Driving K-12 Innovation： 2022 TECH ENABLERS（Ⅱ） 译题 基础教育创新驱动力报告——2022技术驱动篇（二）

Product by CoSN （The Consortium for School Network）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。

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.

译文

不受限制的宽带和网络连接

学生对无线宽带和网络连接的需求很大，根据CoSN的《学生家庭网络连接研究》，美国远程学习中超过85%的网络流量用于视频，92%的学生使用Wi-Fi在户外参与在线学习活动，这就需要足够的上传和下载速度。

新冠肺炎疫情不仅加速了移动学习和远程学习的需求和实施，还暴露了全球家庭、学校和社区的网络基础设施有多薄弱。美国俄亥俄州教育顾问Jeremy Shorr说：“网络连接仍然是至关重要的问题。例如，在俄亥俄州的第一所计算机科学高中，几乎所有的学习者家中计算机都没有联网或家中没有联网设备，这令人难以置信。这意味着这些计算机科学学校的学生，在校外不能做任何计算机科学的家庭作业，所有的教与学都必须发生在课堂上。”

毫无疑问，宽带接入和不断增强的连通性为学生及教育工作者带来了无穷无尽的好处，包括从课堂之外获取信息和资源的能力——这就是全球的领导人都在采取行动使之成为现实的主要原因。

咨询委员会的提示和建议

继续优先考虑数字公平

新冠肺炎疫情的蔓延使人们关注数字鸿沟，也关注到互联网可访问性不仅是一项基本权利，而且应当是数字公平的基本组成部分。

充分利用疫情催生的机会

充分利用您所在国家为网络连接和疫情提供的紧急救援资金。如美国利用紧急连接基金和中小学紧急救援基金的资金，解决开展远程学习所需的设备和网络连接问题。

促进学校以外的互联网接入

“学生和家庭需要在校内外学习，学习不再局限于校园。”Philip Neufeld（Fresno联合学区，美国加利福尼亚州）说，“学生在日常生活中需要网络连接：无论是教室、公共汽车、社区中心还是家庭，他们需要尽可能多的网络连接。”无处不在的宽带连接，才能让所有人随时随地学习成为可能。

分析和自适应技术

新冠疫情的大流行使长期隐藏于教育系统中的不公平现象充分展现出来。回归传统的教学方法已经不再是一个公平或最佳的解决方案。在新冠肺炎疫情期间，收集和使用数据的技术应用急剧增加（报告显示，有近93%的学龄儿童家庭在疫情期间进行了某种形式的远程学习），它们使教育工作者能够比以往任何时候都更有机会开展个性化教学。

作为IT专业人士和教育工作者，我们需要考虑这些数据如何支持个性化教学，从而为学生提供适合他们需求的学习体验。例如，咨询委员会成员Norton Gusky（NLG咨询公司，美国宾夕法尼亚州）提到，我们必须考虑特殊人群的沉浸式学习机会，比如有社交或情感障碍的人群，我们必须思考如何让他们在学习时感到更自在。咨询委员会成员Ed McKaveney博士（美国汉普顿镇学区）强调，收集的学生数据也不能仅用于高层决策。“什么样的数据能为学习提供价值？绝不仅仅是那些关键的评估数据或者学生点击使用了某些工具的事实。数据的使用者要思考如何利用这些数据，并为學习提供相应的指导？”

咨询委员会的提示和建议

保护学生的权利

确保教育系统能保护学生的基本权利，包括常规的权利和与数据相关的权利。

合作使用数据

为了使用数据为教学提供信息并创建有意义的分析，我们需要：

与教育或技术解决方案提供商合作，通过改进技术来整合来自不同系统的数据;

在组织能力上加大投入（IT专业人员、教师专业发展、战略分析时间），促进有效获取和利用数据;

将基于新数据获得的启示与传统措施相结合，去探索何时、何地、为谁来提供什么样的服务。

立即构建您的数据框架

由于数据是所有学习分析和自适应技术的基础，因此正确收集和使用数据可以在多个层面提高学校的公平性。数据分析处理入门不需要太烦琐。从建立一个数据公平框架开始，以指导您发展合乎伦理和公平的数据文化。