The Difficulties and Corresponding Strategies of Educational Digital Transformation

doi:10.16382/j.cnki.1000-5560.2023.03.008

Abstract

Abstract:

The digital transformation in education is an inevitable result of the developing affordance of digital technology for education. This paper discusses the barriers, difficulties, and coping strategies in the educational digital transformation. It first describes three stages of future panoramic transformation of education: infrastructure upgrading, learning mode reforming, and educational process reengineering. The digital transformation of education, as a technology-involved innovative social revolution, is not bound to be a smooth journey. The interaction between technologies and education subjects is affected by multiple factors, thus leading to various corresponding difficulties and obstacles. The surface difficulties mainly come from the barriers of technological availability in building the new education infrastructure, referring to limited investments (e.g., human & financial) and technical bottlenecks. The deep difficulties mean educational subjects’ (e.g., teachers, students, & parents) action obstacles. The core difficulty is how to improve the consensus on digital educational innovation and how to deal with the relationship between humans and technology. To solve the core difficulty of educational digital transformation, it is necessary to carry out structural reform in education and strengthen the basic research of learning science to have a deep understanding of the process and mechanism of education with digital transformation. Finally, this paper puts forward several practical strategies to solve these difficulties from three levels: foundation-building strategies, empowering strategies, and exploring strategies.

Key words: digital transformation in education, future education, technology affordance, transformation difficulties

Junjie Shang, Xiuhan Li. The Difficulties and Corresponding Strategies of Educational Digital Transformation[J]. Journal of East China Normal University(Educational Sciences), 2023, 41(3): 72-81.

Figures/Tables 1

References 0

	阿瑟. (2014). 技术的本质: 技术是什么, 它是如何进化的(曹东溟, 王健译). 杭州: 浙江人民出版社.
	波斯曼. (2007). 技术垄断: 文化向技术投降(何道宽译). 北京: 北京大学出版社.
	曹培杰. (2017). 未来学校的兴起、挑战及发展趋势——基于“互联网+”教育的学校结构性变革. 中国电化教育, (7), 9- 13.
	曹培杰. (2018). 未来学校变革: 国际经验与案例研究. 电化教育研究, (11), 114- 119.
	程聪, 缪泽锋, 严璐璐 & 陈锋. (2022). 数字技术可供性与企业数字创新价值关系研究. 科学学研究, (5), 915- 926.
	郭利强, 谢山莉 & 范慧圆. (2022). 传统教材向数字教材转型: 动因、障碍及实现路径. 课程. 教材. 教法, (7), 36- 41.
	哈蒂. (2015). 可见的学习: 对800多项关于学业成就的元分析的综合报告(彭正梅, 邓莉, 高原, 等译). 北京: 教育科学出版社.
	胡姣, 彭红超 & 祝智庭. (2022). 教育数字化转型的现实困境与突破路径. 现代远程教育研究, (5), 72- 81.
	金琦钦, 向佐军. (2022). 技术如何赋能教学变革?——基于拉里•库班情境限制选择论的考察. 外国教育研究, (6), 53- 64.
	柯林斯, 哈尔弗森. (2013). 技术时代重新思考教育(陈家刚, 程佳铭译). 上海: 华东师范大学出版社.
	尚俊杰. (2020a). 未来教育重塑研究. 上海: 华东师范大学出版社.
	尚俊杰. (2020b). 在线教育讲义. 上海: 华东师范大学出版社.
	尚俊杰, 蒋宇. (2018). 游戏化学习: 让学习更科学、更快乐、更有效. 人民教育, (Z2), 102- 104.
	尚俊杰, 庄绍勇 & 陈高伟. (2015). 学习科学: 推动教育的深层变革. 中国电化教育, (1), 6- 13.
	肖睿, 肖海明 & 尚俊杰. (2020). 人工智能与教育变革: 前景、困难和策略. 中国电化教育, (4), 75- 86.
	习近平. (2022). 高举中国特色社会主义伟大旗帜为全面建设社会主义现代化国家而团结奋斗——在中国共产党第二十次全国代表大会上的报告.取自中国政府网网站（2022年10月25日）: http://www.gov.cn/xinwen/2022-10/25/content_5721685.htm.
	谢卫红, 曾思敏, 彭铁鹏 & 王忠. (2022). 技术可供性: 概念内涵、理论框架及展望. 科技管理研究, (5), 210- 218.
	杨现民, 吴贵芬 & 李新. (2022). 教育数字化转型中数据要素的价值发挥与管理. 现代教育技术, (8), 5- 13.
	袁振国. (2017a). 未来对教育内容的挑战. 中国教育报, 2017−08−02(03).
	袁振国. (2017b). 未来教育对学习者的挑战. 中国教育报, 2017−08−30(05).
	袁振国. (2017c). 未来对教育手段的挑战. 中国教育报, 2017−08−09(03).
	袁振国. (2022). 数字化转型视野下的教育治理. 中国教育学刊, (8), 1- 6+18.
	中华人民共和国国务院. (2017). 国务院关于印发新一代人工智能发展规划的通知. 取自中国政府网网站(2017年7月20日): http://www.gov.cn/zhengce/content/2017-07/20/content_5211996.htm.
	中华人民共和国教育部. (2021). 教育部等六部门关于推进教育新型基础设施建设构建高质量教育支撑体系的指导意见. 取自中华人民共和国教育部网站（2021年7月20日）: http://www.moe.gov.cn/srcsite/A16/s3342/202107/t20210720_545783.html.
	朱永新, 杨帆. (2020). 重新定义教育: 未来学习中心的形态构建与实践畅想——朱永新教授专访. 苏州大学学报(教育科学版), (4), 83- 91.
	祝智庭, 胡姣. (2022a). 教育数字化转型的本质探析与研究展望. 中国电化教育, (4), 1- 8+25.
	祝智庭, 胡姣. (2022b). 教育数字化转型的实践逻辑与发展机遇. 电化教育研究, (1), 5- 15.
	祝智庭, 郑浩, 许秋璇 & 吴永和. (2022). 教育数字化转型的政策导向与生态化发展方略. 现代教育技术, (9), 5- 18.
	Hutchby, I. (2001). Technologies, texts and affordances. Sociology, 35 (2), 441- 456.

[1]	Yonghe Wu, Qiuxuan Xu, Zhuzhu Wang. A Maturity Model for Digital Transformation in Education [J]. Journal of East China Normal University(Educational Sciences), 2023, 41(3): 25-35.
[2]	Yu Shengquan. The Key Stages of Digital Transformation in Education [J]. Journal of East China Normal University(Educational Sciences), 2023, 41(3): 62-71.
[3]	Xiangjun Hao, Xue He. The Game and Integration between AI and Human in Knowledge Production and its Enlightenment to Education [J]. Journal of East China Normal University(Educational Sciences), 2022, 40(9): 78-89.
[4]	Zhu Yongxin, John Couch. How Technology Unlock the Potential of Lifelong Learners?-Dialogue on the Future Education and Learning Upgrading between Zhu Yongxin and John Couch [J]. Journal of East China Normal University(Educational Sciences), 2020, 38(3): 1-15.
[5]	Zhang Wei, Mark Bray. Comparative Research on Shadow Education: Historical Developments and Future Directions [J]. Journal of East China Normal University(Educational Sciences), 2020, 38(11): 21-38.