Driving K-12 Innovation：2022 HURDLES + ACCELERATORS（Ⅱ）

譯題：基礎教育創新驅動力報告——2022挑戰篇+趨勢篇（二）

Product by CoSN （The Consortium for School Network） 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。

HURDLES

SCALING INNOVATION & INERTIA OF EDUCATION SYSTEMS

In March 2020， education systems around the globe were forced to pivot， adapt， and scale to continue educating K-12 students during a global pandemic. And while the effects of this ongoing， monumental disruption — and the exceptional work of educators who rapidly adapt to meet the challenges it presents — will be felt for years to come， many school systems are eager to return to familiar pre-pandemic models of education. This shines the spotlight on inertia in education — a system that drags its feet when it comes to change， reverting to the familiar and halting innovation in its tracks.

TIPS & RECOMMENDATIONS FROM THE ADVISORY BOARD

FOCUS ON THE LEARNING PROCESS

“The learning process deserves as much， if not more， attention than the learning objectives. It is also important to consider future-ready competencies of students. Classroom instruction should be learner-centered and equity-based by design. Focusing on a growth mindset helps ensure that progress is made and monitored. Developing a learner mindset is aided by providing learners with feedback and the opportunity to reflect on learning”（Kelly May-Vollmar， Desert Sands Unified School District， California， U.S.）.

LEVERAGE EXISTING WISDOM ABOUT CHANGE

Design changes and rollouts in your school system that support your population. Consider leveraging：

？誗professional learning that is effective， experiential， and actionable;

？誗data analytics to explore what is working， where， and for whom to determine how to best scale out exemplar practices;

？誗participant design that includes teacher and student voice， enabling agency and increasing engagement;

？誗and existing assets and strengths of teachers through dynamic communities of practice supported with digital collaborative platforms.

DEVELOP A PLAN FOR INNOVATION SUSTAINABILITY

School systems must be prepared with an evidence-informed， data-driven iterative plan to：

？誗scale out innovation so that it becomes sustainable programmatic elements of schooling;

？誗provide ongoing professional development oppor-tunities around innovation;

？誗define ways to measure the impact of innovations so there is support for sustaining them;

？誗and maintain the edtech items and infrastructure of innovation projects， and plan for the ownership and future funding of these components.

Additionally， revisit your existing strategic planning approaches and move away from the usual annual rote exercise. For example， learning that can build the capacity of distributed leadership with futures thinking， data-aware scenario planning and user-centered design.

CONTINUE TO MAKE INFRASTRUCTURE CHANGES

Michael Lambert （True North School， Hanoi， Vietnam） suggests making small-scale changes to your infrastructure on a yearly basis， which allows you to stay current with the new tech devices. “Try to keep at a ‘prototype’ scale，” said Lambert. “There are drawbacks， but we see this as a viable solution.”

ATTRACTING & RETAINING EDUCA-

TOR AND IT PROFESSIONALS

The pandemic has been hard on all involved in the education system， from leadership to parents to students. For educators and IT professionals， the mental， physical， emotional， and financial burdens endured have been great. This has resulted in a number of teachers considering leaving the profession more than pre-pandemic years and more educators entering school systems with fewer certifications.

TIPS & RECOMMENDATIONS FROM THE ADVISORY BOARD

CONSIDER A GROWTH PATH FOR STAFF

Provide staff with opportunities for growth. “We allow them to explore areas of interest in the tech sector and engage with those types of projects during their day，” said David Quinn （Mendon-Upton Regional School District， Massachusetts， U.S.）.“We also actively discuss their growth trajectory， providing internal pathways when possible and encouraging them to explore other positions if they better meet their career goals. We want our district to develop a reputation where people we hired speak well of their experience and grow professionally due to being here.”

CREATE A POSITIVE ORGANIZATIONAL CULTURE

A positive internal culture does wonders： educators stay when the culture is dynamic， safe， and encouraging; when the work is missional; and when there are opportunities to innovate in impactful ways.

HAVE A TECHNOLOGY PLAN

The creation of a technology plan helps IT professionals to better understand what their role is and the budget is for the plan’s implementation. In alignment with your organizational strategic plan， create a system-aligned， regularly-tuned portfolio of programs， initiatives， and services to prioritize work and ensure the best use of peoples’ talents and time.

譯文

挑戰

規模創新與教育系統的保守

2020年3月以來，因疫情暴發，為了保障基礎教育“停課不停學”，全球各地的教育體系不得不面臨變革、調整并保持相應規模。這種影響持續存在，而且意義深遠。未來幾年，教育者們為迅速應對挑戰所開展的杰出工作將被感受到。許多學校希望恢復到疫情前熟悉的教育模式。這是由于教育系統固守的習慣造成的——這凸顯了教育自身的保守，當變化開始時，教育系統裹足不前，希望回到熟悉的環境中，并拒絕創新。

咨詢委員會的提示和建議

關注學習過程

“學習過程同學習目標一樣值得關注，同樣重要的是要考慮學生對未來的準備能力。課堂教學的設計應該以學習者為中心，以公平為基礎。要注重學習者思維模式的形成，這有助于學習成效的達成和監控。可以通過向學習者提供反饋和反思學習的機會發展思維模式。”（Kelly May-Vollmar，來自美國加利福尼亞州沙漠金沙聯合學區）

運用已有的變革智慧

在學校系統中規劃改革并推出方案，為學生提供支持，并思考如何運用：

？誗專業化學習是有效的、有體驗的并且可操作的;

？誗數據分析的目的是探索什么是有效的，在哪里發生，目標對象是誰，以確定如何更好地推廣典型案例的應用;

？誗參與者設計包括聽取教師和學生的意見，如此一來效果更好，參與性更強;

？誗通過數字化協作平臺支持的動態實踐社區可以增強現有的師資資源和優勢。

制訂創新的、可持續性計劃

學校系統必須準備一個基于證據、數據驅動的迭代計劃，目的如下：

？誗擴大創新，使其成為學校教育可持續的有規劃的要素;

？誗圍繞創新提供持續的專業化發展機會;

？誗確定衡量創新影響力的方法，以支持創新;

？誗維護教育科技項目和創新項目的基礎設施，并為這些要素的所有權和未來資金做規劃。

此外，重新審視現有的戰略規劃方法，摒棄往年生搬硬套的方式。例如，通過面向未來的思考、數據感知場景規劃和以用戶為中心的設計，學習如何建立分布式領導能力。

繼續進行基礎設施改革

Michael Lambert（越南河內真北學校）建議每年對基礎設施進行一次小規模的改變，這樣就可以跟上新技術設備的發展。Lambert提出：“盡量保持住‘原型’規模。這樣做雖然有不足之處，但我們認為這是一個可行的解決方案。”

吸引和留住教育工作者和IT專業人士

從領導層到家長再到學生，這場疫情讓教育系統的所有參與者都感到緊張。對教育工作者和IT專業人士來說，他們承受著巨大的精神、身體、情感和經濟負擔。這導致許多教師在疫情的這幾年會考慮離職，而更多的人通過較少的認證就可以進入學校系統。

咨詢委員會的提示和建議

考慮員工成長的路徑

為教職工提供成長機會。David Quinn（來自美國馬薩諸塞州門頓-厄普頓學區）說：“我們允許教師探索感興趣的科技領域，并參與這些類型的項目。我們還積極討論他們的成長軌跡，在可能的情況下提供內部通道，并鼓勵他們在更好地實現職業目標的情況下探索其他職位。我們希望能夠在所在地區建立聲譽，讓我們的教職工能夠很好地推廣他們的經驗，并因此在這里得到專業成長。”

創造積極的組織文化

積極的內部文化會帶來奇跡：當文化充滿活力、安全感和激勵精神時，當工作具有使命感時，當有機會以有效的方式進行創新時，才能夠留住教育工作者。

制訂技術計劃

形成技術規劃有助于IT專業人員更好地了解他們的角色以及計劃實施的預算。根據組織戰略計劃，創建協同一致、定期調整的項目、計劃和服務的組合，以及確定工作的優先級，并確保發揮人員的最佳才能，確保時間合理使用。