聯(lián)合國教育、科學(xué)與文化組織(UNESCO)最新發(fā)布的《反思教育學(xué)》(Rethinking Pedagogy)研究報(bào)告中，闡述了數(shù)字技術(shù)在實(shí)現(xiàn)優(yōu)質(zhì)教育方面的現(xiàn)狀和未來潛力。北京愛迪學(xué)校教與學(xué)創(chuàng)新中心總監(jiān) Russell Hazard 為核心的愛迪學(xué)校研究團(tuán)隊(duì)，與另外三十余位全球?qū)＜夜餐�撰寫了這份報(bào)告，為政府、學(xué)校、教育技術(shù)公司和相關(guān)機(jī)構(gòu)分析了未來發(fā)展方向。

　　Russell Hazard 對(duì)21世紀(jì)教育、可持續(xù)發(fā)展教育和數(shù)字/多模式讀寫能力的研究曾得到包括倫敦大學(xué)學(xué)院、新加坡國立教育學(xué)院、聯(lián)合國教科文組織、國際學(xué)術(shù)論壇(IAFOR)、TESOL等院校和機(jī)構(gòu)的廣泛認(rèn)可。Russell Hazard 還與我校 Tracy Deng 老師合作，為該報(bào)告撰寫了具體的中國案例研究。

　　Tracy Deng 擁有哈佛大學(xué)教育學(xué)碩士學(xué)位，目前在我校擔(dān)任初中部英語教研組長職務(wù)，同時(shí)也是我校劍橋國際教師職業(yè)發(fā)展資格認(rèn)證項(xiàng)目講師。

　　隨著數(shù)字通信技術(shù)的飛速發(fā)展，社會(huì)和經(jīng)濟(jì)正在發(fā)生巨大變化，這意味著學(xué)習(xí)環(huán)境和教學(xué)實(shí)踐也正在發(fā)生著極其迅速的變化。如今，數(shù)字技術(shù)在教育中的應(yīng)用，不僅是對(duì)傳統(tǒng)教育的有益補(bǔ)充，甚至有些應(yīng)用正在顛覆傳統(tǒng)的教育方法。然而，數(shù)字技術(shù)使用不當(dāng)實(shí)際上可能會(huì)破壞素質(zhì)教育。

　　教科文組織關(guān)于反思教育學(xué)的報(bào)告中，提供了關(guān)于教育文本和實(shí)踐如何演變的文獻(xiàn)綜述，分析和歸類了當(dāng)前的國際數(shù)字教育資源，并提供了世界各地?cái)?shù)字教育實(shí)踐的案例研究。最后，基于這些數(shù)據(jù)，向國際政策決策者、政府和學(xué)校提供各種建議，以支持實(shí)踐并獲取最優(yōu)化效果。

　　通過該報(bào)告的編寫，愛迪學(xué)校外籍專家及教師更清晰地看到了未來數(shù)字教育的趨勢(shì)，從而有效推動(dòng)我校教學(xué)實(shí)踐的國際化進(jìn)程。愛迪學(xué)校創(chuàng)新中心正在以聯(lián)合國教科文組織的“全球?qū)＜翌檰?rdquo;身份，走在世界數(shù)字教學(xué)領(lǐng)域前列。

　　Aidi Teaching, Learning, and Innovation Center Researchers Impacting Global Education

　　——While many schools claim leadership in educational research, Aidi School demonstrates it.

　　The newly released United Nations Educational, Scientific, and Cultural Organization (UNESCO) research report "Rethinking Pedagogy: Exploring the Potential of Digital Technology in Achieving Quality Education" has now been released. Russell Hazard, director of our school's Teaching, Learning, and Innovation (TLI) Center, was one of 30 global education experts who authored the report over the last year, providing future direction for governments, universities, schools, educational technology companies and other relevant institutions.

　　Russell Hazard’s previous research on 21st century education, Education for Sustainable Development, and digital/multimodal literacy has been presented around the world in institutions and organizations such as the University College London, the National Institute of Education in Singapore, UNESCO, IAFOR, and TESOL International. As well as contributing to the research report as a whole, Russell Hazard worked with Tracy Deng (Aidi School TLI instructor) to write the China specific case study for the report.

　　Tracy Deng, who holds a master’s degree in education from Harvard University, currently leads the Chinese-English teaching team in Junior High School as well as being a Cambridge PDQ instructor in the Teaching, Learning, and Innovation Center.

　　The tremendous social and economic changes that are now occurring alongside the exponential growth of digital communication technology mean that learning environments and teaching practices are transforming extremely rapidly. Today, the application of digital technology in education is not only viewed as an important addition to traditional practices but is actually disrupting traditional education practices altogether in some cases. However, many problems have also emerged as improperly used technology may actually undermine quality education.

　　The UNESCO report on Rethinking Pedagogy offers a literature review on how educational texts and practices are have evolved, maps and classifies current international digital education resources, and provides case studies on digital education implementation attempts from around the world. Using the data generated by these efforts, it then provides a variety of recommendations for international policy makers, governments, and schools to support best practices and outcomes. In doing so, it aims to provide insights to promote highly strategic, beneficial, and increasingly innovative uses of digital technology in education and thereby help to provide inclusive and equitable access to quality education for all.Facing the great opportunities and challenges brought by digital technology, the report attempts to contribute to reflective teaching rather than wholesale early adoption.

　　Through the preparation of this education research report, Aidi School positions itself at the forefront of future educational policy and teaching practices. Such efforts allow our school leaders, curriculum designers, and teachers to see the incoming trends in education years before they become common practice. However, as well as using research to help Aidi School, the Aidi School TLI Center is working to shape international education policy and thereby help children all over the world.