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When experts define innovation， they talk about staying relevant in changing times， applying bold ideas to address real challenges and adding value—even “magic”—to people’s lives. Innovation is bigger than technology： It is “the future delivered.”
At a time of accelerating change the world over， delivering the future is critical if students are to thrive， participate and contribute throughout their lives. Too often， however， technology is a proxy for innovation in K–12 education， rather than a strategic asset designed to support inspired vision， strategy and human capacity. Without this deeper understanding of innovation， it will be difficult to create meaningful teaching and learning experiences.
The strategic application of technologies is imperative if K–12 leaders truly want to make the digital leap. When schools offer visionary leadership， equip educators with the skills and know how to integrate technology meaningfully into learning， and foster cultures where students can create and experiment， they can engage learners of all kinds. Discerning the megatrends that could help or hinder and teaching and learning， however， can be challenging even for the most technology-savvy leaders.
A FRESHPERSPECTIVEON TECHNOLOGYTRENDS INEDUCATION
Driving K–12 Innovation， this new series of publications from CoSN （Consortium for School Networking）， will provide insights into pressing educational challenges and thoughtful， intentional use of technology to address them.
Driving K–12 Innovation is the successor to the New Media Consortium’s Horizon K–12 reports， a decade-long series that ended in 2017. CoSN was the co-founder and lead partner. We are honoring the legacy of the Horizon K–12 reports with a fresh perspective. Rather than a single annual report， Driving K–12 Innovation is an annual series of three shorter， focused publications—Hurdles， Accelerators and Tech Enablers—and a culminating toolkit to inform strategic planning and smart technology integration into teaching and learning.
HURDLES
Hurdles are more than pesky obstacles. They are significant organizational and human capacity challenges that force educators to slow down， prepare themselves and—with sufficient practice， knowhow and tools—make the leap to innovation.
ACCELERATORS
Accelerators are megatrends that drive the needs and skills expected of students and educators. Some disruptive shifts are moving rapidly （even suddenly）， while others are happening so gradually that their e？ects may not be felt for years. TECH ENABLERS
Tech enablers are supporting tools that smooth the way to more expansive opportunities and solutions in education.
译文
当专家们定义“创新”时，他们谈论的是与时俱进，运用大胆的想法来应对真正的挑战，并为人们的生活增添价值，甚至可以称之为“魔法”。创新比技术更重要，它引领着“未来发展的方向”。
在全球加速变革的时代，如果希望学生在生命里勃发、参与并做出贡献，那么创造力的培养至关重要。然而，多数情况下，“技术”已成为基础教育创新的代名词，而不是旨在支持灵感愿景、方法策略和人力潜能的战略资产。如果不对创新有更深刻的理解，就很难创造出有意义的教学和学习体验。
如果基础教育领导者想要实现数字化飞跃，那么技術的战略应用势在必行。如果学校领导层具有远见卓识，为教育工作者提供技能支持，并将技术有意义地融入学习，为学生培育创造和实践的文化土壤，他们就可以吸引各种学习者。然而，即使对技术最精湛的领导者来说，辨别一种技术趋势是否促进或阻碍教学，也是一项挑战。
技术教育趋势的新视角
《基础教育创新驱动力报告》是由CoSN（美国学校网络联合会）最新推出的系列出版物。对教育面临的紧迫性挑战，报告提供了新见解，并有针对性、有目的地运用技术以解决这些挑战。
《基础教育创新驱动力报告》是《新媒体联盟地平线报告（基教版）》（简称《地平线报告》）的传承者。《地平线报告》系列持续了十年之久，于2017年结束，而CoSN是其联合创始人和主要合作伙伴。我们以全新的视角宣传《地平线报告》的传承者——《基础教育创新驱动力报告》，它不是一份年度报告，而是年度系列报告，分为三个短篇专题报告（挑战篇、趋势篇、技术驱动篇）及一本工具集宝典（内含战略规划、智能技术与教学的深度融合）。
挑战
挑战不仅在于障碍令人生厌，更重要的是组织和人才能力方面的挑战迫使教育者放慢速度，做好一切准备（如充分的实践、技术和工具），从而实现创新的飞跃。
趋势
满足学生和教育工作者的需求和技能是大趋势。一些破坏性的转变正在迅速发生（甚至突然发生），而其他转变正在逐渐发生，以至于它们的影响力可能多年未被察觉。
技术驱动
技术驱动者不断地在提供支持工具，以便为教育中更广泛的机会和解决方案铺平道路。
At a time of accelerating change the world over， delivering the future is critical if students are to thrive， participate and contribute throughout their lives. Too often， however， technology is a proxy for innovation in K–12 education， rather than a strategic asset designed to support inspired vision， strategy and human capacity. Without this deeper understanding of innovation， it will be difficult to create meaningful teaching and learning experiences.
The strategic application of technologies is imperative if K–12 leaders truly want to make the digital leap. When schools offer visionary leadership， equip educators with the skills and know how to integrate technology meaningfully into learning， and foster cultures where students can create and experiment， they can engage learners of all kinds. Discerning the megatrends that could help or hinder and teaching and learning， however， can be challenging even for the most technology-savvy leaders.
A FRESHPERSPECTIVEON TECHNOLOGYTRENDS INEDUCATION
Driving K–12 Innovation， this new series of publications from CoSN （Consortium for School Networking）， will provide insights into pressing educational challenges and thoughtful， intentional use of technology to address them.
Driving K–12 Innovation is the successor to the New Media Consortium’s Horizon K–12 reports， a decade-long series that ended in 2017. CoSN was the co-founder and lead partner. We are honoring the legacy of the Horizon K–12 reports with a fresh perspective. Rather than a single annual report， Driving K–12 Innovation is an annual series of three shorter， focused publications—Hurdles， Accelerators and Tech Enablers—and a culminating toolkit to inform strategic planning and smart technology integration into teaching and learning.
HURDLES
Hurdles are more than pesky obstacles. They are significant organizational and human capacity challenges that force educators to slow down， prepare themselves and—with sufficient practice， knowhow and tools—make the leap to innovation.
ACCELERATORS
Accelerators are megatrends that drive the needs and skills expected of students and educators. Some disruptive shifts are moving rapidly （even suddenly）， while others are happening so gradually that their e？ects may not be felt for years. TECH ENABLERS
Tech enablers are supporting tools that smooth the way to more expansive opportunities and solutions in education.
译文
当专家们定义“创新”时，他们谈论的是与时俱进，运用大胆的想法来应对真正的挑战，并为人们的生活增添价值，甚至可以称之为“魔法”。创新比技术更重要，它引领着“未来发展的方向”。
在全球加速变革的时代，如果希望学生在生命里勃发、参与并做出贡献，那么创造力的培养至关重要。然而，多数情况下，“技术”已成为基础教育创新的代名词，而不是旨在支持灵感愿景、方法策略和人力潜能的战略资产。如果不对创新有更深刻的理解，就很难创造出有意义的教学和学习体验。
如果基础教育领导者想要实现数字化飞跃，那么技術的战略应用势在必行。如果学校领导层具有远见卓识，为教育工作者提供技能支持，并将技术有意义地融入学习，为学生培育创造和实践的文化土壤，他们就可以吸引各种学习者。然而，即使对技术最精湛的领导者来说，辨别一种技术趋势是否促进或阻碍教学，也是一项挑战。
技术教育趋势的新视角
《基础教育创新驱动力报告》是由CoSN（美国学校网络联合会）最新推出的系列出版物。对教育面临的紧迫性挑战，报告提供了新见解，并有针对性、有目的地运用技术以解决这些挑战。
《基础教育创新驱动力报告》是《新媒体联盟地平线报告（基教版）》（简称《地平线报告》）的传承者。《地平线报告》系列持续了十年之久，于2017年结束，而CoSN是其联合创始人和主要合作伙伴。我们以全新的视角宣传《地平线报告》的传承者——《基础教育创新驱动力报告》，它不是一份年度报告，而是年度系列报告，分为三个短篇专题报告（挑战篇、趋势篇、技术驱动篇）及一本工具集宝典（内含战略规划、智能技术与教学的深度融合）。
挑战
挑战不仅在于障碍令人生厌，更重要的是组织和人才能力方面的挑战迫使教育者放慢速度，做好一切准备（如充分的实践、技术和工具），从而实现创新的飞跃。
趋势
满足学生和教育工作者的需求和技能是大趋势。一些破坏性的转变正在迅速发生（甚至突然发生），而其他转变正在逐渐发生，以至于它们的影响力可能多年未被察觉。
技术驱动
技术驱动者不断地在提供支持工具，以便为教育中更广泛的机会和解决方案铺平道路。