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

Product by CoSN （Consortium for School Networking） 美國学校网络联合会

《基础教育创新驱动力报告》是继《地平线报告（基础教育版）》后推出的国际教育信息化发展的重要参考报告，报告发布方美国学校网络联合会（CoSN）为《地平线报告》发布方美国新媒体联盟的原有合作伙伴，致力于为基础教育及学前领域的教育技术从业者提供团队、知识和专业发展服务，助力创建和发展更有吸引力的学习环境。

Introduction

Theres no doubt that the COVID-19 pandemic has， and continues to have， a profound impact on education and society. The degree of that lasting effect will depend on the education ecosystems level of commitment to， and capacity for， change and transformation. The Driving K-12 Innovation framework helps us make sense of the state of the world， no matter what the current state may be— possibilities， and paths forward. Advisory Board members shared many ways in which our world is changing and in many cases how the current state is amplifying Hurdles， Accelerators， and Tech Enablers.

Top 3 Hurdles

1.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. It also includes ensuring that students have the knowledge and skills to use technology in the service of learning; that they interact with robust and accessible content and programs; that students and their identities are represented with and by the technologies themselves; and that they experience meaningful opportunities that empower them as learners.

2.Scaling and Sustaining Innovation

Whether it be practices for effective teaching and learning， organizational business processes， or technology usage， schools are challenged to engage in and effectively scale innovation. Major challenges include： supporting risk-taking projects and identifying value-adding innovations; building ongoing investment support for integration; adapting what is working well at a small scale and scaling it out across a school， district， or state/country; and embracing the transformation of practices and culture ushered in by innovations.

3.Evolution of Teaching and Learning

The teaching and learning landscape is changing， opening up the opportunity to move toward a better balance of teacher facilitation and student learning. As teaching， learning， and learning outcomes are constantly being redefined， schools are tasked with ensuring that teaching practices and pedagogies intentionally integrate advances in technology and learning sciences. Professional development is essential in this evolution.

Top 3 Accelerators

1.Personalization

As the consumer sector has exploded with new ways to customize user experiences and products， schools are also finding ways to provide customized learning and support at the individual level. Personalized learning happens when all aspects of learning are directed by the needs of the learner. This includes teachers shaping the teaching and learners directing the learning in ways that honor the variability of learners needs and strengths including pace， pathways， strategies and demonstrating knowledge/skills.

2.Social and Emotional Learning

A core function of education is building skills and understanding for mental， social， and emotional wellbeing， including empathy， grit， persistence， flexibility， and adaptability. These capabilities shape mindsets and enhance successful learning， collaboration， problem-solving， and civic responsibility. In the face of remote learning and the adaptations necessitated by the COVID-19 pandemic， many learners， families， and educators are experiencing tremendous anxiety， loneliness， mental stress， trauma， and grief. In this moment educators are challenged to think about how Social Emotional needs are enhanced or diminished with varying uses of technology， and to reimagine school norms to better enable the wellbeing of staff， learners， and parents/guardians.

3.Learner Autonomy

Learner Autonomy is all about student agency， encompassing anything from letting students choose how they access content， to how they organize their learning， to how they exhibit their learning. Productive struggle informed choice， freedom， and flexibility are growing values in K-12， especially as students learn to form decision-making and time management habits that set them up for life success. Schools play a major role in scaffolding learner autonomy and cultivating intentional development of student capacities to make effective use of their autonomy to help them harness the power of their own agency.

概述

毫無疑问，新冠肺炎疫情已经并将持续对教育和社会产生深远影响。这种持久影响的程度将取决于教育生态系统对变革的投入水平和适应能力。《基础教育创新驱动力报告》框架有助于我们了解世界的现状，无论目前的状况如何——是否有新的可能性和前进的道路。咨询委员会成员分享了世界正在发生的许多变化方式，以及在多数情况下，当前的世界状态是如何扩大教育面临的挑战、趋势和技术驱动的。

三大挑战

1.数字公平

数字公平包括三个相互关联的组成部分：数字化基础设施、学习条件和有意义学习的机会。这一微妙的挑战不仅仅包括公平地获得优质的数字技术，例如高速互联网和校内外强大的计算设备。它还包括确保学生有数字知识和技能，能够利用技术服务于学习;能与稳健并可访问的内容和程序互动;技术本身代表着学生及其身份;学生有体验有意义学习的机会，成为学习者。

2.保持与扩大创新

无论是有效的教学、组织业务流程还是技术运用的做法，学校都面临着参与并有效地进行规模创新的挑战。主要挑战包括：支持风险项目和确定增值创新;建立持续的投资支持，促进一体化;小规模调整工作良好的项目，并在学校、地区或国家范围内推广;接受创新引领的实践和文化变革。

3.教与学的变革

教与学的格局正在发生变化，为教师促进和学生学习的更好平衡提供了机会。随着教学、学习和学习成果不断被重新定义，学校的任务是确保教学实践和教学方法能有意地结合先进的技术和学习科学。在这一演变过程中，教师专业发展至关重要。

三大趋势

1.个性化发展

就像消费领域爆炸式地利用新技术去定制用户体验、依据用户数据推荐产品一样，学校也在寻找提供个性化学习与支持的方法。个性化学习是指以学习者的需求引导学习的各个方面。这包括教师修改教学，以及学习者根据自我需求和优势的变化决策学习方式，包括进度、途径、策略和展示知识或技能。

2.社会情感学习

教育的一个核心功能是培养技能，理解精神、社会和情感健康，包括同情心、勇气、毅力、灵活性和适应性。这些能力可帮助学生调整心态，促进学习成功、团结协作、问题解决和公民责任等综合素质的提升。面对远程学习和新冠肺炎疫情所要求的适应性，许多学习者、家庭和教育工作者正经历着巨大的焦虑、孤独、精神压力、创伤和悲痛。这时，教育工作者面临的挑战是思考社会情感需求是如何随着技术的变换使用而增强或减弱的，以及如何重新构想学校规范，以更好地谋求员工、学习者和家长或监护人的福祉。

3.自主学习

自主学习是关于主体精神的，包括让学生选择如何访问内容、如何组织学习、如何展示学习的任何内容。富有成效的艰难的知情选择、自由选择和灵活性的价值在基础教育领域中日益增长，特别是当学生学会形成决策的能力和养成时间管理习惯，就为以后成功的人生奠定了基础。学校在培养学生自主学习能力和有意识地自我发展能力方面发挥着重要作用，从而有效地利用学生的自主学习能力，帮助他们发挥自己的能动性。