Driving K-12 Innovation： 2021 TECH ENABLERS（Ⅱ） 譯題 《基礎教育創新驅動力報告——2021技術驅動篇》（二）

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

《基礎教育創新驅動力報告》是繼《地平線報告（基礎教育版）》后推出的國際教育信息化發展的重要參考報告，報告發布方美國學校網絡聯合會（CoSN）為《地平線報告》發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者提供團隊、知識和專業發展服務，助力創建和發展更有吸引力的學習環境。

Spotlighting Three Tech Enablers

Digital Collaboration Environments

Digital Collaboration Environments is a broad term that encompasses systems， tools， broadband connectivity， and practices for online collaboration—including synchronous and asynchronous communication tools. In light of the COVID-19 pandemic， these environments are more essential than ever as most interactions are digitally-mediated. For example， at Herning Gymnasium in Denmark， educators have integrated their learning management system （LMS）， administrative systems， and collaborative documents platform to create a digital collaboration environment.

Recommendations from the Advisory Board

Humanize digital environments. Use technology in service of learning， fostering human connection， furthering collaboration， and developing empathy and social emotional learning in the digital environment.

Identify what has worked this year in terms of synchronous and asynchronous learning—including failures and successes—and build on those experiences. Involve students， teachers， administrators， families， and staff in creating the future of learning in their school system.

Select tools intentionally， prioritizing learning， student safety， equitable access， security， and data privacy. Its important to evaluate technologies—including free platforms— for compliance with the policies， standards， and laws relevant to your school system. Be intentional and attentive to how tools and systems that can connect to each other to form a cohesive environment and prioritize interoperability.

Untethered Broadband and Connectivity

Broadband connectivity is critical for many aspects of education and learning， including the use of digital collaboration environments. Untethered Internet access is also a key component of advancing Digital Equity， the top Hurdle for 2021. In Florida， St. Vincent Ferrer Catholic School provides loaner iPads and IT support to students as needed. The pandemic has not only accelerated the need for devices and hotspots but also the importance of information technology support as families and educators struggle to navigate this new way of learning.

Recommendations from the Advisory Board

Prioritize 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.

Engage in efforts to ensure ubiquitous broadband Internet. Find out what universal broadband efforts are underway in your district， city， or state/country. Identify organizations engaged in this work. Partner with various levels of government， higher education institutions， private sector groups， industry， and community organizations to understand the challenges in your area and enact a community-wide connectivity strategy.

Empower educators， students， and families with the skills and knowledge to effectively use Internet-connected tools and devices. Invest in professional development and communities of practice around using Internet-connected technology for learning.

Blended Learning Tools

Blended Learning Tools include technologies， teaching and curriculum approaches， and norms that enable learning through a mix of in-person and virtual formats. These tools can transform learning， enabling greater flexibility， access， and personalization. Yet challenges of equity， data privacy， professional development， and digital literacy remain for many seeking to embrace blended learning tools.

Recommendations from the Advisory Board

Adopt blended learning tools， focusing on student learning. Start with the reasons for adopting blended learning tools. Select， implement， and support blended learning tools that enable student learning and align with pedagogy.

Provide flexible learning environments. Leverage blended learning tools to provide families and learners with options for how and where students learn. These technologies enable remote and hybrid learning， as well as in-person and physically distanced education. These tools can also support personalization and learner autonomy.

Support stakeholders in using technology. Provide training and resources to develop the technical skills and digital literacy of educators， families， and students. Support educators with time， processes， and expectations to set them up for success. Invest in human infrastructure， technical staff and services to support the implementation and ongoing use of selected digital collaboration tools.

Prioritize access， equity， and data privacy in the selection， implementation， and ongoing use of blended learning tools.

聚焦三大技術驅動因素

數字協作環境

數字協作環境是一個廣泛的術語，包括系統、工具、寬帶連接和在線協作實踐，包含同步和異步通信工具。鑒于新冠肺炎疫情暴發，這些環境比以往任何時候都更為重要，因為大多數相互作用都是以數字為媒介的。例如，在丹麥的海寧體育館，教育工作者已經整合了他們的學習管理系統、管理系統和協作文檔平臺，以創建一個數字協作環境。

咨詢委員會建議

數字環境人性化。在數字環境中，利用技術為學習服務，培養人際關系，促進協作，培養同理心和社會情感學習。

明確今年在同步和異步學習（包括失敗和成功的經驗）方面的工作情況，并在這些經驗的基礎上繼續努力。讓學生、教師、管理人員、家庭和其他工作人員，參與到創建學校系統未來的學習與工作中來。

有目的性地選擇工具，優先考慮學習、學生安全、公平訪問、安全和數據隱私。評估技術（包括免費平臺）對遵守與學校系統相關的政策、標準和法律非常重要。對工具和系統如何相互連接要有所留意，以形成一個有凝聚力的環境，并優先考慮互通性。

無限制的寬帶和連接

寬帶連接對教育和學習的許多方面都至關重要，包括數字協作環境的使用。不受限制的互聯網訪問也是推進數字公平的關鍵組成部分，這是2021年的最大挑戰。在佛羅里達州，圣文森特費雷爾天主教學校提供iPad出借和信息技術支持服務，以滿足學生需要。疫情不僅加速了對設備和熱點的需求，而且在家庭和教育工作者努力駕馭這一新的學習方式之際，信息技術支持的重要性也日益凸顯。

咨詢委員會建議

優先考慮數字權益。數字公平包括三個相互關聯的組成部分：數字基礎、學習條件和有意義的學習經歷。這一微妙的挑戰不僅僅包括公平地獲得高質量的數字技術，如高速互聯網和校內外強大的計算設備。

努力確保寬帶互聯網無處不在。了解您所在地區、城市或國家（州）正在進行什么寬帶普及服務。明確參與此工作的組織。與各級政府、高等教育機構、私營部門團體、工業和社區組織合作，了解您所在地區面臨的挑戰，并制定一項全社區的聯通戰略。

力爭讓教育工作者、學生和家庭具備有效使用互聯網連接工具和設備的技能和知識。圍繞使用互聯網連接技術進行學習，投資專業發展和實踐社區。

混合學習工具

混合學習工具包括技術、教學和課程方法，以及能夠通過面對面和虛擬形式的混合進行學習的規范。這些工具可以改變學習，實現更大的靈活性、可訪問性和個性化。然而，對于許多尋求采用混合學習工具的人來說，公平、數據隱私、專業發展和數字素養等方面的挑戰仍然存在。

咨詢委員會建議

采用混合學習工具，注重學生學習。從采用混合學習工具的原因開始，選擇、實施和支持混合學習工具，使學生能夠學習并與教學法保持一致。

提供靈活的學習環境。利用混合學習工具為家庭和學習者的學習方式和地點提供選擇。這些技術支持遠程和混合學習，即面對面教學和物理上的遠程教育。這些工具還可以支持個性化和自主學習。

支持利益相關者使用技術。提供培訓和資源，以培養教育工作者、家庭和學生的技術技能和數字素養。為教育工作者提供時間、流程和期望目標，以幫助他們取得成功。投資人力基礎設施、技術人員和服務，以支持所選數字協作工具的實施和持續使用。

在選擇、實施和持續使用混合學習工具時，優先考慮訪問、公平和數據隱私等問題。