton Gusky，NLG咨詢公司，美國賓夕法尼亞州）

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