Transforming American Education: Learning Powered by Technology
转变美国教育：技术增强学习
DRAFT
草案
National Educational Technology Plan 2010
二〇一〇年国家教育技术计划
Executive Summary
执行摘要
March 5, 2010
二〇一〇年三月五日
Office of Educational Technology U.S. Department of Education
教育部美国教育技术办公室
Executive Summary
执行摘要
Education is the key to America’s economic growth and prosperity and to our ability to compete in the global economy. It is the path to good jobs and higher earning power for Americans. It is necessary for our democracy to work. It fosters the cross-border, cross- cultural collaboration required to solve the most challenging problems of our time.
教育是美国经济增长与繁荣的关键，也是保持我们全球经济竞争力的关键。教育也是美国人获得好工作和较高收入的途径。教育也是我们工作民主的必需品。教育促进了跨越国界、跨越文化的合作，这是为解决我们时代最具挑战性的问题所以必须的。
Under the Obama administration, education has become an urgent priority driven by two clear goals. By 2020,
在奥巴马治下，由两个明确目标导向的紧迫的优先事项。到二〇二〇年，
- We will raise the proportion of college graduates from where it now stands [39%] so that 60% of our population holds a 2-year or 4-year degree.
- 我们要提升大学毕业生的比例，人口中持有两年或四年学位证书的，将从现在的百分之三十九上升到百分之六十。
- We will close the achievement gap so that all students – regardless of race, income, or neighborhood – graduate from high school ready to succeed in college and careers.
- 我们将缩小所有学生的成就差距，不论种族、收入、邻居环境，从高中毕业就已做好大学和事业成功的准备。
These are aggressive goals and achieving them is a sizable challenge. Add to the challenge the projections of most states and the federal government of reduced revenues for the fore-seeable future, and it is clear we need cost-effective and cost-saving strategies that improve learning outcomes and graduation rates for millions of Americans.
这些目标都很积极进取，要实现他们有着相当大的困难。再加上因为在可预见的将来，税收减少导致的大多数州政府和联邦政府的预算困难，很显然我们需要划算的、节省的策略来改善数百万美国人的学习成果和毕业率。
Specifically, we must embrace innovation, prompt implementation, regular evaluation, and continuous improvement. The programs and projects that work must be brought to scale so every school has the opportunity to take advantage of that success. Our regulations, policies, actions, and investments must be strategic and coherent.
具体来说，我们必须坚持创新，迅速实施，定期评估，持续改进。这些方案项目必须按比例分配，以便每所学校都有机会从这些成功当中获得利益。我们的法规、政策、行动和投资，都必须具有战略意义且连贯。
Transforming American Education
转变美国教育
To achieve these goals, the National Educational Technology Plan (NETP) calls for revolutionary transformation rather than evolutionary tinkering. It urges our education system at all levels to
为了实现这些目标，国家教育技术计划（NETP）提倡革命式的转变而非渐进式的修补。它敦促我们各级教育体系：
- Be clear about the outcomes we seek.
- 必须清楚我们所寻求的成果是什么。
- Collaborate to redesign structures and processes for effectiveness, efficiency, and flexibility.
- 为了更好的效益、效率和灵活性，合作重新设计结构与过程。
- Continually monitor and measure our performance.
- 不断检测衡量我们的表现。
- Hold ourselves accountable for progress and results every step of the way.
- 保证我们自己能够为这一过程中我们每一步的进步和成果负责。
Just as technology is at the core of virtually every aspect of our daily lives and work, we must leverage it to provide engaging and powerful learning experiences, content, and resources and assessments that measure student achievement in more complete, authentic, and meaningful ways. Technology-based learning and assessment systems will be pivotal in improving student learning and generating data that can be used to continuously improve the education system at all levels. Technology will help us execute collaborative teaching strategies combined with professional learning that better prepare and enhance educators’ competencies and expertise over the course of their careers. To shorten our learning curve, we can learn from other kinds of enterprises that have used technology to improve outcomes while increasing productivity.
正如技术已经存在我们生活工作的几乎每个角落一样，我们必须利用它提供吸引力和强大的学习体验、内容、资源、评估手段，利用这些评估手段可以更完整、更真实、更有意义的测量学生的成就。以技术为基础的学习及评估系统，在改善学生学习、生成用于持续改进各级教育体制的数据方面，将会十分关键。技术能够帮助我们执行融合了专业学习的协作教学策略，在教育者的职业生涯中，更好的准备并增强其职业能力和专业知识。为了缩短我们的学习曲线，我们可以向已经使用技术提高生产率、改善成果的各类企业学习。
A 21st Century Model of Learning Powered by Technology
技术增强学习的二十一世纪模型
The NETP presents a model of 21st century learning powered by technology, with goals and recommendations in five essential areas: learning, assessment, teaching, infrastructure, and productivity. The plan also identifies far-reaching “grand challenge problems” that should be funded and coordinated at a national level.
NETP提出了一个技术增强学习的二十一世纪模型，并在五个基本领域——学习、评估、教学、架构、生产力——提出了目标和建议。该计划还明确了，影响深远的“重大挑战性问题”应该由国家提供资金，并在国家一级进行协调。
The challenging and rapidly changing demands of our global economy tell us what people need to know and who needs to learn. Advances in learning sciences show us how people learn. Technology makes it possible for us to act on this knowledge and understanding.
全球经济的挑战与快速变化的需求，告诉我们，人们需要知道什么，什么人需要学习。学习科学的进展向我们展示了人们如何学习。技术使我们可以按照知识与理解行事。
Learning
学习
The model of 21st century learning described in this plan calls for engaging and empowering learning experiences for all learners. The model asks that we focus what and how we teach to match what people need to know, how they learn, where and when they will learn, and who needs to learn. It brings state-of-the art technology into learning to enable, motivate, and inspire all students, regardless of background, languages, or disabilities, to achieve. It leverages the power of technology to provide personalized learning instead of a one-size- fits-all curriculum, pace of teaching, and instructional practices.
在计划中描述的这个二十一世纪学习模型，要求让所有学习者都参与并获准进行学习体验。该模型要求我们关注我们所教的内容，以及我们所教的内容是如何满足人们的求知欲的，人们如何学习，人们在何时何地学习，谁需要学习。它将最先进的技术带入学习，允许、激励、启发所有学生，无论其背景、语言、残障，去实现成就。它利用技术的力量提供个性化学习，而不是一刀切的课程安排、教学进度、教学实践。
Many students’ lives today are filled with technology that gives them mobile access to information and resources 24/7, enables them to create multimedia content and share it with the world, and allows them to participate in online social networks where people from all over the world share ideas, collaborate, and learn new things. Outside school, students are free to pursue their passions in their own way and at their own pace. The opportunities are limitless, borderless, and instantaneous.
今天许多学生的生活充满了技术，让他们可以时时刻刻获取信息和资源，让他们创造多媒体内容，并与全世界分享之，让他们参与在线社交网络，在那里来自世界各地的人们交流思想、合作、学习新东西。在学校以外，学生可以自由的按照自己的步伐和方式追赶他们自己的热情。机会无限制、无国界、瞬息而至。
The challenge for our education system is to leverage the learning sciences and modern technology to create engaging, relevant, and personalized learning experiences for all learners that mirror students’ daily lives and the reality of their futures. In contrast to traditional classroom instruction, this requires that we put students at the center and empower them to take control of their own learning by providing flexibility on several dimensions. A core set of standards-based concepts and competencies should form the basis of what all students should learn, but beyond that students and educators should have options for engaging in learning: large groups, small groups, and work tailored to individual goals, needs, interests, and prior experience of each learner. By supporting student learning in areas that are of real concern or particular interest to them, personalized learning adds to its relevance, inspiring higher levels of motivation and achievement.
我们教育系统面临的挑战是利用学习科学和现代技术，为所有学生创造吸引人的、贴切的、个性化的学习体验，能反映出学生的日常生活和真实的将来。相对于传统课堂教学，它要求我们以学生为中心，在诸多方面提供灵活性，允许学生掌控他们自己的学习。一组基于标准的核心概念和能力，应该形成所有学生需要学习的内容的基础，除此之外，学生及教育者应该能够对参与学习的形式做出选择：大团体、小团体，针对特定目标、需求、兴趣每个学生的前期经验。通过支持学生在真正关心或特别感兴趣的领域内的学习，个性化学习增加了相关性、公董其较高水情的积极性和成就。
In addition, technology provides access to more learning resources than are available in classrooms and connections to a wider set of “educators,” including teachers, parents, experts, and mentors outside the classroom. On-demand learning is now within reach, supporting learning that is life-long and life-wide (Bransford et al., 2006).
此外，相比于教室，技术提供机会接触到更多学习资源，联系到更多的教育者，包括教师、家长、专家、以及课堂之外的导师。按需学习日进指日可待，支持学习是终生的、全方位的。（布兰斯福德等，2006）
What and How People Need to Learn
人们需要学什么，需要如何学
Whether the domain is English language arts, mathematics, sciences, social studies, history, art, or music, 21st century competencies and expertise such as critical thinking, complex problem solving, collaboration, and multimedia communication should be woven into all content areas. These competencies are necessary to become expert learners, which we all must be if we are to adapt to our rapidly changing world over the course of our lives, and that involves developing deep understanding within specific content areas and making the connections between them.
无论这一领域是语言艺术、数学、科学、社会研究、历史、艺术、音乐，凡是二十一世纪的职业能力与专业知识，如批判性思维、复杂问题解决能力、协作、多媒体通信能力，都应该融入所有内容领域之中。这些职业能力是成为出色的学习者所必需的，如果我们能够适应生活中快速变化的世界，在特定内容领域做出深刻理解，并将着深刻理解与生活世界联系起来，我们都能成为出色的学习者。
How we need to learn includes using the technology that professionals in various disciplines use. Professionals routinely use the web and tools such as wikis, blogs, and digital content for the research, collaboration, and communication demanded in their jobs. They gather data and analyze it using inquiry and visualization tools. They use graphical and 3D modeling tools for design. For students, using these real-world tools creates learning opportunities that allow them to grapple with real-world problems – opportunities that prepare them to be more productive members of a globally competitive workforce.
我们非常需要学习使用许多技术，包括各学科专业人员使用的技术在内。专业人员日常使用网页和诸如维基网志等工具，以及工作中需要研究、合作、通讯用的数字化内容。他们使用查询和视觉化工具手机分析数据。他们使用图形和三维建模工具进行设计。对学生而言，使用这些真实的工具创造学习机会，让他们能够解决实际问题，抓住机会，从而培养他们成为更具生产力的全球竞争力员工。
Assessment
评估
The model of 21st century learning requires new and better ways to measure what matters, diagnose strengths and weaknesses in the course of learning when there is still time to improve student performance, and involve multiple stakeholders in the process of designing, conducting, and using assessment. In all these activities, technology-based assessments can provide data to drive decisions on the basis of what is best for each and every student and that in aggregate will lead to continuous improvement across our entire education system.
二十一世纪学习模型需要新的更好的方式去衡量事态，在学习过程中有时间改善学生表现的时候判断优劣，在设计、实施、使用评估的过程中涉及多个利益相关者。在所有这些活动中，基于技术的评估可以提供数据来驱动决策，这些决策建立在什么是对每个学生最好的基础上，并且总体上将导致我们整个教育体制的持续改进。
President Obama has called on our nation’s governors and state education chiefs to develop standards and assessments that measure 21st century competencies and expertise – critical thinking, complex problem solving, collaboration, and multimedia communication – in all content areas. Technology-based assessments that combine cognitive research and theory about how students think with multimedia, interactivity, and connectivity make it possible to directly assess these types of skills. And we can do so within the context of relevant societal issues and problems that people care about in everyday life.
奥巴马总统呼吁各州州长和州教育行政官员制定标准和评估方式，以衡量所有知识领域的二十一世纪职业技能和专业知识——批判性思维、复杂问题解决能力、合作、多媒体通信。基于技术的评估结合了认知研究和有关学生如何用多媒体、互动、连接进行思考的理论，并有可能直接访问这些类型的技能。在社会热点和人们每天都会关心的问题相关环境中我们可以这样做。
When combined with learning systems, technology-based assessments can be used formatively to diagnose and modify the conditions of learning and instructional practices while at the same time determining what students have learned for grading and accountability purposes. Both uses are important, but the former can improve student learning in the moment (Black & William, 1998; Black et al., 2004). Furthermore, systems can be designed to capture students’ inputs and collect evidence of their knowledge and problem solving abilities as they work. Over time, the system “learns” more about students’ abilities and can provide increasingly appropriate support.
一旦与学习系统、基于技术的评估手段相结合，就能用于构成诊断、修改学习和教学实践的条件，而在同一时间确定学生出于分数和责任目的学了什么。两种用途都很重要，但前者能很快改善学生的学习（布莱克与威廉，1998；布莱克等人，2004）。此外，可以将系统设计成能捕捉学生的输入，收集他们的知识和在工作中解决问题的能力。随着时间的推移，该系统“学会”更多有关学生的能力，可以提供越来越多的适当支持。
Using Data to Drive Continuous Improvement
运用数据驱动持续改善
With assessments in place that assess the full range of expertise and competencies reflected in standards, student learning data can be collected and used to continually improve learning outcomes and productivity. For example, such data could be used to create a system of interconnected feedback for students, educators, parents, school leaders, and district administrators.
利用适当的评估，按照标准评价全方位的专业知识和能力，学生学习数据可以被收集并用来不断提高学习效果、学习效率。打个比方，这些数据可以用来为学生、教育者、家长、学校领导、地区管理人员创建相互关联的反馈系统。
For this to work, relevant data must be made available to the right people at the right time and in the right form. Educators and leaders at all levels of our education system also must be provided with support – tools and training – that can help them manage the assessment process, analyze data, and take appropriate action.
对于这项工作，相关数据必须在正确的时间，以正确的形式提供给正确的人。我们各级教育体制中的教育者和领导者还必须提供支持——工具和训练，这些支持可以帮助他们管理评估过程、分析数据并采取适当的行动。
Teaching
教学
Just as leveraging technology can help us improve learning and assessment, the model of 21st century learning calls for using technology to help build the capacity of educators by enabling a shift to a model of connected teaching. In such a teaching model, teams of connected educators replace solo practitioners and classrooms are fully connected to provide educators with 24/7 access to data and analytic tools as well as to resources that help them act on the insights the data provide.
正如利用技术可以帮助我们改善学习和评估，通过转移到连接教学模型，二十一世纪学习模型需要使用技术去帮助建立教育者能力。在这种教学模型中，联系的教育者团队，取代了单独的从业者，并且教室也完全连接到网络，时时刻刻为教育者提供获取数据和分析工具以及资源，帮助他们依照数据提供的见解行事。
The expectation of effective teaching and accountability for professional educators is a critical component of transforming our education system, but equally important is recognizing that we need to strengthen and elevate the teaching profession. This is necessary if we are to attract and retain the most effective educators and achieve the learning outcomes we seek. Just as leveraging technology can help us improve learning and assessment, technology can help us build the capacity of educators by enabling a shift to a model of connected teaching.
对有效教学的期望，对专业教育者的责任的期望，是改变我们教育体系的重要组成部分，但同样重要的是认识到我们需要加强和提高教师专业水平。如果我们要吸引和留住最有效力的教育者，实现我们所寻求的学习成果，这很有必要。正如利用技术可以帮助我们提高学习和评估一样，通过转移到连接教学模型，技术可以帮助我们建立教育者能力。
In a connected teaching model, connection replaces isolation. Classroom educators are fully connected to learning data and tools for using the data; to content, resources, and systems that empower them to create, manage, and assess engaging and relevant learning experiences; and directly to their students in support of learning both inside and outside school. The same connections give them access to resources and expertise that improve their own instructional practices and guide them in becoming facilitators and collaborators in their students’ increasingly self-directed learning.
在连接教学模型中，连接取代隔离。课堂教育者完全连接到学习实用的数据和处理这些数据的工具，内容、资源和系统，这些让他们创建、管理、评估有吸引力的、贴切的学习体验，课堂教育者与他们的学生直接相连，在学校内外都支持其学习。同样的连接让他们获取资源和专业知识，这能提高他们自身的教学实践，引导他们成为学生日渐自我导向式学习的促进者和合作者。
In connected teaching, teaching is a team activity. Individual educators build online learning communities consisting of their students and their students’ peers; fellow educators in their schools, libraries, and afterschool programs; professional experts in various disciplines around the world; members of community organizations that serve students in the hours they are not in school; and parents who desire greater participation in their children’s education.
在连接教学中，教学是一个团队活动。教育工作者个体建立网上学习社区，由学生及其同龄伙伴、学校里的教育者朋友、图书管理员、课外活动、世界各地各学科专家组成。社区机构的成员在学生不在校的时候为学生提供服务，家长渴望更多的参与进自己孩子的教育。
Episodic and ineffective professional development is replaced by professional learning that is collaborative, coherent, and continuous and that blends more effective in-person courses and workshops with the expanded opportunities, immediacy, and convenience enabled by online environments full of resources and opportunities for collaboration. For their part, the colleges of education and other institutions that prepare teachers play an ongoing role in the professional growth of their graduates throughout the entire course of their careers.
偶发的、无效的专业发展被合作的、有条理的、持续的专业学习所取代，更有效地融入个人课程和工作当中，由充满资源和合作机会的在线环境带来更多的机会、即时性和便利。对他们来说，教育专科学院和其他学术机构安排教师在其毕业生的整个职业生涯的专业成长过程中，扮演不断发展的角色。
Connected teaching enables our education system to provide access to effective teaching and learning resources where they are not otherwise available and provide more options for all learners at all levels. This is accomplished by augmenting the expertise and competencies of specialized and exceptional educators with online learning systems and through on-demand courses and other self-directed learning opportunities. Clearly, more teachers will need to be expert at providing online instruction.
连接教学让我们的教育体制提供机会获得别处没法获得的有效教学和学习资源，为各种水平的所有学习者提供更多选择。这是通过增加专业知识和能力，杰出教育者与在线学习系统，以及按需定制课程、其他自我导向的学习机会，来实现的。显然，更多的教师将需要成为能够提供在线教学的专家。
21st Century Resources for Professional Educators
为专业教育者提供的二十一世纪资源
The technology that enables connected teaching is available now, but not all the conditions necessary to leverage it are. Many of our existing educators do not have the same understanding of and ease with using technology that is part of the daily lives of professionals in other sectors. The same can be said of many of the education leaders and policymakers in schools, districts, and states and of the higher education institutions that prepare new educators for the field.
令连接教学成为现实的技术现在已经可用，但技术并非运用连接教学所必需的条件。我们现有诸多教育者，不具备的同一技术理解力和熟练使用能力，对于其他部门专业人士而言却是日常生活的一部分。对于许多教育领导者和学校、地区、州以及为教育领域输送新的教育者的高等教育机构的政策制定者而言，同样如此。
This gap in technology understanding influences program and curriculum development, funding and purchasing decisions about educational and information technology in schools, and pre-service and in-service professional learning. This gap prevents technology from being used in ways that would improve instructional practices and learning outcomes.
这种技术理解影响方案和课程开发、提供资金和购买有关教育和学校、职前、在职专业学习信息技术相关决策中的差距。这一差距阻碍技术被用于许多方面去改善教学实践和学习效果。
Still, we must introduce connected teaching into our education system rapidly, and therefore we need innovation in the organizations that support educators in their profession – schools and districts, colleges of education, professional learning providers, and professional organizations.
但是，我们必须尽快将连接教学引入我们的教育体制，因此我们需要在支持教育者职业的组织机构——学校和地区、师范专科、专业学习提供者、专业机构——里做出革新。
Infrastructure
基础设施
An essential component of the 21st century learning model is a comprehensive infrastructure for learning that provides every student, educator, and level of our education system with the resources they need when and where they are needed. The underlying principle is that infrastructure includes people, processes, learning resources, policies, and sustainable models for continuous improvement in addition to broadband connectivity, servers, software, management systems, and administration tools. Building this infrastructure is a far-reaching project that will demand concerted and coordinated effort.
二十一世纪学习模型的一个重要组成部分，是全面的学习基础设施，能够为每一位学生、教育者，以及我们各级教育体制提供他们需要的资源，无论何时何地。其基本原则是，基础设施包括人员，流程、学习资源、政策，以及不断改善的可持续发展模型，另外还有宽带连接、服务器、软件、管理系统、管理工具。建设这样的基础设施意义深远，需要相互协调共同努力。
Although we have adopted technology in many aspects of education today, a comprehensive infrastructure for learning is necessary to move us beyond the traditional model of educators and students in classrooms to a learning model that brings together teaching teams and students in classrooms, labs, libraries, museums, workplaces, and homes – anywhere in the world where people have access devices and an adequate Internet connection.
虽然今天我们在教育的诸多方面已经使用了技术，但仍然需要全面的学习基础设施，才能让我们超越传统的教室里的教育者和学生模式，转变成在教室、实验室、图书馆、博物馆、工作场所和家庭中汇集教育团队和学生的学习模式，无论身处世界任何地方，只要人们有接入设备和和适当的互联网连接就行。
Over the past 40 years, we have seen unprecedented advances in computing and communications that have led to powerful technology resources and tools for learning. Today, low-cost Internet access devices, easy-to-use digital authoring tools, and the web facilitate access to information and multimedia learning content, communication, and collaboration. They provide the ability to participate in online learning communities that cross disciplines, organizations, international boundaries, and cultures.
在过去四十年里，我们在计算机和通讯领域看到了前所未有的发展，这导致了强大的技术资源和学习工具。今天，低廉的互联网接入设备，易用的数码制作工具，以及网络促进了获取信息和多媒体学习内容、通讯和协作。他们提供参与在线学习社区的能力，这些在线学习社区跨越学科、组织、国界、文化。
Many of these technology resources and tools already are being used within our public education system. We are now, however, at an inflection point for a much bolder transformation of education powered by technology. This revolutionary opportunity for change is driven by the continuing push of emerging technology and the pull of the critical national need to radically improve our education system.
这些技术资源和工具中，许多已经被用在我们的公共教育系统中。然而，现在我们正处在一个非常大胆的由技术驱动的教育转型的转折点。这一革命性的变革机会，由新兴技术的持续推进，和国家非常需要从根本上改进我们的教育体制的拉动来驱动的。
Always-on Learning Resources
立即响应的学习资源
Our model of an infrastructure for learning is always on, available to students, educators, and administrators regardless of their location or the time of day. It supports not just access to information, but access to people and participation in online learning communities. It offers a platform on which developers can build and tailor applications. An infrastructure for learning unleashes new ways of capturing and sharing knowledge based on multimedia that integrate text, still and moving images, audio, and applications that run on a variety of devices. It enables seamless integration of in- and out-of-school learning. It frees learning from a rigid information transfer model (from book or educator to students) and enables a much more motivating intertwine of learning about, learning to do, and learning to be.
我们的学习基础设施的模型，是立即响应的，无论何时何地，都能提供给学生、教育者和管理人员。它不仅仅支持获取信息，还能接近他人，参与在线学习社区。它提供平台，在其上，开发者可以构建、定制应用程序。用于学习的基础设施释放出捕捉和分享知识的新途径，这些知识基于多媒体，整合了文本、静态及动态图像、音频、运行于各种设备之上的应用程序。它使得校内校外学习无缝集成在一起。它将学习从僵化的信息传输模型（书本或教育者或学生）中释放出来，使得有更多积极性投身于学习的内容、学习的方法以及学会做人。
On a more operational level, an infrastructure for learning brings together and enables access to data from multiple sources while ensuring appropriate levels of security and privacy. It integrates computer hardware, data and networks, information resources, interoperable software, middleware services and tools, and devices and connects and supports interdisciplinary teams of professionals responsible for its development, maintenance, and management and its use in transformative approaches to teaching and learning.
在操作层面上，用于学习的基础设施，汇集了来自多个来源的数据，并允许人获取，同时确保恰当的安全和隐私水平。它继承了计算机硬件、数据、网络、信息资源、互可操作软件、中间件服务及工具、设备、连接，支持跨学科专业团队负责其开发、维护、管理，它使用可以变化的方法去教授与学习。
Productivity
生产力
To achieve our goal of transforming American education, we must rethink basic assumptions and redesign our education system. We must apply technology to implement personalized learning and ensure that students are making appropriate progress through our K-16 system so they graduate. These and other initiatives require investment, but tight economic times and basic fiscal responsibility demand that we get more out of each dollar we spend. We must leverage technology to plan, manage, monitor, and report spending to provide decision-makers with a reliable, accurate, and complete view of the financial performance of our education system at all levels. Such visibility is essential to meeting our goals for educational attainment within the budgets we can afford.
要实现我们转变美国教育的目标，我们必须重新思考基本的假设，重新设计我们的教育体制。我们必须运用技术来实现个性化学习，确保学生在我们的义务教育体制下毕业时能有所收获。这些措施以及其他措施都需要投资，但是拮据的经济时期、基本的财政责任，要求我们把一块钱当成两块钱来花。我们必须利用技术去规划、管理、监督、报告开支，为决策者提供一个我们各级教育系统可靠的、准确的、完整的财政状况视图。在预算必须是我们负担得起的前提下，这种清晰度必须满足我们教育程度的目标。
Improving productivity is a daily focus of most American organizations in all sectors – both for-profit and nonprofit – and especially so in tight economic times. Education has not, however, incorporated many of the practices other sectors regularly use to improve productivity and manage costs, nor has it leveraged technology to enable or enhance them. We can learn much from the experience in other sectors.
提高生产力是美国各行业大多数组织——无论是营利的还是非营利的——的日常重点，尤其是在如今这个经济困难时期。不过，教育并没有吸纳其他行业的用来提高生产力、管理开支的诸多习惯做法，也没有使用技术去启用或加强这些。我们可以从其他行业的经验中学到很多东西。
What education can learn from the experience of business is that we need to make the fundamental structural changes that technology enables if we are to see dramatic improvements in productivity. As we do so, we should recognize that although the fundamental purpose of our public education system is the same, the roles and processes of schools, educators, and the system itself should change to reflect the times we live in and our goals as a world leader. Such rethinking applies to learning, assessment, and teaching processes, and to the infrastructure and operational and financial sides of running schools and school systems.
如果我们想看到生产力的显著提高的话，那么教育可以从商业经验中学到的，是我们需要做出技术所能允许的基础结构改变。一旦我们这样做，我们应该认识到，尽管我们公共教育系统的基本目的是一致的，学校的流程与作用，教育者、体制本身，都应改变以反映我们生活的时代和我们作为世界领导者的目标。这种反思应用于学习、评估、教学过程，以及基础设施、具体操作、学校运作的财务方面和学校体制。
Rethinking Basic Assumptions
反思基本假设
One of the most basic assumptions in our education system is time-based or “seat-time” measures of educational attainment. These measures were created in the late 1800s and early 1900s to smooth transitions from K-12 into higher education by translating high school work to college admissions offices (Shedd, 2003) and made their way into higher education when institutions began moving away from standardized curricula.
在我们教育体制中一个最基本的假设就是基于时间或者说“板凳时间”衡量教育程度。这些测量方式产生于十九世纪末期二十世纪早期，通过把一部分高中工作转移给高校招生办公室，同时研究机构开始远离标准化课程，把这些方法带入高等教育，从而从初等教育平滑过渡到高等教育。
Another basic assumption is the way we organize students into age-determined groups, structure separate academic disciplines, organize learning into classes of roughly equal size with all the students in a particular class receiving the same content at the same pace, and keep these groups in place all year.
另一个基本假设是我们按照年龄给学生分组，组建不同的学科，按照大致相等的班额组织所有学生学习，在特定的场所按照相同的步伐接受相同的内容，并保持这些小组一整年不变。
The last decade has seen the emergence of some radically redesigned schools, demonstrating the range of possibilities for structuring education. These include schools that organize around competence rather than seat time and others that enable more flexible scheduling that fits students’ individual needs rather than traditional academic periods and lockstep curriculum pacing. In addition, schools are beginning to incorporate online learning, which gives us the opportunity to extend the learning day, week, or year. The United States has a long way to go if we are to see every student complete at least a year of higher education or postsecondary career training. There is no way to achieve this target unless we can dramatically reduce the number of students who leave high school without getting a diploma and/or who are unprepared for postsecondary education.
过去十年我们已经看到出现了一些彻底重新设计的学校，证明了构建教育的各种可能性。其中包括一些学校围绕能力而不是板凳时间来组织教学，其他一些学校允许更灵活的时间安排，以适应学生的个体需要而非传统的学术周期、同步课程步调。另外，学校也开始接纳在线学习，这使得我们有机会有更多时间学习。如果我们想看到每位学生至少完成一年高等教育或中学后职业训练，美国还有很长的路要走。除非我们能够显著减少高中肄业的学生数量，和还没有准备好中学后教育的学生数量，没有其他途径实现这一目标。
A complex set of personal and academic factors underlie students’ decision to leave school or to disengage from learning, but support should start as early as possible, before children enter school, and should become intensified for those students who need it as they move through school. Practices supported with technology can help address the problem, including learning dashboards that keep students on track with their course requirements and earning credits for courses taken online.
一系列复杂的个人和学术因素成为学生离开学校或脱离学习的根本原因，但是支持应当尽早开始，在儿童进入学校之前，并为在读书时需要支持的学生进行强化。技术对实践的支持，可以帮助解决这一问题，包括学习仪表板可以跟踪学生的课程需求，赚取在线课程学分。
Redesigning education in America for improved productivity is a complex challenge that will require all 50 states, the thousands of districts and schools across the country, the federal government, and other education stakeholders in the public and private sector coming together to design and implement innovative solutions. It is a challenge for educators – leaders, teachers, and policymakers committed to learning – as well as technologists, and ideally they will come together to lead the effort.
美国重新设计教育，提高生产力，是一项复杂的任务，需要全部五十个州、数以千计的地区、全国各地的学校，联邦政府，以及公共和私有领域的其他教育利益相关人，走到一起，设计并实施创新的解决方案。对于教育者——领导者、教师、致力于学习的决策者——以及技术专家，这都是一项挑战，最好他们能够走到一起，领导这项计划。
A Rigorous and Inclusive Process
严格而包容的方法
The NETP, led by the Department of Education’s Office of Educational Technology, was developed using a rigorous and inclusive process built on the report of a technical working group of leading education researchers and practitioners.
由教育部教育技术办公室领导的国家教育技术计划，使用严格而包容的方法开发的，以领导教育研究者和从业人员的技术工作小组的报告为基础。
In keeping with the White House’s Open Government Directive, the Department invited extensive public participation in the development of the NETP. Broad outreach efforts and state-of-the-art communications and collaboration technology enabled tens of thousands of individuals to learn about and contribute to the development of the NETP over its 9-month development period.
为了与白宫的开放式政府指令保持一致，教育部邀请广泛公众参与进国家教育技术计划的开发过程。在国家教育技术计划九个月的开发过程中，广泛的宣传工作和先进的通讯及协作技术，使得数万人了解并协助其开发。
The Time To Act Is Now
现在就开始行动
The NETP accepts that we do not have the luxury of time – we must act now and commit to fine-tuning and midcourse corrections as we go. Success will require leadership, collaboration, and investment at all levels of our education system – states, districts, schools, and the federal government – as well as partnerships with higher education institutions, private enterprises, and not-for-profit entities. In the United States, education is primarily a state and local responsibility. State and local public education institutions must ensure equitable access to learning experiences for all students and especially students in underserved populations – low-income and minority students, students with disabilities, English language learners, preschool-aged children, and others. States and districts need to build capacity for transformation. The Department of Education has a role in identifying effective strategies and implementation practices; encouraging, promoting, and actively supporting innovation in states and districts; and nurturing collaborations that help states and districts leverage resources so the best ideas can be scaled up.
国家教育技术计划相信我们没有足够的时间，我们必须现在开始行动，并承诺在行动过程中进行微调、中途修正。成功需要我们各级教育体制——州、地区、学校和联邦政府——都有领导力、合作、投资，以及与高等教育机构、私有企业、非营利实体的合作。州和地方公共教育机构必须确保所有学生公平获取学习体验，尤其是缺少社会服务人群中的学生——低收入和少数民族学生、残疾学生、英语非母语学习者、学龄前儿童、以及其他学生。州和地区需要构建变革的能力。教育部在确认有效策略及运行实践、鼓励、推动、积极支持州和地区的革新、培养合作方面发挥作用，帮助州和地区利用资源，使得最优秀的想法得到发扬光大。
Postsecondary education institutions – community colleges and 4-year colleges and universities – will need to partner more closely with K-12 schools to remove barriers to postsecondary education and put plans of their own in place to decrease dropout rates. Clearly, postsecondary institutions would be key players in the national R&D efforts recommended in this plan.
中学后教育机构——社区大学和四年制本专科学校——需要与基础教育学校结成更紧密的伙伴关系，以消除中学后教育的障碍，制定适合自己的计划，减少辍学率。显然，中学后教育机构将在计划建议的国家研发工作中扮演关键角色。
Education has long relied on the contributions of organizations in both the private and not- for-profit sectors, and this will not change.
教育早已依赖于组织捐款，无论私有企业还是非营利机构，这将不会改变。
As we enter the second decade of the 21st century, there has never been a more pressing need to transform American education and there will never be a better time to act. The NETP is a 5-year action plan that responds to an urgent national priority and a growing understanding of what the United States needs to do to remain competitive in a global economy.
当我们进入二十一世纪的第二个十年，一直没有迫切需求转变美国教育，也一直没有合适的时间去转变。国家教育技术计划是一个五年行动计划，该计划是为了响应紧迫的国家优先事项，和对在全球经济中保持竞争力需要美国去做什么的日益理解。
Goals and Recommendations
目标与建议
The NETP presents five goals with recommendations for states, districts, the federal government, and other stakeholders in our education system that address learning, assessment, teaching, infrastructure, and productivity. The plan also identifies far-reaching grand challenge problems that should be funded and coordinated at a national level.
国家教育技术计划提出五个目标，推荐给州、地区、联邦政府，以及我们教育体制中的其他利益获得者，以解决学习、评估、教学、基础设施和生产力问题。该计划也确定了，影响深远的重大挑战性问题应该得到国家一级的资助和协调。
1.0 Learning
1.0 学习
All learners will have engaging and empowering learning experiences both in and outside of school that prepare them to be active, creative, knowledgeable, and ethical participants in our globally networked society.
无论学校内外，所有学习者都将参与并得到学习体验，在我们全球网络化社会中，为他们准备好积极的、创新的、知识渊博的、有道德的参与者。
To meet this goal, we recommend the following actions:
为达致此目标，我们建议采取以下行动：
1.1 Revise, create, and adopt standards and learning objectives for all content areas that reflect 21st century expertise and the power of technology to improve learning.
1.1 修正、创造、为反映二十一世纪专业知识和科技力量的所有内容领域，使用标准和学习目标改善学习。
1.2 Develop and adopt learning resources that use technology to embody design principles from the learning sciences.
1.2 开发并使用学习资源，使用技术来体现学习科学的设计原则。
1.3 Develop and adopt learning resources that exploit the flexibility and power of technology to reach all learners anytime and anywhere.
1.3 利用技术的灵活性和威力开发并使用学习资源，让学习者随时随地可以获取。
1.4 Use advances in the learning sciences and technology to enhance STEM (science, technology, engineering, and mathematics) learning and develop, adopt, and evaluate new methodologies with the potential to enable all learners to excel in STEM.
1.4 使用学习科学和技术的进步，去增强科学、技术、工程和数学的学习与开发、运用，并评价新方法的潜力，让所有学习者在这四科更加优秀。
2.0 Assessment
2.0 评估
Our education system at all levels will leverage the power of technology to measure what matters and use assessment data for continuous improvement.
为了得到持续的改进，我们各级教育体制将运用技术的力量去衡量事物，并使用评估数据。
To meet this goal, we recommend the following actions:
要实现这一目标，我们建议采取以下行动：
2.1 Design, develop, and adopt assessments that give students, educators, and other stakeholders timely and actionable feedback about student learning to improve achievement and instructional practices.
2.1 设计、开发并使用评估，让学生、教育者和其他利益相关者及时的、可行的反馈有关学生学习，以改善成绩、教学实践。
2.2 Build the capacity of educators and educational institutions to use technology to improve assessment materials and processes for both formative and summative uses.
2.2 构建教育者和教育机构的评估能力，评估使用技术改进对材料与工艺的形成性与总结性使用。
2.3 Conduct research and development that explore how gaming technology, simulations, collaboration environments, and virtual worlds can be used in assessments to engage and motivate learners and to assess complex skills and performances embedded in standards.
2.3 引导研究与开发，探究游戏技术、模拟技术、协作环境、虚拟世界是如何用于评估参与和激励学习者，评价嵌入标准之中的复杂技能和表现。
2.4 Revise practices, policies, and regulations to ensure privacy and information protection while enabling a model of assessment that includes ongoing student learning data gathering and sharing for continuous improvement.
2.4 修正具体做法、政策和法规，以确保隐私和信息保护，同时启用包括持续改进学生正在进行中的数据收集、分享在内的评估模型。
3.0 Teaching
3.0 教学
Professional educators will be supported individually and in teams by technology that connects them to data, content, resources, expertise, and learning experiences that enable and inspire more effective teaching for all learners.
专业教育工作者，无论个体还是处于团队，都能得到技术支持，把他们同数据、内容、资源、专业知识、学习体验连接起来，为所有学习者激励更有效的教学。
To meet this goal, we recommend the following actions:
要实现这一目标，我们建议采取以下行动：
3.1 Design, develop, and adopt technology-based content, resources, and online learning communities that create opportunities for educators to collaborate for more effective teaching, inspire and attract new people into the profession, and encourage our best educators to continue teaching.
3.1 设计、开发并使用基于技术的内容、资源和在线学习环境，为教育者创造协作机会，以便更有效的教学，激发吸引新人进入这一行业，鼓励我们最好的教育者继续从教。
3.2 Provide pre-service and in-service educators with preparation and professional learning experiences powered by technology that close the gap between students’ and educators’ fluencies with technology and promote and enable technology use in ways that improve learning, assessment, and instructional practices.
3.2 为职前和在职教育工作者提供技术驱动的准备工作和专业学习体验，消弭学生和教育者之间流畅使用技术的差距，促进并支持技术用在改善学习、评估、教学实践等方面。
3.3 Transform the preparation and professional learning of educators and education leaders by leveraging technology to create career-long personal learning networks within and across schools, pre-service preparation and in-service educational institutions, and sprofessional organizations.
3.3 转变教育者和教育领导者的准备工作和专业学习，利用技术创造终身个人学习网络，遍及学校内外、职前、在职教育机构、专业组织。
3.4 Use technology to provide access to the most effective teaching and learning resources, especially where they are not otherwise available, and to provide more options for all learners at all levels.
3.4 利用技术提供机会获取最有效的教学和学习资源，特别是在没有其他途径可用的场合下，为各种水平的所有学习者提供更多选择机会。
3.5 Develop a teaching force skilled in online instruction.
3.5 培养熟悉在线教育的教师队伍。
4.0 Infrastructure
4.0 基础设施
All students and educators will have access to a comprehensive infrastructure for learning when and where they need it.
无论何时何地，只要需要，所有学生和教育者都能获得一份完整的用于学习的基础设施。
To meet this goal, we recommend the following actions:
要实现这一目标，我们建议采取以下行动：
4.1 Ensure that students and educators have adequate broadband access to the Internet and adequate wireless connectivity both inside and outside school.
4.1 确保学生和教育者有足够的带宽访问互联网，在校内校外都有足够的无线连接。
4.2 Ensure that every student and educator has at least one Internet access device and software and resources for research, communication, multimedia content creation, and collaboration for use in and out of school.
4.2 确保每位学生和教育者，在校内外至少有一款互联网接入设备、软件、资源可以用于研究、通讯、多媒体内容创作、协作。
4.3 Leverage open educational resources to promote innovative and creative opportunities for all learners and accelerate the development and adoption of new open technology-based learning tools and courses.
4.3 为所有学习者使用用开放教育资源，促进创新和创造性机会，加快开发及使用新的、开放式的、基于技术的学习工具和课程。
4.4 Build state and local education agency capacity for evolving an infrastructure for learning.
4.4 为州和地方教育机构建立改进学习基础设施的能力。
4.5 Support “meaningful use” of educational and information technology in states and districts by establishing definitions, goals, and metrics.
4.5 通过确定定义、目标和评价量规，支持在州和地区“有意义的使用”教育和信息技术。
5.0 Productivity
5.0 生产力
Our education system at all levels will redesign processes and structures to take advantage of the power of technology to improve learning outcomes while making more efficient use of time, money, and staff.
我们各级教育体制要重新设计教育过程和结构，利用技术的力量改善学习成果，同时更有效的运用时间、金钱和员工。
To meet this goal, we recommend the following actions:
要实现这一目标，我们建议采取以下行动：
5.1 Develop and adopt a common definition of productivity in education and more relevant and meaningful measures of learning outcomes and costs.
5.1 制定并使用教育生产力的共同定义，以及有关学习成果和成本的更密切的更有意义的测量方法。
5.2 Improve policies and use technology to manage costs including those for procurement.
5.2 完善政策，使用技术管理包括采购在内的成本。
5.3 Fund the development and use of interoperability standards for content, student learning data, and financial data to enable collecting, sharing, and analyzing data to improve decision-making at all levels of our education system.
5.3 为开发并使用互操作性标准拨款，这些标准用于内容、学生学习数据、财务数据，以便收集、分享、分析数据以改进我们各级教育体制做出的决策。
5.4 Rethink basic assumptions in our education system that inhibit leveraging technology to improve learning, starting with our current practice of organizing student and educator learning around seat time instead of the demonstration of competencies.
5.4 反思我们教育体制的基本假设，即抑制使用技术去改善学习，从我们当前的组织学生和教育者围绕能力展示而非板凳时间展开学习的行为开始。
5.5 Design, implement, and evaluate technology-powered programs and interventions to ensure that students progress through our K-16 education system and emerge prepared for the workplace and citizenship.
5.5 设计、实施、评价技术驱动各种项目和干预措施，确保学生能走完我们基础教育和高校教育体制，并表现出已经为工作和当好一名公民做好准备。
A New Kind of R&D for Education
用于教育的新型研发
To design and implement more efficient and effective education system, this plan calls for an organization with the mission of serving the public good through research and development at the intersection of learning sciences, technology, and education (Pea & Lazowska, 2003).
为了设计实施更高效更可行的教育体制，该计划要求有一间组织，其任务是通过在学习科学、技术和教育的交汇处研究开发，而服务于公益事业（Pea & Lazowska, 2003）。
The Higher Education Act (P.L. 110-315) passed in August 2008 authorizes establishment of the National Center for Research in Advanced Information and Digital Technologies (also called the Digital Promise). Housed in the Department of Education, the center is authorized as a 501(c)3 that would bring together contributions from the public and private sectors to support the R&D needed to transform learning in America. The Digital Promise’s intent of involving private sector technology companies in precompetitive R&D with the center can be realized only if the federal government provides the funding that would demonstrate its own commitment to a major program of R&D addressing the complex problems associated with redesigning our education system.
高等教育法（公法110-315）于二〇〇八年八月得到通过，授权建立高级信息与数码技术国家研究中心（也称数码承诺）。该中心下辖于教育部，被授权为501(c)3，汇集来自公共和私人部门的捐赠，以支持其转变美国学习所需的研发。数码承诺涉及私营技术公司的意图，是在只有联邦政府提供资助的前提下，可以实现中心开展竞争前的研发，这将表明它自己承诺研发的主要作用，是解决与重新设计我们教育体制相关的复杂问题。
The Defense Advanced Research Projects Agency (DARPA) offers an example of how such a research agency can promote work that builds basic understanding and addresses practical problems. DARPA sponsors high-risk/high-gain research on behalf of Department of Defense agencies, but it is independently managed and staffed by individuals from both industry and academia who are experts in the relevant research areas. DARPA program officers are given considerable discretion, both in defining the research agenda and making decisions about the funding and structuring of research (Cooke-Deegan, 2007).
国防高级研究计划局（DARPA）提供了一个例子，展示研究机构如何促进工作，建立基本的认识，解决实际问题。DARPA为国防部机构在高风险高收益研究的利益做担保，但它是独立管理，由来自工业界和学术界的相关研究领域专家组成。无论是在确定研究的日程安排，还是作出跟研究的资金与结构相关的决定方面，DARPA项目人员拥有相当大的自由裁量权。
In a similar manner, the National Center for Research in Advanced Information and Digital Technologies should identify key emerging trends and priorities and recruit and bring together the best minds and organizations to collaborate on high-risk/high-gain R&D projects. It should aim for radical, orders-of-magnitude improvements by envisioning the impact of innovations and then working backward to identify the fundamental breakthroughs required to make them possible.
以同样的方式，高级信息与数码技术国家研究中心应该确定关键的新趋势和优先事项，招募汇集最优秀的人才与机构，合作进行高风险高收益的研发项目。通过想像革新的影响，目标应当放在彻底的、数量级的改进，然后工作方向从确定必需的根本突破，转到实现这些突破。
Grand Challenge Problems
重大挑战性问题
This plan also urges the national research center to focus on grand challenge problems in education research and development. “Grand challenge problems” are important problems that require bringing together a community of scientists and researchers to work toward their solution.
该计划还呼吁国家研究中心关注教育研究和发展中的重大挑战性问题。“重大挑战性问题”是需要汇集一群科学家和研究者，共同解决的重大问题。
The following grand challenge problems illustrate the kinds of ambitious R&D efforts that should be coordinated at a national level. Notably, although each of these problems is a grand challenge in its own right, they all combine to form the ultimate grand challenge problem in education: establishing an integrated end-to-end real-time system for managing learning outcomes and costs across our entire education system at all levels.
以下重大挑战性问题，表明了这类雄心勃勃的研发努力，应该得到国家一级的协调。值得注意的是，尽管这些问题每一项凭一己之力都算得上重大挑战性问题，但是它们结合起来，形成了教育中的超级重大挑战性问题：为管理我们各级教育体制中的学习成果和成本，建立一套完整的端到端实时系统。
1.0: Design and validate an integrated system that provides real-time access to learning experiences tuned to the levels of difficulty and assistance that optimizes learning for all learners and that incorporates self-improving features that enable it to become increasingly effective through interaction with learners.
1.0：设计并验证一套集成系统，可以提供实时访问学习体验，调整难度和援助水平，从而为所有学习者优化学习，并包含自我提高的功能，这可以让它通过与学习者的互动变得越来越有效率。
2.0: Design and validate an integrated system for designing and implementing valid, reliable, and cost-effective assessments of complex aspects of 21st century expertise and competencies across academic disciplines.
2.0：设计并验证一套集成系统，为设计并实施有效的、可靠的、划算的评估复杂的二十一世纪专业知识和跨学科能力的方方面面。
3.0: Design and validate an integrated approach for capturing, aggregating, mining, and sharing content, student learning, and financial data cost-effectively for multiple purposes across many learning platforms and data systems in near real time.
3.0：设计并验证一套集成方法，用于在许多学习平台和数据系统上出于多种目的，去接近实时的捕捉、汇集、挖掘、分享内容、学生学习和财务数据成本核算。
4.0: Identify and validate design principles for efficient and effective online learning systems and combined online and offline learning systems that produce content expertise and competencies equal to or better than those produced by the best conventional instruction in half the time at half the cost.
4.0：为有效的在线学习系统确定并验证设计原则，结合在线和离线学习系统，产生的专业知识和能力等于或好于那些传统教学方式所产生的，而且只用了一半的时间和一般的费用。
www.ed.gov/technology
Transforming American Education: Learning Powered by Technology - Executive Summary
转变美国教育：技术增强学习——执行摘要
