联合国教育、科学与文化组织(UNESCO)最新发布的《反思教育学》(Rethinking Pedagogy)研究报告中，阐述了数字技术在实现优质教育方面的现状和未来潜力。北京爱迪学校教与学创新中心总监 Russell Hazard 为核心的爱迪学校研究团队，与另外三十余位全球专家共同撰写了这份报告，为政府、学校、教育技术公司和相关机构分析了未来发展方向。

Russell Hazard 对21世纪教育、可持续发展教育和数字/多模式读写能力的研究曾得到包括伦敦大学学院、新加坡国立教育学院、联合国教科文组织、国际学术论坛(IAFOR)、TESOL等院校和机构的广泛认可。Russell Hazard 还与我校 Tracy Deng 老师合作，为该报告撰写了具体的中国案例研究。

Tracy Deng 拥有哈佛大学教育学硕士学位，目前在我校担任初中部英语教研组长职务，同时也是我校剑桥国际教师职业发展资格认证项目讲师。

随着数字通信技术的飞速发展，社会和经济正在发生巨大变化，这意味着学习环境和教学实践也正在发生着极其迅速的变化。如今，数字技术在教育中的应用，不仅是对传统教育的有益补充，甚至有些应用正在颠覆传统的教育方法。然而，数字技术使用不当实际上可能会破坏素质教育。

教科文组织关于反思教育学的报告中，提供了关于教育文本和实践如何演变的文献综述，分析和归类了当前的国际数字教育资源，并提供了世界各地数字教育实践的案例研究。最后，基于这些数据，向国际政策决策者、政府和学校提供各种建议，以支持实践并获取最优化效果。

通过该报告的编写，爱迪学校外籍专家及教师更清晰地看到了未来数字教育的趋势，从而有效推动我校教学实践的国际化进程。爱迪学校创新中心正在以联合国教科文组织的“全球专家顾问”身份，走在世界数字教学领域前列。

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.