一篇翻译习作，请您纠错！

序言

            最近一些年，在教育方面，我们见证了意义重大而又姗姗来迟的从重视“教”到重视“学”的变迁。目前，人们关注的重点稳稳地落在了位于教育系统之核心的学习者、他们的需求、兴趣、以及抱负上。这种焦点上的变化是受欢迎的，因为教育，归根结底是关乎学习者的。然而，在这一变迁中，我们是否又处于这样一种危险，即忽视了促使教育的这一梦想变成现实的那些人，也就是教师，他们被邀请来变革他们的实践，转变他们的目标，发展新的方式方式，来满足处于变革世界之中教育的需要？

            如果我们有志于变革教育，那么我们就需要比任何时候更加关注教师教育、教师知识和教师学习。如果我们想鼓励各种不同的教和学的方法与策略，倡导新型的师生关系，那么我们就需要理解教师学习、适应以及将这些策略变为现实的方式方法。如果学校要成为“学习型组织”，有信心和能力去适应变革而不是被变革不断地折磨，那么，我们就应该投入相当大的时间和精力于这样一个问题，即作为专业人士的教师，在他们的职业生涯中，究竟能怎样更好的管理他们自己的学习与专业发展。

            正是因应上述考虑，为了对教师教育研究进行系统的回顾，为在数字技术时代如何更好地支持教师教育绘制蓝图，我们委托完成了这篇综述文章。很显然，有关借助数字技术的儿童学习的研究文献已经非常丰富了，但是有关利用这些新工具的教师学习的研究还相对比较少。这篇综述特别关注我们所理解的那些构成教师有效学习环境的因素，以及与此相关联的增强和拓展这些环境的数字技术之潜在效用。在此基础上，这篇综述提出了大量教师作为知识建构者、作为协作者以及作为反思实践者的可能性。它提出的数字技术的应用模型，不仅适用于新上岗教师教育，而且也适用于在职教师的专业发展。就其本身而言，其目的在于激发争论，呼吁为那些教师学习经验的创造而行动，这种创造与那些被要求去每天去为他们自己学生去创造一样有力量、相关和有意义的。

            原文作者系Keri Facer英国Futurelab研究主任，这篇序言是其为一篇题为《数字技术与教师的学习》综述文章撰写的序言。翻译与转载符合Futurelab版权规定，特此鸣谢！

 原文如下

In recent years we have seen a significant, and long overdue, shift in education from an emphasis on ‘teaching’ to an emphasis on ‘learning’. The focus of attention is now firmly on the learner, their needs, interests and aspirations, at the heart of the education system. This change in focus is to be welcomed as education is, of course, first and foremost about learners. And yet, in this shift are we in danger of losing sight of the people who are able to make this vision for education a reality-namely, the teachers who are asked to change their practices, shift their goals and develop new approaches to meet the needs of education in a changing world?

If we are interested in changing education, we need more than ever to be interested in teacher education, teacher knowledge and teacher learning. If we want to encourage different approaches to teaching and learning, and new relationships between pupils and teachers, we need to understand the ways in which teachers come to learn, adapt and make such new approaches a reality. If schools are to become ‘learning organisations’, with the confidence and capability to adapt to rather than be buffeted by change, we need to invest considerable time and attention to the question of how teachers as professionals can best manage their own learning and development throughout their professional lives.

If we are interested in changing education, we need more than ever to be interested in teacher education, teacher knowledge and teacher learning. If we want to encourage different approaches to teaching and learning, and new relationships between pupils and teachers, we need to understand the ways in which teachers come to learn, adapt and make such new approaches a reality. If schools are to become ‘learning organisations’, with the confidence and capability to adapt to rather than be buffeted by change, we need to invest considerable time and attention to the question of how teachers as professionals can best manage their own learning and development throughout their professional lives.

It is in response to these concerns that we have commissioned this review, in order to provide an overview of the research on teacher education, and to provide a roadmap for how this might best be supported in an age of digital technologies. Tellingly, for all the reams of research literature on children’s learning with digital technologies, there is comparatively little research on teachers’ learning with these new tools. This review focuses specifically on what we understand to constitute powerful learning environments for teachers, and maps onto this the potential affordances of digital technologies to enhance and expand these environments. In so doing, the review raises a number of possibilities for teachers to act as knowledge builders, as collaborators and as reflexive practitioners. It offers models for the use of digital technologies in both initial teacher education and in ongoing professional development. As such, it is intended to act as a stimulus for debate and a call to action for the creation of learning experiences for teachers that are as powerful, relevant and meaningful as those they are asked to create every day for their own students.