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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。
Introduction
CoSN’s Driving K-12 Innovation initiative convenes an international Advisory Board of 100+ education and technology experts to select the most important topics impacting teaching， learning， and education innovation around the globe. The first step is an initial survey to select Hurdles （barriers）， Accelerators （mega-trends）， and Tech Enablers （tools） for discussion. The Advisory Board then responds to prompts and discusses the topics via a virtual online forum and synchronous video calls. Finally， the Advisory Board completes a survey to select the top Hurdles， Accelerators， and Tech Enablers.
Each year， themes arise from the Advisory Board’s work and this year in particular， the interconnectedness of specific Hurdles， Accelerators， and Tech Enablers quickly became a major point of conversation. Inspired by this， the editorial team expanded the Driving K-12 Innovation framework to explicitly call out Bridges. Bridges （themes） are recommendations， considerations， and mindsets to drive K-12 innovation that span our three lenses of Hurdles， Accelerators， and Tech Enablers. These overarching themes from Advisory Board discussion speak to important synergies and intersections between topics. Bridges emerge from Advisory Board discussion and are not voted on in the final survey.
This publication focuses on the Top 3 Tech Enablers for 2021 and one key bridge： Systems Thinking.
The COVID-19 Pandemic + Driving K-12 Innovation
The Driving K-12 Innovation framework helps us make sense of the state of the world and chart paths forward. The COVID-19 pandemic is one such state of the world， a critical component of the context in which students， educators， and families create learning experiences and re-imagine the future of education. The Advisory Board discussed many ways in which the current state of the world is impacting Tech Enablers and the way we use them.
Top 3 Tech Enablers
1.Digital Collaboration Environments
Digital systems， tools， technologies， connectivity， and pedagogy that enable high levels of collaboration and support online 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. 2.Untethered Broadband and 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.
3.Blended Learning Tools
Digital tools， technologies， and pedagogy that enable learning experiences through a mix of face-to-face and online interactions. These tools can be used to strategically integrate online and in-person activities to enhance student learning.
Key Bridge： Systems Thinking
The fundamental design of the system is the biggest hurdle of all—from what is meant by "a school"， to the structures and assumptions that define the learner experience， the technologies we choose to support and enhance teaching and learning， and even the teaching profession itself. The pandemic has required schools to quickly adapt， and in so doing， we're reminded that assumptions and traditions are more flexible than we thought.
The theme of Systems Thinking shares elements of Hurdles （for example， Lack of Systemic Perspectives）， Accelerators （like Design Thinking） and Tech Enablers （including Digital Collaboration Environments）.
In order to transform education and to adapt/innovate successfully we must acknowledge the systemic nature of education and be willing to rethink the design of these systems. Doing so will help us overcome barriers of and within systems， and take advantage of opportunities presented by setting aside assumptions and rethinking systems. Intertwined in this are the tools and practices used to construct， reinforce， disrupt， or reinvent systems.
In grappling with this moment in time， the Advisory Board repeatedly organized， re-structured， dismantled， and connected Hurdles， Accelerators， and Tech Enablers. Together， we kept returning to the imperative of leveraging systems and design thinking to build learning futures for student and community success.
譯文
概述
美国学校网络联合会的《基础教育创新驱动力报告》召集了一个由100多名教育专家和技术专家组成的国际咨询委员会，以选择影响全球教学、学习和教育创新的最关键的主题。第一步是初步调查，选择挑战（障碍）、加速器（大趋势）和技术驱动因素（工具）进行讨论。咨询委员会随后对初步调查的诸多主题给予反馈，并通过虚拟在线论坛和视频电话同步讨论这些主题。最后，咨询委员会完成了这项调查，选择出最重要的挑战、趋势和技术驱动因素。
每年主题都来源于咨询委员会的评选，但今年比较特殊，特定挑战、趋势和技术驱动因素之间的相互联系迅速成为主要的对话点。受此启发，编辑团队扩展了《基础教育创新驱动力报告》的框架，以明确调用这些具有联结作用的桥梁。桥梁（主题）包括推动基础教育创新的建议、因素和思维方式，跨越了我们的三个研究视角：挑战、趋势和技术驱动。咨询委员会讨论的这些首要主题说明了主题间有重要协同作用和交叉点。咨询委员会也讨论了起关键联结作用的桥梁，但没有在最终调查中投票。
本报告重点介绍2021年的三大技术驱动因素和一个关键桥梁：系统思维。
新冠肺炎疫情大流行与《基础教育创新驱动力报告》
《基础教育创新驱动力报告》框架帮助我们了解世界状况并规划前进的道路。新冠肺炎疫情全球大流行是目前世界的一种状态，是学生、教育工作者和家庭创造学习体验、重新构想教育未来环境的重要组成部分。咨询委员会讨论了当前世界状况影响技术驱动因素的多种方法以及我们使用它们的方式。
三大技术驱动因素
1.数字协作环境
数字系统、工具、技术、连接性和教学法，能够促使高水平协作的实现并支持在线和面对面学习。数字协作环境包括同步和异步通信工具——不管是跨区域还是跨全球，允许多用户、虚拟通信的平台。
2.无限制的宽带和连接
无处不在的宽带互联网和底层技术支持强大的互联学习——无需物理连接设备（例如通过电缆连接）。这些技术支持随时随地的移动学习。
3.混合学习工具
数字工具、技术和教学法，提供了一种面对面和在线互动教学相结合的学习体验。这些工具可用于战略性地整合在线和面对面的教学活动，以加强学生的学习。
关键桥梁：系统思维
系统的基本设计是最大的障碍——从“学校”的含义到定义学习者体验的结构和设想，我们选择支持和加强教学和学习的技术，甚至是教学专业性本身。新冠肺炎疫情暴发要求学校能迅速适应，在这样做的过程中，我们意识到假设和传统比我们想象的更灵活。
系统思维的主题共享了挑战篇（例如缺乏系统观点）、趋势篇（如设计思维）和技术驱动篇（包括数字协作环境）的各种元素。
为了转变教育并成功地适应或创新，我们必须承认教育的系统性，并愿意重新思考这些系统的设计。这样做将帮助我们克服系统和系统内部的障碍，并利用搁置假设，重新思考系统所带来的机会。其中，用于构建、强化、破坏或重新发明系统的工具和实践将会交织在一起。
为了及时应对这一时刻，咨询委员会反复组织、重构、拆除并联结挑战、趋势和技术驱动因素。如今，我们一起努力，不断重新认识利用系统和设计思维的必要性，来为学生和社区构建一个成功的未来学习环境。
《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
CoSN’s Driving K-12 Innovation initiative convenes an international Advisory Board of 100+ education and technology experts to select the most important topics impacting teaching， learning， and education innovation around the globe. The first step is an initial survey to select Hurdles （barriers）， Accelerators （mega-trends）， and Tech Enablers （tools） for discussion. The Advisory Board then responds to prompts and discusses the topics via a virtual online forum and synchronous video calls. Finally， the Advisory Board completes a survey to select the top Hurdles， Accelerators， and Tech Enablers.
Each year， themes arise from the Advisory Board’s work and this year in particular， the interconnectedness of specific Hurdles， Accelerators， and Tech Enablers quickly became a major point of conversation. Inspired by this， the editorial team expanded the Driving K-12 Innovation framework to explicitly call out Bridges. Bridges （themes） are recommendations， considerations， and mindsets to drive K-12 innovation that span our three lenses of Hurdles， Accelerators， and Tech Enablers. These overarching themes from Advisory Board discussion speak to important synergies and intersections between topics. Bridges emerge from Advisory Board discussion and are not voted on in the final survey.
This publication focuses on the Top 3 Tech Enablers for 2021 and one key bridge： Systems Thinking.
The COVID-19 Pandemic + Driving K-12 Innovation
The Driving K-12 Innovation framework helps us make sense of the state of the world and chart paths forward. The COVID-19 pandemic is one such state of the world， a critical component of the context in which students， educators， and families create learning experiences and re-imagine the future of education. The Advisory Board discussed many ways in which the current state of the world is impacting Tech Enablers and the way we use them.
Top 3 Tech Enablers
1.Digital Collaboration Environments
Digital systems， tools， technologies， connectivity， and pedagogy that enable high levels of collaboration and support online 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. 2.Untethered Broadband and 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.
3.Blended Learning Tools
Digital tools， technologies， and pedagogy that enable learning experiences through a mix of face-to-face and online interactions. These tools can be used to strategically integrate online and in-person activities to enhance student learning.
Key Bridge： Systems Thinking
The fundamental design of the system is the biggest hurdle of all—from what is meant by "a school"， to the structures and assumptions that define the learner experience， the technologies we choose to support and enhance teaching and learning， and even the teaching profession itself. The pandemic has required schools to quickly adapt， and in so doing， we're reminded that assumptions and traditions are more flexible than we thought.
The theme of Systems Thinking shares elements of Hurdles （for example， Lack of Systemic Perspectives）， Accelerators （like Design Thinking） and Tech Enablers （including Digital Collaboration Environments）.
In order to transform education and to adapt/innovate successfully we must acknowledge the systemic nature of education and be willing to rethink the design of these systems. Doing so will help us overcome barriers of and within systems， and take advantage of opportunities presented by setting aside assumptions and rethinking systems. Intertwined in this are the tools and practices used to construct， reinforce， disrupt， or reinvent systems.
In grappling with this moment in time， the Advisory Board repeatedly organized， re-structured， dismantled， and connected Hurdles， Accelerators， and Tech Enablers. Together， we kept returning to the imperative of leveraging systems and design thinking to build learning futures for student and community success.
譯文
概述
美国学校网络联合会的《基础教育创新驱动力报告》召集了一个由100多名教育专家和技术专家组成的国际咨询委员会，以选择影响全球教学、学习和教育创新的最关键的主题。第一步是初步调查，选择挑战（障碍）、加速器（大趋势）和技术驱动因素（工具）进行讨论。咨询委员会随后对初步调查的诸多主题给予反馈，并通过虚拟在线论坛和视频电话同步讨论这些主题。最后，咨询委员会完成了这项调查，选择出最重要的挑战、趋势和技术驱动因素。
每年主题都来源于咨询委员会的评选，但今年比较特殊，特定挑战、趋势和技术驱动因素之间的相互联系迅速成为主要的对话点。受此启发，编辑团队扩展了《基础教育创新驱动力报告》的框架，以明确调用这些具有联结作用的桥梁。桥梁（主题）包括推动基础教育创新的建议、因素和思维方式，跨越了我们的三个研究视角：挑战、趋势和技术驱动。咨询委员会讨论的这些首要主题说明了主题间有重要协同作用和交叉点。咨询委员会也讨论了起关键联结作用的桥梁，但没有在最终调查中投票。
本报告重点介绍2021年的三大技术驱动因素和一个关键桥梁：系统思维。
新冠肺炎疫情大流行与《基础教育创新驱动力报告》
《基础教育创新驱动力报告》框架帮助我们了解世界状况并规划前进的道路。新冠肺炎疫情全球大流行是目前世界的一种状态，是学生、教育工作者和家庭创造学习体验、重新构想教育未来环境的重要组成部分。咨询委员会讨论了当前世界状况影响技术驱动因素的多种方法以及我们使用它们的方式。
三大技术驱动因素
1.数字协作环境
数字系统、工具、技术、连接性和教学法，能够促使高水平协作的实现并支持在线和面对面学习。数字协作环境包括同步和异步通信工具——不管是跨区域还是跨全球，允许多用户、虚拟通信的平台。
2.无限制的宽带和连接
无处不在的宽带互联网和底层技术支持强大的互联学习——无需物理连接设备（例如通过电缆连接）。这些技术支持随时随地的移动学习。
3.混合学习工具
数字工具、技术和教学法，提供了一种面对面和在线互动教学相结合的学习体验。这些工具可用于战略性地整合在线和面对面的教学活动，以加强学生的学习。
关键桥梁：系统思维
系统的基本设计是最大的障碍——从“学校”的含义到定义学习者体验的结构和设想，我们选择支持和加强教学和学习的技术，甚至是教学专业性本身。新冠肺炎疫情暴发要求学校能迅速适应，在这样做的过程中，我们意识到假设和传统比我们想象的更灵活。
系统思维的主题共享了挑战篇（例如缺乏系统观点）、趋势篇（如设计思维）和技术驱动篇（包括数字协作环境）的各种元素。
为了转变教育并成功地适应或创新，我们必须承认教育的系统性，并愿意重新思考这些系统的设计。这样做将帮助我们克服系统和系统内部的障碍，并利用搁置假设，重新思考系统所带来的机会。其中，用于构建、强化、破坏或重新发明系统的工具和实践将会交织在一起。
为了及时应对这一时刻，咨询委员会反复组织、重构、拆除并联结挑战、趋势和技术驱动因素。如今，我们一起努力，不断重新认识利用系统和设计思维的必要性，来为学生和社区构建一个成功的未来学习环境。