Driving K-12 Innovation： 2022 TECH ENABLERS（Ⅱ） 譯題 基礎教育創新驅動力報告——2022技術驅動篇（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。

UNTETHERED BROADBAND & CONNECTIVITY

Students’ needs for untethered broadband and connectivity are great; according to CoSN’s Student Home Connectivity Study， more than 85 percent of network traffic in remote learning in the United States is used for video， which requires sufficient upload and download speeds， and 92 percent of students used Wi-Fi to participate in online learning activities outside of the home.

Not only has COVID-19 accelerated the need and implementation of mobile and remote learning， it also revealed how weak the connectivity infrastructure is in homes， schools， and communities around the world. “Connectivity is still a major， major issue. For example， at the first computer science high school in Ohio， which is an incredible school， nearly all of the students don’t have internet access at home or devices at home. Meaning， at a computer science school， they can’t do any computer science homework; everything must happen in class.” said Jeremy Shorr （Jeremy Shorr Educational Consulting， Ohio， U.S.）.

There’s no doubt that broadband access and increased connectivity has endless benefits to students and their educators， including the ability to access information and resources outside of the four walls of the classroom — which is why world leaders are taking action to make these benefits a reality for all.

TIPS & RECOMMENDATIONS FROM THE ADVISORY BOARD

CONTINUE TO PRIORITIZE DIGITAL EQUITY

The pandemic shined the spotlight on the digital divide and the need for internet accessibility as a basic right — and a foundational component of Digital Equity.

LEVERAGE OPPORTUNITIES CATA-

LYZED BY THE PANDEMIC

Utilize funding from connectivity and pandemic relief programs in your country. In the United States， leverage funding from the Emergency Connectivity Fund and the Elementary & Secondary School Emergency Relief Fund （ESSER Fund） to solve remote learning challenges around devices and connectivity.

ADVOCATE FOR INTERNET ACCESS BEYOND SCHOOL

“Students and families need access to learning in and beyond school. ... Learning is no longer constrained to the school yard” （Philip Neufeld， Fresno Unified School District， California， U.S.）. “Students need connectivity across their daily journey： Wi-Fi in classrooms， buses， community centers， homes and cellular connectivity wherever possible.” The promise of ubiquitous broadband connectivity lies enabling learning anytime， anywhere， for all.

ANALYTICS & ADAPTIVE TECHNOLOGIES

The pandemic brought the inequity long baked into these systems into full view. While viable， going back to “normal” teaching methods was not an equitable or optimal solution. The use of technologies that collect and use data have increased dramatically during the COVID-19 pandemic （nearly 93% of households with school-age children reported some form of distance learning during the pandemic）， and they have enabled educators to personalize learning more than ever before.

As IT professionals and educators， we need to consider how this data can personalize teaching methods to give the students a learning experience tailored to their needs. For example， Advisory Board member Norton Gusky （NLG Consulting， Pennsylvania， U.S.） mentioned that we must consider immersive learning opportunities with special populations， like those with social or emotional challenges， to determine how to make them feel more at ease when learning. Advisory Board member Ed McKaveney emphasized that the data gained about students isn’t just for making high-level decisions. “What kinds of data provide value to learning？ It’s not just high stakes assessment data or the fact that they [students] click into a tool. How are you trying to use that data or inform instruction for learning？” （Ed McKaveney， Ed.D.， Hampton Township School District， AP， U.S.）

TIPS & RECOMMENDATIONS FROM THE ADVISORY BOARD

PROTECT STUDENTS’ RIGHTS

Ensure that educational systems protect students’ rights， both in general and as they relate to data.

COLLABORATE TO LEVERAGE DATA

To make use data to inform instruction and create meaningful analytics， we need to：

collaborate with ed/tech solution providers to improve purpose-designed technologies that can integrate data from a variety of systems;

invest in the organizational capacity （IT professionals， professional development， time for strategic analysis） to ingest and act upon the data;

and leverage insights from new data signals combined with traditional measures to explore what works where， for whom， and when.

KNIT YOUR DATA FABRIC NOW

Because data is the fuel of all Analytics and Adaptive Technologies， getting data practices right can improve equity across your schools on many levels. Getting started with data analytics processing doesn’t need to be cumbersome. Start with establishing a data equity framework to guide you in developing a data culture that is ethical and equitable.

譯文

不受限制的寬帶和網絡連接

學生對無線寬帶和網絡連接的需求很大，根據CoSN的《學生家庭網絡連接研究》，美國遠程學習中超過85%的網絡流量用于視頻，92%的學生使用Wi-Fi在戶外參與在線學習活動，這就需要足夠的上傳和下載速度。

新冠肺炎疫情不僅加速了移動學習和遠程學習的需求和實施，還暴露了全球家庭、學校和社區的網絡基礎設施有多薄弱。美國俄亥俄州教育顧問Jeremy Shorr說：“網絡連接仍然是至關重要的問題。例如，在俄亥俄州的第一所計算機科學高中，幾乎所有的學習者家中計算機都沒有聯網或家中沒有聯網設備，這令人難以置信。這意味著這些計算機科學學校的學生，在校外不能做任何計算機科學的家庭作業，所有的教與學都必須發生在課堂上?！?/p>

毫無疑問，寬帶接入和不斷增強的連通性為學生及教育工作者帶來了無窮無盡的好處，包括從課堂之外獲取信息和資源的能力——這就是全球的領導人都在采取行動使之成為現實的主要原因。

咨詢委員會的提示和建議

繼續優先考慮數字公平

新冠肺炎疫情的蔓延使人們關注數字鴻溝，也關注到互聯網可訪問性不僅是一項基本權利，而且應當是數字公平的基本組成部分。

充分利用疫情催生的機會

充分利用您所在國家為網絡連接和疫情提供的緊急救援資金。如美國利用緊急連接基金和中小學緊急救援基金的資金，解決開展遠程學習所需的設備和網絡連接問題。

促進學校以外的互聯網接入

“學生和家庭需要在校內外學習，學習不再局限于校園。”Philip Neufeld（Fresno聯合學區，美國加利福尼亞州）說，“學生在日常生活中需要網絡連接：無論是教室、公共汽車、社區中心還是家庭，他們需要盡可能多的網絡連接。”無處不在的寬帶連接，才能讓所有人隨時隨地學習成為可能。

分析和自適應技術

新冠疫情的大流行使長期隱藏于教育系統中的不公平現象充分展現出來?；貧w傳統的教學方法已經不再是一個公平或最佳的解決方案。在新冠肺炎疫情期間，收集和使用數據的技術應用急劇增加（報告顯示，有近93%的學齡兒童家庭在疫情期間進行了某種形式的遠程學習），它們使教育工作者能夠比以往任何時候都更有機會開展個性化教學。

作為IT專業人士和教育工作者，我們需要考慮這些數據如何支持個性化教學，從而為學生提供適合他們需求的學習體驗。例如，咨詢委員會成員Norton Gusky（NLG咨詢公司，美國賓夕法尼亞州）提到，我們必須考慮特殊人群的沉浸式學習機會，比如有社交或情感障礙的人群，我們必須思考如何讓他們在學習時感到更自在。咨詢委員會成員Ed McKaveney博士（美國漢普頓鎮學區）強調，收集的學生數據也不能僅用于高層決策?！笆裁礃拥臄祿転閷W習提供價值？絕不僅僅是那些關鍵的評估數據或者學生點擊使用了某些工具的事實。數據的使用者要思考如何利用這些數據，并為學習提供相應的指導？”

咨詢委員會的提示和建議

保護學生的權利

確保教育系統能保護學生的基本權利，包括常規的權利和與數據相關的權利。

合作使用數據

為了使用數據為教學提供信息并創建有意義的分析，我們需要：

與教育或技術解決方案提供商合作，通過改進技術來整合來自不同系統的數據;

在組織能力上加大投入（IT專業人員、教師專業發展、戰略分析時間），促進有效獲取和利用數據;

將基于新數據獲得的啟示與傳統措施相結合，去探索何時、何地、為誰來提供什么樣的服務。

立即構建您的數據框架

由于數據是所有學習分析和自適應技術的基礎，因此正確收集和使用數據可以在多個層面提高學校的公平性。數據分析處理入門不需要太煩瑣。從建立一個數據公平框架開始，以指導您發展合乎倫理和公平的數據文化。