译题：基础教育创新驱动力报告——2022挑战篇+趋势篇（四）

Product by CoSN （The Consortium for School Network） 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。

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.）.

译文

趋势

培养管理者的领导力

咨询委员会成员Ed Snow（来自美国威斯康星州公共教育部）认为，我们需要开始投资人力资源基础建设工程。“如果我们想要改变教育，我们希望教育工作者和学生间建立更多的伙伴关系，那么就必须投资人力资源的基础建设工程。”

除了组织结构和人力资源基础建设工程的变化之外，我们还必须考虑现有的生态系统以及它们对所有人的益处。Betty Garcia-Hill（惠普，美国得克萨斯州）说：“与其考虑碎片化的、分散的各项技术，不如考虑如何将关键的技术整合到一个强大的生态系统中，从而简化学生和教师的工作流程，以便他们可以专注于有意义的协作和学习。作为领导者，我们可以确保生态系统的安全、可共同协作的方式和有深度的数字集成。”

来自咨询委员会的提示和建议

承认教育工作者推动教育的能力

“新冠肺炎疫情已经证明了教育系统和教师个人在没有特别支持的情况下，具备快速适应和创新地使用教育技术的能力，这颠覆了几十年来教师需要由教育技术专家指导才能应用教育技术的信念。”（Jason Zagami，格里菲斯大学，澳大利亚黄金海岸）

专注于实现适应性、响应性变革

为学校领导者提供变革管理和系统转型方面的培训和支持。与项目经理或技术娴熟的社区成员协作，通过适当的规划、迭代和前瞻性行动来保持前进。开发一个具有灵活性并最能支持迭代改进的组织结构，将零散的改革计划转变为持续的适应和调整。

为战略思想领导力创造时间和空间

“教育工作者和学校系统的领导者不知所措，陷入了支持学生和教学所需的日常细节中。”（Frankie Jackson，得克萨斯州教育技术领导者，美国得克萨斯州）学校系统需要为教育工作者创造空间，让他们深度参与领导力的有关工作。

培养在线实践社区

教育工作者可以使用协作式数字平台在学校内、跨系统、跨学科和年级以及全球范围内进行联结。使用协作平台参与、了解和培育好的教育实践，教育工作者可以持续找到并分享新颖的、有效的实践方法。

社会情感学习

毫无疑问，疫情的蔓延迫使我们需要解决学生及教师的社会情感福祉问题。在这期间，几乎所有学生的心理健康都遇到了一些挑战，许多人失去了获得校本服务和支持的机会。

Liz MillerLee（ISTE，美国华盛顿特区）解释说：“我们可以（并且必须）通过政策干预来更好地支持和留住教师，通过有意义的专业发展帮助教师使用新技能和工具来支持学生的身心健康和学习，通过改善基础设施，帮助教育工作者更好地了解学生的处境以及学生的需求。”

来自咨询委员会的提示和建议

社会情感学习需要成为文化的一部分

“社会情感学习应该是我们学校文化的一部分，而不仅仅是一个倡议。在我之前工作的一所学校，我们能够将特定的社会情感学习准则嵌入到日常实践中，包括在教室和家长社区。一些中层领导者参与特定的社会情感学习培训，亲自测试（为社会情感学习播种），可以促进社会情感学习在学校（包括家长社区）内最大限度地实施，这是很好的。”（Daniela Silva，运动教育，新加坡）

技术选择标准应包括安全和健康

除了优先考虑安全和隐私之外，基于应对疫情的经验，在审查和使用技术时需要考虑学生的安全和健康。此外，更多地使用那些支持社会情感福祉的技术，需要更加严格地处理和共享数据。

社会情感学习面向整个系统

“在一個回归‘正常’的世界里，人们倾向于考虑学习差距，而忘记了社交和情感需求是第一位的。如果学习者没有安全感和幸福感，就没有能力应对学术挑战。父母呢？教师呢？教育领导者呢？社会情感学习是个系统性问题。”（Norton Gusky，NLG咨询公司，美国宾夕法尼亚州）

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