Product by UNESCO IITE （The UNESCO Institute for Information Technologies in Education）聯(lián)合國教科文組織教育信息技術(shù)研究所

該報告為UNESCO IITE新推出的“教育的數(shù)字化轉(zhuǎn)型”（Digital Transformation of Education）系列出版物的第一期。據(jù)悉，“教育的數(shù)字化轉(zhuǎn)型”系列將包括政策簡報、分析報告和反思論文，以探討由于技術(shù)的使用及其對教育和人類生活其他領(lǐng)域的影響，教育領(lǐng)域正在發(fā)生和正在出現(xiàn)的根本性變化。

3.3 Parents

3.3.1? Involvement and Engagement

AI supports parental engagement by allowing them to become participants in rather than reviewers of their childs progress， by ensuring that all parties have access to data and insights to inform that collaboration. When parents can monitor their childs progress and intervene at an appropriate juncture， and can communicate with the childs teachers in an informed manner， then all parties benefit — the school， the teacher， the parent， and the child.

3.3.2 Reinforcing Values

By providing parents with greater visibility of their childs progress， AI enables them to become more actively involved， and to reinforce the message that they regard education as of importance. However， to achieve this， schools and colleges must be willing to grant access to key data and the information systems which house it.

3.4? School Leaders

3.4.1 Oversight and Insight

In addition to core factors such as Behaviour and Attendance， educators and school leaders must also evaluate Participation， Persistence， Optimism and Self-Belief， Critical Thinking and a range of other key determinants of future success. Simply put， in the absence of AI it is impossible for a school leader to analyse all of these disparate factors for each student within the school， or to derive the insights necessary to support timely interventions.

3.4.2 Efficiencies and Resource Management

The use of Data and Predictive Analytics can help school leaders to move from reactive to proactive management， and to predict issues before they arise. Artificial Intelligence solutions can be used to lower energy costs by ensuring that heat and light are provided in line with actual demand， with accurate forecasts generated using machine learning based on historical patterns.

3.4.3 Teacher Retention

By allowing them to create personalized learning paths for each of their students — to identify and address each students specific needs — and to generate automated， real-time reports with the click of a button， AI can help to remove many of the frustrations teachers currently face while enabling them to do what they love best in a more effective and rewarding way. It can help school leaders to manage and reduce attrition rates by addressing some of the root causes why teachers opt to leave.

3.4.4 Student Retention and Welfare

Not only can AI help to avert cybersecurity breaches and protect sensitive student data， it can also generate an alert， if， for example， it noticed a student searching about self-harm.

3.4.5 Communications and Community

The foundation for closer relationships is effective communications， and AI can play a part in maintaining and improving these. Personalisation does not only apply to the students learning pathways： it is also possible to personalize the ways in which communications are managed with each parent. When an active discourse between the school， the parents and the local community is supported， the school leaders have access to immediate feedback， and to a range of differing perspectives.

3.5? Local， Regional and National Administration

Although administrative bodies may be at different stages in their data journey， AI， Data & Analytics and Machine Learning technologies have the ability to ingest the available data and to generate insights to assist in the planning process. Because AI is capable of generating those insights in real time， and can continuously update that guidance as the data is refreshed， it enables planners to predict as well as to measure vital components within the planning process.

3.5.1 Resource Planning

In addition to the tracking of key demographical information， capital requirements， staffing and professional development needs， etc.， AI can also assist with services such as the predictive maintenance， allowing planners to proactively address the provision of adequate resources in line with a changing environment.

3.5.2 Curriculum Design

Ensuring that school and college curricula are up to date and can adequately prepare students for the world they will face upon graduation is a perennial challenge. AI cannot address this challenge on its own. Implementing large-scale changes to a national curriculum is the work of several years and involves a huge number of stakeholders and interested parties. The ability to interrogate large data sets， to analyse that data and generate insights， and to expose those insights via dashboards and visualizations tailored to the needs and roles of those tasked with curriculum design can improve the currency and accuracy of the information available to， and the preparedness of those engaged in this essential work.

譯文

3.3 家長

3.3.1 投入和參與

人工智能支持家長參與，讓他們成為孩子進(jìn)步的參與者而不是評論者，確保各方都可以訪問數(shù)據(jù)，并為協(xié)作提供信息與見解。當(dāng)家長可以監(jiān)控孩子的進(jìn)步并在適當(dāng)?shù)臅r候進(jìn)行干預(yù)，還能以知情的方式與孩子的老師溝通時，那么學(xué)校、教師、家長和學(xué)生都會受益。

3.3.2 強(qiáng)化價值

通過讓父母更清楚地了解孩子的進(jìn)步，人工智能可以讓家長更積極地參與到孩子的教育過程中，并強(qiáng)化他們認(rèn)為教育很重要的價值觀。為了實(shí)現(xiàn)這一目標(biāo)，學(xué)校必須允許家長訪問關(guān)鍵數(shù)據(jù)和存儲數(shù)據(jù)的信息系統(tǒng)。

3.4 學(xué)校領(lǐng)導(dǎo)

3.4.1 監(jiān)察和洞悉

除了分析學(xué)生行為和出勤率等核心因素外，教育工作者和學(xué)校領(lǐng)導(dǎo)還可以評估參與度、堅(jiān)持、樂觀和自信、批判性思維以及影響未來成功的一系列其他關(guān)鍵決定因素。簡而言之，在沒有人工智能的情況下，學(xué)校領(lǐng)導(dǎo)不可能為校內(nèi)的每個學(xué)生分析這些不同的因素，并得到支持及時干預(yù)所需的見解。

3.4.2 效率和資源管理

數(shù)據(jù)和預(yù)測分析的使用可以幫助學(xué)校領(lǐng)導(dǎo)從被動管理轉(zhuǎn)變?yōu)橹鲃庸芾恚⒃趩栴}出現(xiàn)之前預(yù)測問題。譬如人工智能解決方案可在確保實(shí)際需求的前提下提供熱量和光照，從而降低能源成本，并使用基于歷史模式的機(jī)器學(xué)習(xí)生成準(zhǔn)確預(yù)測。

3.4.3 留住師資

為每個學(xué)生創(chuàng)建個性化的學(xué)習(xí)路徑，識別和滿足每個學(xué)生的特定需求，并通過單擊按鈕生成自動化的實(shí)時報告，人工智能可以幫助教師解決當(dāng)前面對的許多問題，同時使他們能夠以更有效和更有價值的方式做自己最喜歡的事情。通過解決教師離職的一些根本原因，幫助學(xué)校領(lǐng)導(dǎo)留住教師。

3.4.4 留住生源并提供幫助

人工智能不僅可以幫助避免網(wǎng)絡(luò)安全漏洞和保護(hù)學(xué)生的敏感信息，還可以做出預(yù)警，減少學(xué)生退學(xué)的風(fēng)險，例如它關(guān)注到學(xué)生在搜索有關(guān)自我傷害的信息時會發(fā)出警報。

3.4.5 家校社溝通

建立更密切關(guān)系的基礎(chǔ)是有效的溝通，人工智能可以在維護(hù)和改進(jìn)這些方面發(fā)揮作用。個性化不僅適用于學(xué)生的學(xué)習(xí)途徑，還可以個性化管理家校溝通方式。當(dāng)學(xué)校、家長和當(dāng)?shù)厣鐓^(qū)之間的積極對話得到支持時，學(xué)校領(lǐng)導(dǎo)可以立即獲得反饋，并獲得一系列不同的觀點(diǎn)。

3.5 地區(qū)和國家行政部門

盡管行政機(jī)構(gòu)可能正處于數(shù)據(jù)旅程的不同階段，但人工智能、數(shù)據(jù)分析和機(jī)器學(xué)習(xí)技術(shù)有能力攝取可用數(shù)據(jù)并產(chǎn)生洞察力以協(xié)助其規(guī)劃過程。人工智能可以實(shí)時生成這些見解，并且可以在數(shù)據(jù)刷新時不斷更新指導(dǎo)，使規(guī)劃人員能夠預(yù)測并衡量規(guī)劃過程中的重要組成部分。

3.5.1 資源規(guī)劃

除了跟蹤關(guān)鍵的人口統(tǒng)計信息、資本要求、人員配備和專業(yè)發(fā)展需求等，人工智能還可以協(xié)助提供預(yù)測性維護(hù)等服務(wù)，讓規(guī)劃人員能夠根據(jù)不斷變化的環(huán)境主動提供足夠的資源。

3.5.2 課程設(shè)計

確保學(xué)校和大學(xué)課程是最新的，為學(xué)生畢業(yè)后將面臨的世界做好充分準(zhǔn)備，這是一項(xiàng)長期挑戰(zhàn)。人工智能無法獨(dú)自應(yīng)對這一挑戰(zhàn)。國家課程實(shí)施大規(guī)模改革需要數(shù)年時間，涉及大量利益相關(guān)者和組織。但人工智能可以輔助查詢大型數(shù)據(jù)集、分析數(shù)據(jù)并生成見解，通過儀表盤和可視化展示這些見解，以適應(yīng)課程設(shè)計任務(wù)的需求和作用，提高課程設(shè)計人員可用信息的通用性和準(zhǔn)確性，幫助相關(guān)工作人員更好地進(jìn)行準(zhǔn)備。