譯题：基础教育创新驱动力报告——2022挑战篇+趋势篇（一）

Product by CoSN （The Consortium for School Network） 美国学校网络联合会

《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。

INTRODUCTION

CoSNs Driving K-12 Innovation initiative proudly convenes an international Advisory Board of more than 100 education and technology experts to select the most important Hurdles （challenges）， Accelerators （mega-trends）， and Tech Enablers （tools） Driving K-12 Innovation for the year ahead. The Advisory Board engages in online discussions and surveys to select the top themes in each category that are transforming teaching and learning.

2022 TOP 3 HURDLES

1.SCALING INNOVATION & INERTIA OF EDUCATION SYSTEMS

Whether it be practices for effective teaching and learning， organizational business processes， or technology usage， school systems are challenged to engage in and effectively scale innovation — adapting what is working well and scaling it out across a school， district， or state/country. During the pandemic， the education system as we knew it experienced seismic opportunities for change when learning went fully remote; yet， in many school systems， there is now an even greater pull back to the familiar pre-pandemic models of education. This highlights inertia in education that resists change： a complex system that reinforces past practices and discourages innovation. This Hurdle reflects both the resistance to change present within many schools and the education and social systems that permeate schools and exert pressure against change， as well as the need to expand what is working to a larger scale.

2.ATTRACTING & RETAINING EDUCATORS AND IT PROFESSIONALS

Outdated hiring practices and keeping school staff are significant problems for school systems and countries. Many educators and IT staff are exhausted. Contributing factors for educators include the absence of serious professional development opportunities， limited growth paths， and low salaries. For IT professionals， there are the added stressors like limited IT leadership and staff support， longer hours， and minimal IT leadership preparation programs — in addition to low pay compared with private companies who can offer higher salaries， flexible work schedules， and more time off.

3.DIGITAL EQUITY

Digital equity includes three interrelated components： digital foundations， conditions for learning， and meaningful learning opportunities. This Hurdle encompasses more than equitable access to quality digital technologies such as high-speed internet and powerful computing devices both inside and outside school. It also includes ensuring that：

？誗students have the knowledge and skills to use technology in the service of learning;

？誗they interact with robust and accessible content and programs;

？誗students and their identities are represented with and by the technologies themselves;

？誗and that they experience meaningful opportunities that empower them as learners.

2022 TOP 3 ACCELERATORS

1.PERSONALIZATION

Personalized learning happens when the learner directs aspects of learning. This includes teachers shaping the teaching and students directing the learning in ways that honor the variability of learners needs， interests， assets and strengths， including pace， pathways， strategies， and demonstration of mastery of comprehensive knowledge/skills. It encompasses a constellation of strategies that collectively ensure that learning focuses on whole child development， is personalized to each childs unique needs and interests， and takes a mastery-based approach.

2.BUILDING THE HUMAN CAPACITY OF LEADERS

When leaders — formal and informal， regardless of title or rank — take action to strengthen the professional community of their schools and lead with a strategic vision， they open the door to innovative practices that can enhance student experiences. It is essential to provide educators and all K-12 professionals with opportunities to learn and master new skills， and to actively craft a culture that recognizes and fosters leadership across the organization.

3.SOCIAL & EMOTIONAL LEARNING

A core function of education is building skills and understanding for mental， social， and emotional wellbeing， including empathy， grit， persistence， flexibility， and adaptability. These qualities shape mindsets and enhance successful learning， collaboration， problem-solving， and civic responsibility. Yet， in the face of remote learning and the adaptations necessitated by the COVID-19 pandemic， many learners， families， and educators are experiencing tremendous anxiety， loneliness， mental stress， trauma， and grief. In this moment， educators are challenged to think about how Social Emotional needs are enhanced or diminished with varying uses of technology and reimagine school norms to better enable the wellbeing of staff， learners， and parents/guardians.

譯文

简介

美国学校网络联合会（CoSN）“基础教育创新驱动力”项目召集了一个由100多名教育和技术专家组成的国际咨询委员会，选择未来一年驱动基础教育创新的最重要的挑战、趋势和技术工具。咨询委员会通过在线讨论和调查，在每个类别中选择改变教学和学习的首要主题。

2022年排名前三的挑战

1.规模创新和教育系统的保守

无论是有效的教学实践、组织业务流程，还是技术使用，学校系统都面临着参与并有效扩展创新的挑战——将运行良好的模式在学校、地区或州（国家）范围内扩展。在疫情期间，我们过去所熟知的教育系统面临用远程的方式开展教学这一挑战，这也是大家都面临的巨大机遇。然而，在许多学校系统中，人们已经回归到疫情前的教育模式。这凸显了教育抵制变革的惯性：一个复杂的系统强化了过去的做法，阻碍了创新。这一挑战既反映了许多学校对变革的抵制，也反映了教育和社会体系渗透到学校的阻力以及对变革所施加的压力。此外，还需要将那些已经发挥作用的应用扩大到更大范围。

2.吸引和留住教育工作者以及IT专业人士

对学校系统和国家来说，过时的招聘做法和留住教职员工面临重大挑战。许多教育工作者和负责IT事务的职工都感觉精疲力竭。对教育工作者造成影响的因素包括缺乏正式的职业发展机会、有限的成长路径和低工资等。对IT专业人士来说，还有一些额外压力，比如有限的IT领导力和团队支持、更长的工作时间和极少的IT领导力储备项目——此外，与原本的低工资相比，私营公司可以提供更高的工资、灵活的工作时间和更多的休假时间。

3.数字权益

数字权益包括三个相互关联的要素：数字基础设施、学习条件和有意义的学习机会。这一挑战不仅包括同等获得高质量的数字技术的机会，如高速互联网和强大的校内外计算设备，还应包括如下内容。

？誗学生具备应用技术为学习服务的知识和技能;

？誗他们可以与强大且可访问的内容和程序交互;

？誗学生和他们的特点可以通过技术本身展现出来;

？誗作为学习者，可以体验到有意义的学习机会，助力更有效的學习发生。

2022年排名前三的趋势

1.个性化学习

个性化学习发生在学习者管理学习的各个方面。这涉及教师采取的教学方式和学生管理学习的方式，尊重学习者需求、兴趣、资质和优势的差异性，譬如采用不同的进度、路径、策略以及对掌握知识或技能的综合设计等。它还应包括一系列共同的策略以确保关注所有儿童学习的发展，个性化、专业化地针对每个儿童的独特需求和兴趣。

2.培养管理者的领导力

当管理者——无论是正式的还是非正式的，不管头衔或级别——具有战略视野，采取加强学校专业团队建设的行动时，他们就为那些可以增强学生体验的创新实践打开了大门。必须要为教育工作者和所有基础教育领域的专业人士提供学习和掌握新技能的机会，并积极打造一种在组织内部认可和培养领导力的文化。

3.社会情感学习

教育的一个核心功能是培养心理、社会化和情感健康的能力及共情，包括同理心、勇气、毅力、灵活和适应性。这些品质塑造了人们的心态，促进了成功的学习、协作、解决问题和公民责任感。然而，面对远程学习和必须适应新冠肺炎疫情的情况，许多学习者、家庭和教育工作者都经历了极大的焦虑、孤独、精神压力、创伤和悲伤。在这一时刻，教育工作者面临的挑战是思考社会情感需求如何随着技术的不同应用而增加或减少，如何重新构建学校规范以更好地促进教职员工、学习者和家长（监护人）的福祉。