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

数字公平

解决数字公平问题对推动基础教育领域创新，使所有学习者都获得成功至关重要。这一挑战在全球范围内的性质和强度各不相同，往往影响到不同地理位置、学校系统类型和身份的学习者。数字公平意味着所有学生都能体验到对他们有意义且丰富的课程学习经历。

咨询委员会建议

关注数字公平的不同方面：数字基础（连接性、设备）;学习条件（可获得内容、技能、数字使用）;以及有意义的学习经历（课程、教学）。

提高理解力。寻找其他人如何解决数字公平和使用数字工具为所有人创造有意义的学习经历的案例。撬动专家、倡导者、供应商合作伙伴和专业组织的资源来利用。

培养社会对数字公平的重要性和影响以及地区学生、家庭和教育工作者面临的具体挑战的认知。确保领导者重视数字公平，并确保组织文化都能促进数字公平。

与社区、企业、供应商、政府、学校和教育组织合作，确定利益相关者在所处环境中面临的具体数字公平挑战;设计具体行动;建立社区认同;实施并迭代解决方案，以进一步促进社区的数字公平。

保持与扩大创新

保持与扩大创新在于培养组织文化和实践，以承担创新风险，支持变革推动者、价值迭代，扩展有效的方法。

咨询委员会建议

将公平和自主作为扩大创新的基本价值目标，优先考虑学习者、教师、家庭和领导者。

关注组织文化。有意建立一种以价值为导向的文化，授权并支持教育工作者承担风险、迭代和扩展创新。教育的变革是多层次的，教室、学校和教育系统需要共同围绕一个连贯的、令人信服的愿景进行调整。表现出对教师的信任，为他们创造适应和改变的空间。在整个组织中培养领导者，并在继任规划和正式领导变更中关注文化。

不断创新。考虑采用迭代或循环的创新方法。例如，采用80/20的模式，学校将保留80%已有的良好实践，并将重点放在20%的创新上。随着时间的推移，那20%的部分被转化并整合到保留的实践中，新的20%被选择用于创新。

展望未来。花时间和精力思考未来改良的教育会是什么样子。教育应该体现什么价值观和优先次序？这对学习的发生和测量意味着什么？学生、教师、学校和教育系统的未来准备情况如何？从未来愿景中逆向设计当下的教育，并采取具体行动。

教与学的变革

新冠肺炎疫情的蔓延，使得克服教与学的变革更具挑战性。对许多学校来说，这已不再是一个技术实施的问题，而是一个促进高质量远程学习资源、消除数字不平等、提供易于访问的在线内容和应用程序的问题。

咨询委员会建议

超越数字化现有的做法。与其直接在数字工具中实施现有的教学方法或活动，不如考虑如何借助该技术改变教学方法。包括SAMR模型和TPACK框架在内的模式，为利用技术支持学习提供了指导。

培养人类参与变革的能力。在专业发展中示范体验式和协作式学习，并体验不间断的学习经历。培养成长心态，主动支持利益相关者。考虑召集教师小组讨论教与学的发展。（例如探索教育学与技术、教育认知科学见解、个性化、社会情感学习或自主学习）

思考為了发展范式而接受教育意味着什么。教育可看作一个系统，或者一个相互联系的要素网络。新冠肺炎疫情所引发的变化已经引起人们对教育、卫生和社会之间关系的关注，看似不同的领域却又有所联系。以价值观、教学法和目标为导向，利用系统思维来发展学习规范。