以多元主体参与促进数字化学习——基于联合国教科文组织教育信息化奖获奖项目的研究  

Promoting Digital Learning by Multiple Providers—Taking the Winning Projects of UNESCO ICT in Education Prize as an Example

作　　者：侯松岩[1] 苗逢春[2] HOU Songyan;MIAO Fengchun(International Cooperation Department,The Open University of China,Beijing 100039,China;the Unit for the Technology and AI in Education,UNESCO,Paris 75007,France)

机构地区：[1]国家开放大学国际部,北京100039 [2]联合国教科文组织总部教育信息化与教育人工智能部门,巴黎75007

出　　处：《世界教育信息》2023年第5期52-60,共9页Journal of World Education

基　　金：2022年度数字化学习技术集成与应用教育部工程研究中心创新基金项目“国际视域下数字技术在开放教育中的应用研究”(编号:1221011)。

摘　　要：联合国教科文组织(UNESCO)在引导全球各地教育发展、支持各地教育体系应对当代挑战方面起到引领与示范作用。2022年11月,《技术在教育中的创新应用:UNESCO教育信息化奖获奖项目》出版。该奖为促进世界各地教育数字化发展提供借鉴。文章以UNESCO教育信息化奖为研究对象,阐释其关注重点及实践成效。研究发现,全球各地积极响应UNESCO教育信息化行动,多元主体在教育数字化行动中提供了技术和内容方面的解决方案,更广泛的学习者在此过程中受益。但全球教育数字化行动在教师、技术、学生、语言和资源本地化方面仍面临挑战。UNESCO教育信息化行动和实践可为我国大力推进教育数字化战略行动提供参考和借鉴。UNESCO has played a leading and exemplary role in guiding the development of education worldwide and supporting education systems in addressing contemporary challenges.In November 2022,Innovative Use of Technology in Education:Winning Projects of UNESCO’s King Hamad Bin Isa AL-Khalifa Prize was published.This award offers a reference for the digital development of education worldwide today and in the future.This study focuses on award-winning projects and explains the practical effectiveness of UNESCO’s digital education initiative globally.The findings of this study showed that various regions around the world are actively responding to UNESCO’s education informatization initiative.Diverse entities provide technical and content solutions in the digital education initiative,benefiting diverse learners in this process.The global digital education initiative faces challenges in localizing teachers,technology,students,languages,and resources.UNESCO’s education informatization actions and practices can offer implications for China’s efforts to promote the digital education strategy.

关 键 词：教育数字化 行动和实践 数字技术 全球视角 联合国教科文组织 

分 类 号：G513[文化科学—教育学]