《基礎教育創新驅動力報告》是繼《地平線報告(基礎教育版)》後推出的國際教育信息化發展的重要參考報告，有效推動基礎教育開展富有意義(yi) 的創新，確保學生成為(wei) 技術應用的最終受益者，讓學習(xi) 更具品質。報告發布方是美國學校網絡聯合會(hui) (Consortium for School Networking，CoSN)，為(wei) 《地平線報告》發布方美國新媒體(ti) 聯盟的原有合作夥(huo) 伴，致力於(yu) 為(wei) 基礎教育及學前領域的教育技術從(cong) 業(ye) 者提供團隊、知識和專(zhuan) 業(ye) 發展服務，助力創建和發展更有吸引力的學習(xi) 環境。

　　《基礎教育創新驅動力報告》基本延用了《地平線報告》的專(zhuan) 家策略與(yu) 內(nei) 容架構，由CoSN召集一百多名國際知名的教育技術專(zhuan) 家組成顧問委員會(hui) 進行甄別和排列，內(nei) 容仍然是針對基礎教育創新與(yu) 實踐所麵臨(lin) 的趨勢、挑戰和最新技術的應用。本文介紹了最近發布的《2020基礎教育創新驅動力報告：挑戰和趨勢》，探討基礎教育創新麵臨(lin) 的主要挑戰和發展趨勢，本年度即將推出的另一份聚焦技術應用的報告。

　　一、推動創新所麵臨(lin) 的五大挑戰與(yu) 五大趨勢

　　二、保護數據隱私　讓數據發揮積極影響

　　三、在技術增強環境中關(guan) 注社會(hui) 情感學習(xi)

　　四、結語

　　以上內(nei) 容針對2020年基礎教育創新所麵臨(lin) 的趨勢與(yu) 挑戰，詳細內(nei) 容請大家參閱具體(ti) 報告，並請結合自身的教育實踐批判反思。關(guan) 於(yu) 教育中新技術的發展，還請繼續關(guan) 注《2020基礎教育創新驅動力報告：技術應用》。

　　參考文獻

　　[1] NEELAKANTAN S. Why K–12 students need to be taught to guard their data online[EB/OL]. https://edtechmagazine.com/k12/article/2019/12/why-k-12-students-need-be-taught-guard-their-data-online.

　　[2] CAVANAGH S. How GDPR is pressuring schools and Ed-tech companies to improve data privacy[EB/OL]. https://marketbrief.edweek.org/marketplace-k-12/gdpr-pressuring-schools-ed-tech-companies-improve-data-privacy/.

　　[3] Sweden issues GDPR fine to school for unlawful use of facial recognition technology[EB/OL]. https://www.hipaajournal.com/sweden-issues-gdpr-fine-to-school-for-unlawful-use-of-facial-recognition-technology/.

　　[4] FORESMAN B. Ed-tech purchasing a guessing game for schools, but new data could help[EB/OL]. Retrieved from https://edscoop.com/school-edtech-genome-project-school-procurement/.

　　[5] HEROLD B. Data for security and safety threat prevention[EB/OL]. https://www.edweek.org/ew/articles/2019/05/30/schools-are-deploying-massive-digital-surveillance-systems.html.

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　　[7] KOESTER F. How teachers can use data and research to improve education[EB/OL]. https://oecdedutoday.com/teaching-research-data-practice-knowledge-governance-schools/.

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　　[9] PARK K, Desimone LM. Developing principals’ data-driven decision-making capacity: Lessons from one urban district. Phi Delta Kappan[EB/OL]. https://kappanonline.org/developing-principals-data-driven-decision-making-capacity-lessons-urban-district-pak-desimone/.

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　　[11] What does innovation in pedagogy look like? [EB/OL]. https://www.oecd-ilibrary.org/docserver/cca19081-en.pdf?expires=1578507202&id=id&accname=guest&checksum=3C1DF184AF4FA4C9C2555FFE96CF3F41.

　　[12] Example shared by Jason Van Heukelum, Winchester Public Schools, Virginia, U.S.Emil and Grace Shihadeh Innovation Center (n.d.) [EB/OL]. Retrieved from https://www.wps.k12.va.us/Page/10200.

　　[13] MATHEWSON T G. The teacher's role in "phenomenon-based learning"[EB/OL]. https://hechingerreport.org/the-teachers-role-in-phenomenon-based-learning/.

　　[14] ADMIRAAL W, Louws M, Lockhorst D, et al. Teachers in school-based technology innovations: A typology of their beliefs on teaching and technology[J]. Computers & Education,2017, 114: 57-68.

　　[15] RAND Center for Social and Emotional Learning Research. (n.d.) [EB/OL]. https://www.rand.org/education-and-labor/centers/sel.html.

　　[16] Core SEL competencies[EB/OL]. https://casel.org/core-competencies/.

　　[17] Read the Nissem Global Briefs[EB/OL]. Retrieved from https://en.unesco.org/gem-report/sdg-goal-4.

　　[18] BAILEY R, Stickle L, Brion-Meisels G, et al. Re-imagining social-emotional learning: Findings from a strategy-based approach[EB/OL]. https://kappanonline.org/re-imagining-social-emotional-learning-findings-from-a-strategy-based-approach/.

　　[19] Adverse Childhood Experiences (ACEs) [EB/OL]. https://www.childwelfare.gov/topics/preventing/preventionmonth/resources/ace/.

白曉晶 張春華 季瑞芳 吳莎莎　北京開放大學地平線報告團隊 北京開放大學