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。

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.

聚焦三大技术驱动因素

数字协作环境

数字协作环境是一个广泛的术语，包括系统、工具、宽带连接和在线协作实践，包含同步和异步通信工具。鉴于新冠肺炎疫情暴发，这些环境比以往任何时候都更为重要，因为大多数相互作用都是以数字为媒介的。例如，在丹麦的海宁体育馆，教育工作者已经整合了他们的学习管理系统、管理系统和协作文档平台，以创建一个数字协作环境。

咨询委员会建议

数字环境人性化。在数字环境中，利用技术为学习服务，培养人际关系，促进协作，培养同理心和社会情感学习。

明确今年在同步和异步学习（包括失败和成功的经验）方面的工作情况，并在这些经验的基础上继续努力。让学生、教师、管理人员、家庭和其他工作人员，参与到创建学校系统未来的学习与工作中来。

有目的性地选择工具，优先考虑学习、学生安全、公平访问、安全和数据隐私。评估技术（包括免费平台）对遵守与学校系统相关的政策、标准和法律非常重要。对工具和系统如何相互连接要有所留意，以形成一个有凝聚力的环境，并优先考虑互通性。……