论文部分内容阅读
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 Accelerators
Personalization
Personalization can include individualized student-centric learning opportunities and systems that provide just-in-time information for educators and learners. Stakeholder buy-in and professional development are key to successful personalization programs.
Personalization was the #3 Accelerator for both 2019 and 2020， and is now the #1 Accelerator for 2021. It is closely connected to the #3 Accelerator for 2021， Learner Agency.
Recommendations from the Advisory Board
Focus on learning more than on the technology tools. Provide learners with scaffolding and co-create learning experiences with students. For example， give students more flexibility to use the tools they want while simultaneously providing common standards or guidelines. Continue to foster relationships between students and between students and teachers.
Prioritize accessibility and equity. Provide tools and services to enable equity for all learners， and support their use.
Cultivate stakeholder buy-in. Prioritize communication and awareness. Build shared understanding around the meaning of personalization.
Provide training and ongoing support for educators. Encourage teachers to model personalized learning for other teachers.
Social and Emotional Learning
Social and Emotional Learning （SEL） has been one of the Driving K-12 Innovation Top Accelerators for the past two years. Many educators are seeing a clearer or more intense need for SEL given the learning and changes of this year under the stress of the pandemic and remote learning.
Recommendations from the Advisory Board
Provide SEL and well-being support for educators and students. SEL is important both in the current moment and beyond. Be aware of the potential social， emotional， physical， and mental health impacts of COVID-19 on students， educators， families， and other stakeholders. Leverage resources and examples to integrate SEL in your contexts.
Integrate SEL into curriculum and education practice， across digital and in-person environments. Create a culture that enables the well-being of everyone involved. Encourage educators to model social-emotional learning and related behaviors， both for their students and their colleagues. Build educator and community buy-in. Intentionally communicate the value of Social and Emotional Learning and engage in dialogue around the district’s approaches and processes. Consider how SEL should be assessed and build in accountability in ways that do not unnecessarily increase workload.
Learner Autonomy
Learner Autonomy is all about student voice and choice — enabling students to choose how they access content， organize their learning， and demonstrate that learning. Learner agency， however， does not mean the loss of teacher influence or leadership; supporting students and scaffolding learning is essential.
Recommendations from the Advisory Board
Create learning environments （in-person， hybrid， and online） that are welcoming， empowering， and student-friendly so that students want to take ownership of their learning. Scaffold learning to provide students with necessary guidance while leaving space for student’s interests and abilities to inform their learning opportunities. Trust students and assume positive intentions.
Provide students with freedom of choice. Encourage them to choose and create their own learning pathways， set their own learning goals， and empower them to make important decisions that have impact on all the relevant segments of their learning. Develop data-informed approaches to evaluate the outcomes of those choices and decisions.
Model autonomy in the way that educators and staff are treated and trained. Create a culture in which everyone is a learner. Consider a team based approach to the development of learner autonomy practices.
Build shared understanding and communicate the value to stakeholders. Clarify educators’ continued involvement in student learning. Provide support and guidance to enable educators， administrators， parents， and staff to be involved in learner autonomy efforts.
译文
聚焦三大趋势
个性化发展
个性化发展包括以学生为中心的个性化学习经历和系统，为教育者和学习者提供及时的信息。利益相关者的认同和专业化的发展是个性化发展计划成功的关键。
个性化发展在2019和2020年的报告中位于第三大趋势，但是在2021年的报告中，它一跃成为第一大趋势。并且，它与自主学习（2021报告中的第三大趋势）紧密相连。
咨询委员会建议
专注于学习过程而不是技术工具。为学习者提供脚手架，与学生共同创造学习体验。例如，在提供共同标准或指导方针的同时，让学生更灵活地使用他们想要的工具。继续培养学生之间和学生与教师之间的关系。
优先考虑可访问性和公平性。为所有学习者提供同等的工具和服务，并鼓励他们的使用。
培养利益相关者的认同感。优先考虑沟通和意识，要围绕个性化的含义建立共同的理解。
为教育工作者提供培训和持续性的支持。鼓励教师为其他教师建立个性化学习模式。
社会情感学习
社会情感学习（SEL）在过去两年成为推动基础教育创新的顶级趋势之一。许多教育工作者看到，基于新冠肺炎疫情和远程学习的压力，今年学习方式和社会都发生了很大变化，对社会情感学习的需求变得更加明确、强烈。
咨询委员会建议
社会情感学习在当前和未来都很重要，应当为教育工作者和学生社会情感学习和幸福健康生活提供支持。了解新冠肺炎疫情对学生、教育者、家庭和其他利益相关者，造成潜在的社会、情感、身体和心理健康方面的影響。利用资源和示例将社会情感学习集成到自身所处环境。
将社会情感学习整合到课程和教育实践中，包括数字环境和面对面环境。创造一种文化，让每个参与其中的人都能得到幸福。鼓励教育者为他们的学生和同事考虑，模拟社会情感学习和相关行为。
建立教育者和社区认同。着力宣传社会情感学习的价值，并围绕地区宣传的途径和过程进行对话。思考如何评估社会情感学习，并以不会盲目增加工作量的方式建立问责制。
自主学习
自主学习是关于学生的意愿和选择——使学生能够自由选择如何访问内容，组织自己的学习，并展示学习成果。然而，学习者能动性并不意味着教师影响力或领导力的丧失，教师对学生的支持以及支架式学习是必不可少的。
咨询委员会建议
创建舒适、有自主权并且对学生友好的学习环境（包含面对面、混合和在线等教学形式），满足学生想要自己掌握学习进度的需求。支架式学习为学生提供必要的指导，同时为学生的兴趣和能力留出空间，给他们提供学习机会。教育者应当信任学生，并给予学生积极的引导。
为学生提供选择的自由。鼓励他们选择和创建自己的学习路径，设定自己的学习目标，并授权他们做出对其学习的所有相关部分有影响的重要决策。开发基于数据的方法来评估这些选择和决策的结果。
以对教育者和员工进行培养和训练的方式树立自主权。创造一种人人都是学习者的文化。考虑以团队为基础途径，发展自主学习实践。
建立共识，并将其价值传达给利益相关者。明确教育者对学生学习的持续参与。提供支持和指导，使教育者、管理者、家长和工作人员都能够参与学习者自主性的工作。
《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 Accelerators
Personalization
Personalization can include individualized student-centric learning opportunities and systems that provide just-in-time information for educators and learners. Stakeholder buy-in and professional development are key to successful personalization programs.
Personalization was the #3 Accelerator for both 2019 and 2020， and is now the #1 Accelerator for 2021. It is closely connected to the #3 Accelerator for 2021， Learner Agency.
Recommendations from the Advisory Board
Focus on learning more than on the technology tools. Provide learners with scaffolding and co-create learning experiences with students. For example， give students more flexibility to use the tools they want while simultaneously providing common standards or guidelines. Continue to foster relationships between students and between students and teachers.
Prioritize accessibility and equity. Provide tools and services to enable equity for all learners， and support their use.
Cultivate stakeholder buy-in. Prioritize communication and awareness. Build shared understanding around the meaning of personalization.
Provide training and ongoing support for educators. Encourage teachers to model personalized learning for other teachers.
Social and Emotional Learning
Social and Emotional Learning （SEL） has been one of the Driving K-12 Innovation Top Accelerators for the past two years. Many educators are seeing a clearer or more intense need for SEL given the learning and changes of this year under the stress of the pandemic and remote learning.
Recommendations from the Advisory Board
Provide SEL and well-being support for educators and students. SEL is important both in the current moment and beyond. Be aware of the potential social， emotional， physical， and mental health impacts of COVID-19 on students， educators， families， and other stakeholders. Leverage resources and examples to integrate SEL in your contexts.
Integrate SEL into curriculum and education practice， across digital and in-person environments. Create a culture that enables the well-being of everyone involved. Encourage educators to model social-emotional learning and related behaviors， both for their students and their colleagues. Build educator and community buy-in. Intentionally communicate the value of Social and Emotional Learning and engage in dialogue around the district’s approaches and processes. Consider how SEL should be assessed and build in accountability in ways that do not unnecessarily increase workload.
Learner Autonomy
Learner Autonomy is all about student voice and choice — enabling students to choose how they access content， organize their learning， and demonstrate that learning. Learner agency， however， does not mean the loss of teacher influence or leadership; supporting students and scaffolding learning is essential.
Recommendations from the Advisory Board
Create learning environments （in-person， hybrid， and online） that are welcoming， empowering， and student-friendly so that students want to take ownership of their learning. Scaffold learning to provide students with necessary guidance while leaving space for student’s interests and abilities to inform their learning opportunities. Trust students and assume positive intentions.
Provide students with freedom of choice. Encourage them to choose and create their own learning pathways， set their own learning goals， and empower them to make important decisions that have impact on all the relevant segments of their learning. Develop data-informed approaches to evaluate the outcomes of those choices and decisions.
Model autonomy in the way that educators and staff are treated and trained. Create a culture in which everyone is a learner. Consider a team based approach to the development of learner autonomy practices.
Build shared understanding and communicate the value to stakeholders. Clarify educators’ continued involvement in student learning. Provide support and guidance to enable educators， administrators， parents， and staff to be involved in learner autonomy efforts.
译文
聚焦三大趋势
个性化发展
个性化发展包括以学生为中心的个性化学习经历和系统，为教育者和学习者提供及时的信息。利益相关者的认同和专业化的发展是个性化发展计划成功的关键。
个性化发展在2019和2020年的报告中位于第三大趋势，但是在2021年的报告中，它一跃成为第一大趋势。并且，它与自主学习（2021报告中的第三大趋势）紧密相连。
咨询委员会建议
专注于学习过程而不是技术工具。为学习者提供脚手架，与学生共同创造学习体验。例如，在提供共同标准或指导方针的同时，让学生更灵活地使用他们想要的工具。继续培养学生之间和学生与教师之间的关系。
优先考虑可访问性和公平性。为所有学习者提供同等的工具和服务，并鼓励他们的使用。
培养利益相关者的认同感。优先考虑沟通和意识，要围绕个性化的含义建立共同的理解。
为教育工作者提供培训和持续性的支持。鼓励教师为其他教师建立个性化学习模式。
社会情感学习
社会情感学习（SEL）在过去两年成为推动基础教育创新的顶级趋势之一。许多教育工作者看到，基于新冠肺炎疫情和远程学习的压力，今年学习方式和社会都发生了很大变化，对社会情感学习的需求变得更加明确、强烈。
咨询委员会建议
社会情感学习在当前和未来都很重要，应当为教育工作者和学生社会情感学习和幸福健康生活提供支持。了解新冠肺炎疫情对学生、教育者、家庭和其他利益相关者，造成潜在的社会、情感、身体和心理健康方面的影響。利用资源和示例将社会情感学习集成到自身所处环境。
将社会情感学习整合到课程和教育实践中，包括数字环境和面对面环境。创造一种文化，让每个参与其中的人都能得到幸福。鼓励教育者为他们的学生和同事考虑，模拟社会情感学习和相关行为。
建立教育者和社区认同。着力宣传社会情感学习的价值，并围绕地区宣传的途径和过程进行对话。思考如何评估社会情感学习，并以不会盲目增加工作量的方式建立问责制。
自主学习
自主学习是关于学生的意愿和选择——使学生能够自由选择如何访问内容，组织自己的学习，并展示学习成果。然而，学习者能动性并不意味着教师影响力或领导力的丧失，教师对学生的支持以及支架式学习是必不可少的。
咨询委员会建议
创建舒适、有自主权并且对学生友好的学习环境（包含面对面、混合和在线等教学形式），满足学生想要自己掌握学习进度的需求。支架式学习为学生提供必要的指导，同时为学生的兴趣和能力留出空间，给他们提供学习机会。教育者应当信任学生，并给予学生积极的引导。
为学生提供选择的自由。鼓励他们选择和创建自己的学习路径，设定自己的学习目标，并授权他们做出对其学习的所有相关部分有影响的重要决策。开发基于数据的方法来评估这些选择和决策的结果。
以对教育者和员工进行培养和训练的方式树立自主权。创造一种人人都是学习者的文化。考虑以团队为基础途径，发展自主学习实践。
建立共识，并将其价值传达给利益相关者。明确教育者对学生学习的持续参与。提供支持和指导，使教育者、管理者、家长和工作人员都能够参与学习者自主性的工作。