Product by CoSN （The Consortium for School Network）美國學(xué)校網(wǎng)絡(luò)聯(lián)合會

《基礎(chǔ)教育創(chuàng)新驅(qū)動力報告》是繼《地平線報告（基礎(chǔ)教育版）》后推出的國際教育信息化發(fā)展的重要參考報告，報告發(fā)布方美國學(xué)校網(wǎng)絡(luò)聯(lián)合會（CoSN）為《地平線報告》發(fā)布方美國新媒體聯(lián)盟的原有合作伙伴，致力于為基礎(chǔ)教育及學(xué)前領(lǐng)域的教育技術(shù)從業(yè)者提供團隊、知識和專業(yè)發(fā)展服務(wù)，助力創(chuàng)建和發(fā)展更有吸引力的學(xué)習(xí)環(huán)境。

2022 TOP 3 TECH ENABLERS

DIGITAL COLLABORATION ENVIRONMENTS

Digital systems， tools， technologies， connectivity， and pedagogy that enable high levels of collaboration and support on line and in-person learning. Digital Collaboration Environments include both synchronous and asynchronous communication tools — platforms that allow multi-user， virtual communications， whether across the room or across the globe. These environments may be tailor-made for education but are often designed for broader use （for example， video call technologies）.

UNTETHERED BROADBAND & CONNECTIVITY

Ubiquitous broadband Internet and the underlying technologies that enable robust connected learning – without requiring devices to be physically connected （via cables， for example）. These technologies enable mobility and learning anytime， anywhere.

ANALYTICS & ADAPTIVE TECHNOLOGIES

Open digital technologies that collect and use data related to teaching and learning. Analytics refers to the process of analyzing data collected about student learning and the opportunity to leverage data to inform instructional decision making. Adaptive technologies are tools that adapt to the student based on their interactions with the technology. These adaptations could be in the form of suggesting next steps， providing remediation， controlling pacing， or providing feedback based on analysis of the student's performance.

ENABLER

DIGITAL COLLABORATION ENVIRONMENTS

Digital Collaboration Environments have now topped our Advisory Board’s top Tech Enablers list for three years in a row. This long-standing run as a top Tech Enabler reflects how these environments flexibly support teaching and learning and their power to enable agility as schools shift between in-class， remote， and hybrid learning models.

Before the pandemic， there was a long period of growth of alternative learning models that relied on digital platforms. This allowed the use of Digital Collaboration Environments to balloon during the pandemic， as education systems around the globe scrambled to rapidly transition to hybrid or remote learning.

But in order to unleash the full power of these environments， we must focus on collaboration and optimize the experience in the environments. For example， some educators are expanding collaborative scenario-based learning and speculative storytelling using the built-in whiteboard features. Effective collaboration allows educators to facilitate feedback loops， increase engagement， leverage peer interdependence to increase performance， build social skills， and promote higher-level thinking.

These powerful Digital Collaboration Environments will grow evermore essential as the state of the world grows evermore unpredictable.

“When moving to a hybrid or online model， we traveled back in time and used the traditional methods in our online environments， neglecting the methodological innovations. Let’s think ahead and be prepared for any future scenario， not just considering the actual school， but what we think the future of learning will be.”（ David Vidal， Seville， Spain）

TIPS & RECOMMENDATIONS FROM THE ADVISORY BOARD

THINK FORWARD FOR YOUR STUDENTS’ FUTURE

“Lean into the future by adopting mindsets and collaborative practices that will build the future-ready learning environments our students need to thrive and face their world with future-facing ideas， knowledge and skills” （Mary Lang， Los Angeles County Office of Education， California， U.S.）.

IT’S NOT ABOUT “IN-PERSON” VS.“ONLINE” — IT’S ABOUT LEARNING

“Create experiences for students ... go beyond the text/workbook/small group learning” （Michael Lambert， True North School， Hanoi， Vietnam）.

STAY FOCUSED ON IMPACTFUL USES OF TECHNOLOGY

Advisory Board Member Kate Crawford （Fayette County Public Schools， Georgia， U.S.） is concerned about a loss of innovative instructional gains made by teachers during the shift to virtual， which could result from criticism that technology is now being overused. She recommends avoiding “throwing the baby out with the bathwater” and taking a closer look at how the tools and resources are being utilized.

SHIFT MINDSET FROM “GO LIVE” TO “GO ANYWHERE”

Partnering more closely with your IT team will allow you to move deeply into the full user adoption and optimization journey.

譯文

2022年排名前三的技術(shù)驅(qū)動

數(shù)字協(xié)作環(huán)境

數(shù)字系統(tǒng)、工具、技術(shù)、連接性和教學(xué)法，可實現(xiàn)高水平的協(xié)作并支持在線和面授學(xué)習(xí)。數(shù)字協(xié)作環(huán)境包括同步和異步通信工具，這些平臺允許在一個房間內(nèi)或全球范圍內(nèi)的多用戶協(xié)作和虛擬通信。這些環(huán)境看似是為教育量身定制的，但通常是為更廣泛的用途而設(shè)計（例如視頻通話技術(shù)）。

不受限制的寬帶和網(wǎng)絡(luò)連接

無處不在的寬帶互聯(lián)網(wǎng)和底層技術(shù)為學(xué)習(xí)提供“無限”的網(wǎng)絡(luò)連接，甚至無需物理連接設(shè)備（例如網(wǎng)線），這些技術(shù)讓隨時隨地學(xué)習(xí)成為可能。

分析和自適應(yīng)技術(shù)

開放數(shù)字技術(shù)指收集和使用與教學(xué)和學(xué)習(xí)相關(guān)的數(shù)據(jù)技術(shù)。分析技術(shù)是指分析有關(guān)學(xué)生學(xué)習(xí)數(shù)據(jù)的過程，以及利用數(shù)據(jù)為教學(xué)決策提供信息的可能性。自適應(yīng)技術(shù)是根據(jù)學(xué)生與技術(shù)的交互而適應(yīng)學(xué)習(xí)的工具或技術(shù)。這些技術(shù)的應(yīng)用可以為學(xué)生提供學(xué)習(xí)建議、補救方案，從而有效控制學(xué)習(xí)節(jié)奏，或依據(jù)學(xué)生的表現(xiàn)，分析并提供及時反饋等。

技術(shù)驅(qū)動

數(shù)字協(xié)作環(huán)境

數(shù)字協(xié)作環(huán)境已連續(xù)三年被咨詢委員會推選為技術(shù)驅(qū)動應(yīng)用的榜首。這反映了數(shù)字協(xié)作環(huán)境作為首要技術(shù)驅(qū)動，長期在支持教師的教與學(xué)生的學(xué)方面具有很高的靈活性，在傳統(tǒng)課堂、遠(yuǎn)程教學(xué)和混合學(xué)習(xí)模式間也具有極強的轉(zhuǎn)換能力。

在新冠肺炎疫情暴發(fā)之前，基于數(shù)字平臺的輔助學(xué)習(xí)模式已經(jīng)在持續(xù)地增長。這使得數(shù)字協(xié)作環(huán)境的應(yīng)用在疫情期間激增，因為全球教育系統(tǒng)必須迅速地從線下教學(xué)過渡到混合或遠(yuǎn)程學(xué)習(xí)模式。

但為了釋放數(shù)字協(xié)作環(huán)境的全部力量，我們必須專注于師生協(xié)作，并優(yōu)化環(huán)境使用中的用戶體驗。例如，有些教育工作者正在使用內(nèi)置的白板功能擴展基于場景的協(xié)作學(xué)習(xí)和啟發(fā)性故事的講述。有效的協(xié)作能促進教育工作者的反饋頻次，增加參與度，利用同伴相互激勵來提高績效，培養(yǎng)社交技能并促進更高層次的思維能力。

隨著世界狀況變得越來越不可預(yù)測，強大的數(shù)字協(xié)作環(huán)境將變得越來越重要。

“當(dāng)轉(zhuǎn)向混合或在線學(xué)習(xí)模式時，我們似乎在在線環(huán)境中繼續(xù)使用傳統(tǒng)課堂上使用的方法，而忽略了教學(xué)方法的創(chuàng)新。當(dāng)我們提前設(shè)想未來課堂方案并做好準(zhǔn)備時，不僅要考慮當(dāng)下的教學(xué)任務(wù)，還要考慮未來的學(xué)習(xí)情況?！保―avid Vidal，西班牙塞維利亞）

咨詢委員會的提示和建議

為學(xué)習(xí)者的未來著想

“我們要采用面向未來的思維方式和協(xié)作實踐來構(gòu)建面向未來的學(xué)習(xí)環(huán)境，因為學(xué)習(xí)者需要掌握面向未來世界的理念、知識和技能?！保∕ary Lang，洛杉磯縣教育辦公室，美國加利福尼亞州）

不是關(guān)于“面授”或“在線”——而是關(guān)于學(xué)習(xí)

“為學(xué)習(xí)者等創(chuàng)造超越文本或課堂筆記或小組學(xué)習(xí)的真實體驗！”（Michael Lambert， True North School，越南河內(nèi)）

持續(xù)關(guān)注技術(shù)的有效應(yīng)用

咨詢委員會成員Kate Crawford（費耶特縣公立學(xué)校，美國喬治亞州）擔(dān)心當(dāng)下對過度使用技術(shù)的批判會讓教師在向虛擬教學(xué)轉(zhuǎn)變過程中失去創(chuàng)新的教學(xué)成果。她認(rèn)為，既要避免“把嬰兒和洗澡水一起倒掉”，也要仔細(xì)研究工具和資源的使用情況。

將思維從“上線”轉(zhuǎn)變?yōu)椤叭ト魏蔚胤健?/p>

與你的IT團隊更緊密地合作，能夠促進自己進一步融入深度用戶采用和創(chuàng)新應(yīng)用之中。