Driving K-12 Innovation

【譯題】基礎(chǔ)教育創(chuàng)新驅(qū)動力報(bào)告——2019挑戰(zhàn)篇（三）

Poduct by CoSN （Consortium for School Networking）

美國學(xué)校網(wǎng)絡(luò)聯(lián)合會

SPOTLIGHTING TWO HURDLES TECHNOLOGY AND THE FUTURE OF WORK（Ⅱ）

This hurdle pushes educators to start thinking now about what emerging technologies mean for education. Artificial intelligence （AI）， “deep learning” and robotics are among the game-changing technologies that are beginning to alter the nature of work and， thus， workforce demands. While schools clearly face many hurdles in preparing students with skills they need to succeed today， emerging technologies could bring even steeper challenges for educators.

1.Exploring the Challenge

The World Economic Forum jolted people’s attention with a 2016 report， The Future of Jobs， which asserted that we are at the beginning of a Fourth Industrial Revolution. Even the short-term technological drivers of this new era—those making an impact by 2020—are stunning：

Mobile and internet cloud technology

Advances in computing power and Big Data

New energy supplies and technologies

The Internet of Things （IoT）

Crowdsourcing， the sharing economy and peer-to-peer platforms

Advanced robotics and autonomous transport

Artificial intelligence and machine learning

Advanced manufacturing and 3D printing

Advanced materials， biotechnology and genomics

Demographic and socioeconomic shifts， such as changing work environments and flexible working arrangements， also are “expected to have a significant impact on jobs， ranging from significant job creation to job displacement ... and widening skills gaps.”Whole new categories of jobs， occupations and skill sets are emerging， “requiring an urgent and concerted effort for adjustment.”

The challenge for educators， then， is to anticipate and develop skill sets that will stand the test of time. Giving students ample opportunities to practice with emerging technologies could stir their interest and excitement about designing tomorrow’s technologies. Tying these tools to real-world and deep learning outcomes is essential.

2.Imagining the Potential

Next-generation technologies are already making their way into many industries. AI has the potential to micro-personalize learning with perceptive， adaptive digital tutors and enliven learning experiences with mixed reality， augmented reality and virtual and artificial reality technologies， for example. With technologies like these， educators will be able to design learning environments that mimic working environments and partner more easily with employers to provide students with authentic， virtual learning opportunities.

For teachers and administrators， next-generation technologies could support pedagogy， assist with classroom management and rote tasks， and offer granular insights into student learning and needs. Educators are expected to be able to spend more time on their core work： teaching， learning and in-person interactions with students.

Emerging technologies also will shift educational measurement to match 21st century skills， according to a Brookings Institution series on educational measurement. “Stealth assessments” can be embedded into platforms， tools and learning environments， such as digital games with realistic scenarios that build both complex skills and content knowledge. Educators also can leverage new technologies to capture and analyze process data， as students interact in digital environments， to discover how students are learning in the moment.

3.Surmounting the Challenge

Unlike most hurdles， it will take time to fully grasp how next generation technologies will change the future of work and education. For now， the Advisory Board recommends paying attention to developments in this arena and starting to discuss how emerging technologies will impact：

life and work and what that means for preparing students for a happy and productive future life in that world （the “what” of education）;

education through digital learning materials and environments， analyzing learning behavior， interactions between learners and individual learning experiences for each learner （the “how” of education）.

4.Additional Resources

A Future Ready project to develop a framework for identifying， developing， collecting evidence of and evaluating key attributes of future-ready learners. Collaboration， creativity， personal learning， problem solving and global sustainability and other attributes for which there is historical research.

Ask About AI： The Future of Work and Learning， a 2017 report that provides a sharp primer on AI， summarizes the public policy issues， offers ways for educators to prepare and provides a robust list of resources.

譯文

聚焦兩大核心挑戰(zhàn)挑戰(zhàn)二：技術(shù)與未來的工作

這一挑戰(zhàn)促使教育工作者開始思考新興技術(shù)對教育意味著什么。人工智能（AI）、深度學(xué)習(xí)和機(jī)器人技術(shù)是顛覆性技術(shù)，這些技術(shù)改變了工作性質(zhì)，從而改變勞動力需求。顯然，學(xué)校在培養(yǎng)學(xué)生今后就業(yè)所需要的技能方面面臨許多困境，而新興技術(shù)可能會給教育工作者帶來更嚴(yán)峻的挑戰(zhàn)。

1.探索挑戰(zhàn)

世界經(jīng)濟(jì)論壇通過2016年的報(bào)告《未來的就業(yè)》吸引了人們的注意力，該報(bào)告斷言我們正處于第四次工業(yè)革命的開端。即使是這個新時(shí)代的短期技術(shù)驅(qū)動因素，即影響2020年的驅(qū)動因素，也十分令人驚嘆：

移動和互聯(lián)網(wǎng)云技術(shù)

超級計(jì)算和大數(shù)據(jù)

新能源供應(yīng)和技術(shù)

物聯(lián)網(wǎng)（IoT）

眾包、共享經(jīng)濟(jì)和點(diǎn)對點(diǎn)平臺

先進(jìn)的機(jī)器人和自動運(yùn)輸

人工智能和機(jī)器學(xué)習(xí)

先進(jìn)制造和3D打印

先進(jìn)材料、生物技術(shù)和基因組學(xué)

人口和社會經(jīng)濟(jì)變化，例如改變工作環(huán)境和靈活的工作安排，也“將會對就業(yè)產(chǎn)生重大影響，從創(chuàng)造大量就業(yè)崗位到出現(xiàn)裁員……以及擴(kuò)大技能差距”。全新的工作、職業(yè)和技能類別正在興起，“需要緊密協(xié)作去應(yīng)對”。

因此，教育工作者面臨的挑戰(zhàn)是預(yù)測和發(fā)展那些經(jīng)得起時(shí)間考驗(yàn)的技能類別。為學(xué)生提供充分的新興技術(shù)實(shí)踐機(jī)會，可以激發(fā)他們對設(shè)計(jì)未來技術(shù)的興趣和激情。將這些工具與現(xiàn)實(shí)世界和深度學(xué)習(xí)成果聯(lián)系起來至關(guān)重要。

2.激發(fā)潛能

新生代技術(shù)通過自己的方式已經(jīng)進(jìn)入到很多行業(yè)。例如，人工智能具有微觀個性化學(xué)習(xí)的潛能，可以通過混合現(xiàn)實(shí)、增強(qiáng)現(xiàn)實(shí)以及虛擬現(xiàn)實(shí)技術(shù)，為學(xué)習(xí)者提供靈敏的自適應(yīng)輔導(dǎo)和活躍的學(xué)習(xí)經(jīng)驗(yàn)。借助這些技術(shù)，教育工作者將能設(shè)計(jì)出模仿工作環(huán)境的學(xué)習(xí)環(huán)境，并與雇主更輕松地合作，為學(xué)生提供“真實(shí)的”虛擬學(xué)習(xí)機(jī)會。

對教師和管理人員來說，新生代技術(shù)可以支持教學(xué)法，協(xié)助處理課堂管理和“死記硬背”式任務(wù)，并為學(xué)生的學(xué)習(xí)和需求提供具體指導(dǎo)。教育工作者可將更多時(shí)間花在他們的核心工作上：教學(xué)、學(xué)習(xí)和與學(xué)生的面對面互動。

根據(jù)布魯金斯學(xué)會關(guān)于教育測量的系列報(bào)告，新興技術(shù)也將改變教育測量，以匹配21世紀(jì)的技能?！半[形評估”可以嵌入到平臺、工具和學(xué)習(xí)環(huán)境中，例如，具有構(gòu)建復(fù)雜技能和知識內(nèi)容的現(xiàn)實(shí)場景的數(shù)字游戲。當(dāng)學(xué)生在數(shù)字環(huán)境中互動時(shí)，教育工作者還可以利用新技術(shù)捕獲和分析過程中的數(shù)據(jù)，從而發(fā)現(xiàn)學(xué)生當(dāng)前的學(xué)習(xí)路徑。

3.克服挑戰(zhàn)

與大多數(shù)挑戰(zhàn)不同，探索新生代技術(shù)將如何改變工作和教育的未來需要時(shí)間。目前，咨詢委員會建議關(guān)注這一領(lǐng)域的發(fā)展，并開始討論新興技術(shù)將如何產(chǎn)生影響：

生活和工作，意味著為學(xué)生做好準(zhǔn)備，在未來世界快樂而富有成效地生活（教育的“內(nèi)容”）;

通過數(shù)字化學(xué)習(xí)材料和環(huán)境進(jìn)行教育，分析學(xué)習(xí)行為、學(xué)習(xí)者之間的互動以及學(xué)習(xí)者的個人學(xué)習(xí)經(jīng)驗(yàn)（教育的“方式”）。

4.拓展資源

“面向未來項(xiàng)目”旨在開發(fā)一個框架，用于識別、開發(fā)、收集并評估面向未來學(xué)習(xí)者的關(guān)鍵特征：協(xié)作、創(chuàng)造力、個性化學(xué)習(xí)、解決問題能力和全球可持續(xù)性以及其他相關(guān)歷史研究的特征。

2017年的這份報(bào)告——《對話人工智能：工作和學(xué)習(xí)的未來》，提供了關(guān)于人工智能的精彩見解，總結(jié)了公共政策問題，為教育工作者提供了應(yīng)對之法，并提供了強(qiáng)大的資源清單。