Driving K-12 Innovation

【譯題】基礎教育創新驅動力報告——2019挑戰篇（三）

Poduct by CoSN （Consortium for School Networking）

美國學校網絡聯合會

SPOTLIGHTING TWO HURDLES TECHNOLOGY AND THE FUTURE OF WORK（Ⅱ）

This hurdle pushes educators to start thinking now about what emerging technologies mean for education. Artificial intelligence （AI）， “deep learning” and robotics are among the game-changing technologies that are beginning to alter the nature of work and， thus， workforce demands. While schools clearly face many hurdles in preparing students with skills they need to succeed today， emerging technologies could bring even steeper challenges for educators.

1.Exploring the Challenge

The World Economic Forum jolted people’s attention with a 2016 report， The Future of Jobs， which asserted that we are at the beginning of a Fourth Industrial Revolution. Even the short-term technological drivers of this new era—those making an impact by 2020—are stunning：

Mobile and internet cloud technology

Advances in computing power and Big Data

New energy supplies and technologies

The Internet of Things （IoT）

Crowdsourcing， the sharing economy and peer-to-peer platforms

Advanced robotics and autonomous transport

Artificial intelligence and machine learning

Advanced manufacturing and 3D printing

Advanced materials， biotechnology and genomics

Demographic and socioeconomic shifts， such as changing work environments and flexible working arrangements， also are “expected to have a significant impact on jobs， ranging from significant job creation to job displacement ... and widening skills gaps.”Whole new categories of jobs， occupations and skill sets are emerging， “requiring an urgent and concerted effort for adjustment.”

The challenge for educators， then， is to anticipate and develop skill sets that will stand the test of time. Giving students ample opportunities to practice with emerging technologies could stir their interest and excitement about designing tomorrow’s technologies. Tying these tools to real-world and deep learning outcomes is essential.

2.Imagining the Potential

Next-generation technologies are already making their way into many industries. AI has the potential to micro-personalize learning with perceptive， adaptive digital tutors and enliven learning experiences with mixed reality， augmented reality and virtual and artificial reality technologies， for example. With technologies like these， educators will be able to design learning environments that mimic working environments and partner more easily with employers to provide students with authentic， virtual learning opportunities.

For teachers and administrators， next-generation technologies could support pedagogy， assist with classroom management and rote tasks， and offer granular insights into student learning and needs. Educators are expected to be able to spend more time on their core work： teaching， learning and in-person interactions with students.

Emerging technologies also will shift educational measurement to match 21st century skills， according to a Brookings Institution series on educational measurement. “Stealth assessments” can be embedded into platforms， tools and learning environments， such as digital games with realistic scenarios that build both complex skills and content knowledge. Educators also can leverage new technologies to capture and analyze process data， as students interact in digital environments， to discover how students are learning in the moment.

3.Surmounting the Challenge

Unlike most hurdles， it will take time to fully grasp how next generation technologies will change the future of work and education. For now， the Advisory Board recommends paying attention to developments in this arena and starting to discuss how emerging technologies will impact：

life and work and what that means for preparing students for a happy and productive future life in that world （the “what” of education）;

education through digital learning materials and environments， analyzing learning behavior， interactions between learners and individual learning experiences for each learner （the “how” of education）.

4.Additional Resources

A Future Ready project to develop a framework for identifying， developing， collecting evidence of and evaluating key attributes of future-ready learners. Collaboration， creativity， personal learning， problem solving and global sustainability and other attributes for which there is historical research.

Ask About AI： The Future of Work and Learning， a 2017 report that provides a sharp primer on AI， summarizes the public policy issues， offers ways for educators to prepare and provides a robust list of resources.

譯文

聚焦兩大核心挑戰挑戰二：技術與未來的工作

這一挑戰促使教育工作者開始思考新興技術對教育意味著什么。人工智能（AI）、深度學習和機器人技術是顛覆性技術，這些技術改變了工作性質，從而改變勞動力需求。顯然，學校在培養學生今后就業所需要的技能方面面臨許多困境，而新興技術可能會給教育工作者帶來更嚴峻的挑戰。

1.探索挑戰

世界經濟論壇通過2016年的報告《未來的就業》吸引了人們的注意力，該報告斷言我們正處于第四次工業革命的開端。即使是這個新時代的短期技術驅動因素，即影響2020年的驅動因素，也十分令人驚嘆：

移動和互聯網云技術

超級計算和大數據

新能源供應和技術

物聯網（IoT）

眾包、共享經濟和點對點平臺

先進的機器人和自動運輸

人工智能和機器學習

先進制造和3D打印

先進材料、生物技術和基因組學

人口和社會經濟變化，例如改變工作環境和靈活的工作安排，也“將會對就業產生重大影響，從創造大量就業崗位到出現裁員……以及擴大技能差距”。全新的工作、職業和技能類別正在興起，“需要緊密協作去應對”。

因此，教育工作者面臨的挑戰是預測和發展那些經得起時間考驗的技能類別。為學生提供充分的新興技術實踐機會，可以激發他們對設計未來技術的興趣和激情。將這些工具與現實世界和深度學習成果聯系起來至關重要。

2.激發潛能

新生代技術通過自己的方式已經進入到很多行業。例如，人工智能具有微觀個性化學習的潛能，可以通過混合現實、增強現實以及虛擬現實技術，為學習者提供靈敏的自適應輔導和活躍的學習經驗。借助這些技術，教育工作者將能設計出模仿工作環境的學習環境，并與雇主更輕松地合作，為學生提供“真實的”虛擬學習機會。

對教師和管理人員來說，新生代技術可以支持教學法，協助處理課堂管理和“死記硬背”式任務，并為學生的學習和需求提供具體指導。教育工作者可將更多時間花在他們的核心工作上：教學、學習和與學生的面對面互動。

根據布魯金斯學會關于教育測量的系列報告，新興技術也將改變教育測量，以匹配21世紀的技能。“隱形評估”可以嵌入到平臺、工具和學習環境中，例如，具有構建復雜技能和知識內容的現實場景的數字游戲。當學生在數字環境中互動時，教育工作者還可以利用新技術捕獲和分析過程中的數據，從而發現學生當前的學習路徑。

3.克服挑戰

與大多數挑戰不同，探索新生代技術將如何改變工作和教育的未來需要時間。目前，咨詢委員會建議關注這一領域的發展，并開始討論新興技術將如何產生影響：

生活和工作，意味著為學生做好準備，在未來世界快樂而富有成效地生活（教育的“內容”）;

通過數字化學習材料和環境進行教育，分析學習行為、學習者之間的互動以及學習者的個人學習經驗（教育的“方式”）。

4.拓展資源

“面向未來項目”旨在開發一個框架，用于識別、開發、收集并評估面向未來學習者的關鍵特征：協作、創造力、個性化學習、解決問題能力和全球可持續性以及其他相關歷史研究的特征。

2017年的這份報告——《對話人工智能：工作和學習的未來》，提供了關于人工智能的精彩見解，總結了公共政策問題，為教育工作者提供了應對之法，并提供了強大的資源清單。