【译题】制定成功之路：美国STEM教育战略（五）

Pathways to Success（Ⅲ）

Build Computational Literacy

Society has been wholly transformed by digital devices and the internet. Fully and safely benefiting from this pervasive technology requires at least a basic level of understanding， or “digital literacy”.In STEM education， as in other areas of our lives， computation and communication technologies are constantly evolving and creating challenges to the traditional when， where， and what of learning. In both formal and informal settings， and across multiple learning levels， educational technology can improve learning.

This pathway includes strategies for connecting people， accessing knowledge， and building high- demand job skills. It also highlights the important research and development challenge of how to both harness the benefits of digital technology and equip Americans of all ages and backgrounds to be critical and ethical consumers and producers of data and digital communication. There are three objectives under this pathway：

●Promote Digital Literacy and Cyber Safety

Just as literacy was a critical skill that led to better opportunities in previous centuries， digital literacy is critical for people to be successful in today’s society. Strong digital literacy and cyber safety skills complement all levels of STEM education， contributing to the attainment of universal STEM literacy， as well as laying a strong foundation for the STEM workforce of the future. Of particular importance for workforce development is the need to train future STEM workers in digital ethics and digital privacy around the use of data.

Key Federal actions needed to achieve this objective include：

·Partner across Federal agencies and between Federal agencies and other stakeholders to promote digital fluency and cyber safety practices at all levels， including professional development programs for educators.

·Conduct and support fundamental and applied research on the human dimensions of cyber safety and disseminate promising practices.

·Support education and training in digital ethics and data privacy for STEM researchers from undergraduate through graduate education.

●Make Computational Thinking an Integral Element of All Education

One often-cited definition of computational thinking （CT） is the thought processes involved in formulating problems and their potential solutions in ways that the solution can be effectively carried out by an information-processing agent （human or machine， or more generally， by a combination of both）.

A firm grounding in computational thinking， including through CS education， will help build a more STEM-literate public. Educating learners from an early age to think analytically about problems fosters useful skills they can carry with them throughout their lives. Changes in the modern workplace require a workforce able to fill jobs using technologies and in newly emerging fields that did not exist just a few years ago.

Key Federal actions needed to achieve this objective include：

·Increase the number of Federal funding and partnership opportunities that include computational thinking as a selection criterion.

·Support research and disseminate best practices on effective methods for teaching computational thinking and computer science to young children as part of the STEM curriculum.

·Identify and share education practices and curriculum materials that are effective at developing computational thinking.

●Expand Digital Platforms for Teaching and Learning

A growing number of educational institutions and organizations now offer open online courses， distance learning technologies， mobile learning applications， and a variety of other digital learning platforms. In particular， simulation-based games， mobile platforms， virtual environments， and augmented reality tools can heighten curiosity and increase learner engagement. Digital platforms for teaching and learning can support diversity and inclusion in STEM education as well， by providing more equitable access to STEM learning opportunities.

Key Federal actions needed to achieve this objective include：

·Expand research on and support for development of curricula using digital tools and universal design principles.

·Sponsor， participate in， and/or encourage workshops， hack-a-thons， and other activities that bring together communities of practice and train STEM educators on how to most effectively use digital tools and learning models.

·Identify and prioritize support for practices and learning models for distance learning that most effectively reach underserved and rural populations.

通往成功的道路（三）

培养公民的计算素养

信息技术彻底改变了当今社会。充分和安全地受益于这种普及的技术至少需要一个基本的理解水平，或“数字素养”。在STEM教育中，就像在我们生活的其他领域一样，计算和通信技术不断发展，对传统的学习时间、地点和内容构成了挑战。在正式和非正式的环境中，以及在不同的学习层次上，教育技术都可以改善学习。

这一路径包含为连接人员、获取知识和建立高需求工作技能的策略。它还强调了重要的研究和开发挑战，即如何利用数字技术的优势，并使所有年龄和背景的美国人都具备成为数据和数字通信的关键和道德消费者、生产者的能力。为此还专门提出三个子目标：

●加强信息素养培养和网络安全教育

正如在过去的几个世纪里，识字是带来更好机会的关键技能一样，数字素养对人们在当今社会取得成功至关重要。强大的数字素养和网络安全技能补充了各级科技教育，有助于实现普及科技教育，并为未来的科技教育工作者奠定坚实的基础。对劳动力发展特别重要的是，有必要培训STEM未来的员工，让他们了解数字伦理和数据使用方面的数字隐私。

为了实现这个目标，联邦政府需要：

·联邦机构之间以及联邦机构和其他利益相关者之间的合作伙伴，在各个层面促进數字流畅性和网络安全实践，包括面向教育工作者的专业发展计划。

·开展和支持关于网络安全的人这一层面的基础和应用研究，并传播有前景的做法。

·支持STEM研究人员在数字伦理和数据隐私方面的教育和培训。

●推进计算思维融入所有学科

计算思维一个经常被引用的定义是，以一种信息处理代理有效地执行解决方案的方式形成问题及其潜在解决方案的思维过程。

计算思维的坚实基础，将有助于建立更懂STEM教育的公众。从小教育学习者对问题进行分析性思考，培养一个他们一生都可以受益的有用技能。现代工作场所的变化要求劳动者们能够利用技术和新兴领域来填补工作岗位。

为了实现这个目标，联邦政府需要：

·增加联邦资助和合作机会的数量，将计算思维作为选择标准。

·作为STEM课程的一部分，支持研究和传播有关有效方法的最佳实践，以便向幼儿教授计算思维和计算机科学。

·识别和分享在发展计算思维方面有效的教育实践和课程材料。

●扩大数字化教与学平台应用

越来越多的教育机构和组织现在提供开放的在线课程、远程学习技术、移动学习应用和各种其他数字学习平台。特别是基于模拟的游戏、移动平台、虚拟环境和增强现实工具可以增强好奇心，提高学习者的参与度。通过提供更公平地获取STEM学习的机会，数字教学平台也可以支持STEM教育的多样性和包容性。

为了实现这个目标，联邦政府需要：

·扩大使用数字工具和通用设计原则开发课程的研究和支持。

·赞助、参与和鼓励研讨会、创客活动和其他活动，这些活动将实践社区聚集在一起，并就如何最有效地使用数字工具和学习模式对STEM教育工作者进行培训。

·确定并优先支持最有效惠及服务不足和农村人口的远程学习实践和学习模式。