Regular Article  常規文章

Change management  變更管理
Digital strategy  數位策略
Digital transformation  數位轉型
Education  教育
School system  學校系統
Framework  架構
Synthesis  綜合

Digital technology has stimulated rapid change and considerable challenges throughout the modern world. The 2019 novel coronavirus pandemic (COVID-19) has prompted an explosion in remote working and remote learning (Al Lily et al., 2020; Christensen & Alexander, 2020; Di Pietro et al., 2020; Trust et al., 2020) and changed how we perceive where and how we work and learn. Previous to the current pandemic, Negreiro and Madiega (2019) had identified “a digital revolution … transforming the world as we know it at unprecedented speed” (p. 1), exemplified by the global impact of digital technology through major developments, such as artificial intelligence (AI) (Pedró et al., 2019; Perisic, 2018; Sinclair et al., 2018), management of big data (Neri, 2019), and digital citizenship (Pedersen et al., 2018). Responding to COVID-19 has seen the digital revolution accelerate. Ministries of Education and schools, for example, have been forced to rethink many of their organizational structures and have scrambled to replace classroom and face to face teaching and learning with online and distance
數位技術刺激了整個現代世界的快速變化和相當大的挑戰。2019 年新型冠狀病毒大流行 (COVID-19) 促成了遠端工作和遠端學習的爆炸性發展 (Al Lily 等人，2020；Christensen & Alexander，2020；Di Pietro 等人，2020；Trust 等人，2020)，並改變了我們對工作和學習地點及方式的看法。在目前的大流行病之前，Negreiro 和 Madiega（2019）已經發現「一場數位革命......以前所未有的速度改變了我們所知道的世界」（第 1 頁），例證是數位技術透過人工智慧（AI）（Pedró 等人，2019；Perisic，2018；Sinclair 等人，2018）、大數據管理（Neri，2019）和數位公民（Pedersen 等人，2018）等重大發展對全球的影響。因應 COVID-19 的發展，數位革命的腳步也隨之加快。例如，教育部和學校被迫重新思考其許多組織結構，並爭相用線上和遠端教學取代課堂和面對面的教學。
education as a “defensive tool” (Li & Lalani, 2020, p. 1). Additionally, students and teachers have attended school virtually from home resulting in a significant uptake in the use of hybrid or remote learning, video conferencing tools and virtual tutoring.
教育是一種「防禦工具」（Li & Lalani, 2020, p.1）。此外，學生和教師在家裡虛擬上學，導致混合或遠端學習、視訊會議工具和虛擬輔導的使用大幅增加。

While many education systems have in the past embraced digital technologies, the uptake of digital transformational change in a diverse group of industries such as mining and entertainment has outpaced the uptake of digital change in our education systems. The Organization for Economic Co-operation and Development (OECD) concluded in 2019 that “Education has not been at the front-line of digitalisation,” although information and communications technology (ICT) infrastructure is present in many schools (OECD, 2019a, 2019b, 2019c, 2019d, 2019e, 2019f, p. 179[1]), and students often have access to new technologies outside the classroom (van der Vlies, 2020, p. 5). Prior to the current pandemic Schleicher (2018) had warned that “without substantial change, the gap between what education systems provide and what societies demand is likely to widen further” (p. 203). School system leaders have felt pressure by political leaders to respond to economic, social, political, and cultural changes (Habibi & Zabardast, 2020; OECD, 2019a, 2019b, 2019c, 2019d, 2019e, 2019f). This has been reflected in a
儘管過去許多教育系統都接受了數位技術，但在諸如採礦業和娛樂業等多樣化的產業群中，數位轉型變革的吸收速度卻超過了我們的教育系統對數位變革的吸收速度。經濟合作與發展組織（OECD）在 2019 年得出結論：「教育並未站在數位化的前線」，儘管許多學校都有資訊與通訊技術（ICT）基礎設施（OECD, 2019a, 2019b, 2019c, 2019d, 2019e, 2019f，p. 179[1]），而且學生在課堂外通常也能接觸到新科技（van der Vlies, 2020, p.5）。在目前的大流行病之前，Schleicher (2018) 曾警告「若無實質的改變，教育系統所提供的內容與社會需求之間的差距很可能會進一步擴大」(p. 203)。學校體系領導人感受到政治領袖的壓力，必須因應經濟、社會、政治和文化的變化（Habibi & Zabardast, 2020; OECD, 2019a, 2019b, 2019c, 2019d, 2019e, 2019f）。這反映在

drive to produce a “well-educated citizenry” (Chen et al., 2018, p. 6) in addition to a well-trained workforce by preparing students with future-skills (European Commission, 2018; Grundke et al., 2018). Changes in learning, including remote learning (Trust et al., 2020), curriculum reform (Sullanmaa et al., 2019), assessment, and classroom technologies, in addition to the responsibility to ensure equity for all (Adams Becker et al., 2018; Montoya, 2018), while considering social and emotional wellbeing (Al Lily et al., 2020; Chan et al., Melnick & Martinez, 2019; The Economist Intelligence Limited, 2019) presents further complexity for school leaders. The necessity to meet current challenges (Al Lily et al., 2020; Giannini, 2020; Sonnemann et al., 2020), and deliver equitable solutions in education regardless of socio-economic constraints (Global Education Monitoring Report, 2020) requires reimagining 21st century education systems.
透過培養學生的未來技能（歐盟委員會，2018 年；Grundke 等人，2018 年），培養出 「受過良好教育的公民」（Chen 等人，2018 年，第 6 頁），以及訓練有素的勞動力。學習方面的變化，包括遠端學習（Trust 等人，2020）、課程改革（Sullanmaa 等人，2019）、評估和課堂技術，此外還有確保所有人公平的責任（Adams Becker 等人，2018；Montoya，2018），同時還要考慮到社會和情緒福祉（Al Lily 等人，2020；Chan 等人，Melnick & Martinez，2019；The Economist Intelligence Limited，2019），這些都為學校領導者帶來了更多複雜性。為了應對當前的挑戰 (Al Lily et al., 2020; Giannini, 2020; Sonnemann et al., 2020)，並提供公平的教育解決方案，不論社會經濟限制為何 (Global Education Monitoring Report, 2020)，必須重新想像 21 世紀的教育體系。

The need for digital transformation in education has been amplified with COVID-19. The Global Education Report (2020) questioned “why ministries of education had no plan in place for the eventuality of distance teaching.” Responding to COVID-19 has resulted in 1.27 billion children in over 190 countries, amounting to $95\mathrm{\%}$$95\mathrm{\%}$95%95 \% of primary and secondary students worldwide, experiencing learning disruption (Giannini, 2020), and this has accentuated the equity disparity in school systems regarding access to online and remote learning solutions in education (Global Education Monitoring Report, 2020). For example, almost $47\mathrm{\%}$$47\mathrm{\%}$47%47 \% of all primary and secondary students transitioning to remote learning with national online learning platforms have not had access to the Internet at home (Giannini, 2020). At the peak of the crisis, data analysis from the United Nations Education, Scientific, and Cultural Organization (UNESCO) (2021) indicated 1.6 billion learners in more than 190 countries were out of school. Additionally, recent school closures and the move to online learning may have had a particularly detrimental effect on the learning of younger children who need to start building their softer skills (i.e., communication skills, teamwork) plus many younger children have trouble sustaining computer screen attention (Ponti et al., 2017). Furthermore, students with disabilities and learning difficulties requiring assistance have been at risk of significantly falling behind. Working independently in front of a computer with correct supervision is especially challenging for this cohort of students (Di Pietro et al., 2020. p. 29).
COVID-19 擴大了教育數位化轉型的需求。全球教育報告(2020)》質疑 「為什麼教育部沒有針對遠端教學的可能性制定計劃」。為了因應 COVID-19，190 多個國家的 12.7 億名兒童（佔全球中小學生的 $95\mathrm{\%}$$95\mathrm{\%}$95%95 \% ）經歷了學習中斷的情況（Giannini，2020 年），而這更凸顯了學校體系在教育上獲得線上和遠端學習解決方案的公平性差距（《全球教育監測報告》，2020 年）。例如，幾乎 $47\mathrm{\%}$$47\mathrm{\%}$47%47 \% 所有過渡到使用國家線上學習平台進行遠端學習的中小學生都無法在家中使用網際網路（Giannini，2020）。在危機的高峰期，聯合國教育、科學及文化組織 (UNESCO) (2021) 的資料分析顯示，有超過 190 個國家的 16 億學生失 學。此外，最近的學校關閉和轉向線上學習可能對年幼兒童的學習造成特別不利的影響，因為他們需要開始建立較軟性的技能（即溝通技巧、團隊合作），再加上許多年幼兒童難以維持電腦螢幕的注意力（Ponti et al.）此外，有殘障和學習困難需要協助的學生，一直以來都有嚴重落後的風險。在有正確監督的情況下，在電腦前獨立工作對這群學生來說尤其具有挑戰性（Di Pietro 等人，2020 年，第 29 頁）。

Despite innovation, including new pedagogies and assessment, the Organization for Economic Co-operation and Development (OECD) report Measuring Innovation in Education 2019 highlights that education outcomes are often less than expected or promised (Vincent-Lancrin et al., 2019). At the same time there is pressure to deliver on community and government expectations including future work and career ready skills (Mann et al., 2020), improved Programme for International Student Assessment (PISA) results, or teacher quality. The OECD (2019g) articulated the education equity challenge.
儘管有創新，包括新的教學法和評估，但經濟合作與發展組織（OECD）的報告《衡量 2019 年教育創新》強調，教育成果往往不如預期或承諾（Vincent-Lancrin 等人，2019 年）。與此同時，社會和政府也面臨壓力，需要達成期望，包括未來工作和職業準備技能（Mann 等人，2020 年）、改善國際學生評鑑計劃 (PISA) 成績或教師品質。经合组织（2019g）阐明了教育公平的挑战。
“Clearly, all countries have excellent students, but too few countries have enabled all of their students to excel and fulfil their potential to do so. Achieving greater equity in education is not only a social justice imperative, it is also a way to use resources more effectively, increase the supply of skills that fuel economic growth, and promote social cohesion” (p. 4).
"顯然，所有國家都有優秀的學生，但能讓所有學生都能出類拔萃、發揮潛能的國家卻太少。實現更大的教育公平不僅是社會正義的需要，也是更有效利用資源、增加技能供應以推動經濟成長，以及促進社會凝聚力的方法」（第 4 頁）。

To move forward, Wu et al. (2019) suggest “a fine-grained analysis of other sub-factors, such as infrastructure, school culture, planning strategies, professional development and teacher ICT [Information Communication Technology] efficacy and ICT integration competence deserves further study” (p. 1221). This ecosystem approach aligns with contemporary theories and practices that acknowledge and account for complexity in education systems (Szekely & Mason, 2019). The OECD Future of Education and Skills 2030 project identifies competencies (knowledge, skills, attitudes, and values) today’s students need to
為了向前邁進，Wu 等人（2019）建議「對其他子因素，例如基礎建設、學校文化、規劃策略、專業發展和教師 ICT [資訊通訊技術] 效能和 ICT 整合能力進行細粒度分析，值得進一步研究」（第 1221 頁）。這種生態系統方法與當代理論和實踐一致，即承認並解釋教育系統的複雜性（Szekely & Mason, 2019）。經濟合作與發展組織 (OECD) 的「2030 年教育與技能的未來」計畫識別出現今學生所需的能力（知識、技能、態度與價值觀），這些能力包括
develop, in order to shape a future world. This is suggested while considering teachers’ profiles, learning environments, institutional changes to support students, and the process of curriculum design and development that is both evidence-based and systematic (OECD, 2019a, 2019b, 2019c, 2019d, 2019e, 2019f). The lack of preparedness for education systems to implement remote learning has resulted in a “widening social gap in both cognitive and socio-emotional skills caused by COVID-19 may have implications not only in the short-term, but also in the long-term. This increased inequality may persist or even grow over time, having consequences on later educational outcomes as well as future labour market performance” (Di Pietro et al., 2020, p. 29).
發展，以塑造未來的世界。在提出這一建議的同時，還要考慮教師的情況、學習環境、支援學生的制度變革，以及既有實證又有系統的課程設計和開發過程（OECD，2019a、2019b、2019c、2019d、2019e、2019f）。教育系統缺乏實施遠端學習的準備，導致「COVID-19 所造成的認知與社會情緒技能的社會差距擴大，可能不僅會造成短期的影響，也會造成長期的影響。這種不平等的擴大可能會持續下去，甚至隨著時間的推移而擴大，對日後的教育成果以及未來的勞動市場表現都會造成影響"（Di Pietro 等人，2020 年，第 29 頁）。

Many school systems have already undergone notable transformational change, such as Finland, Singapore, and Norway, which other education systems explore for potential lessons, to determine how they can succeed in OECD’s Programme for International Student Assessment (PISA) (Schleicher, 2019; Vincent-Lancrin et al., 2019). Deng and Gopinathan (2016) suggest that contributing factors to high-performing systems’ PISA results “include teacher quality, school leadership, system characteristics, and educational reform and identifies the enabling ‘conditions’ concerning these factors in the systems” (p. 451). Further, OECD’s PISA 2018 Insights and Interpretations concluded that high performing education systems “are open to the world and ready to learn from and with the world’s education leaders; they do not feel threatened by alternative ways of thinking” (Schleicher, 2019, p. 55). Additionally, school system leaders about to embark on change require relevant data and guidance to move beyond siloed innovations, including one-off digital initiatives that are often ineffective in isolation or have over time become irrelevant (Hinings et al., 2018). They need to embrace a systems approach that encompasses appropriate digital initiatives (See Appendix A), and their data as sources of guidance system-wide (Dawson et al., 2018). Further, the OECD (2019a, 2019b, 2019c, 2019d, 2019e, 2019f) warn that education transformation today and going forward will not succeed if we limit approaches to those that worked in the past because conditions and opportunities have changed, as evidenced by the COVID-19 crisis, and technology must be an element of transformation into the future.
許多學校體系已經進行了顯著的轉型變革，例如芬蘭、新加坡和挪威，其他教育體系探索這些體系的潛在教訓，以確定它們如何能在經合組織的國際學生評估計畫（PISA）中取得成功（Schleicher，2019；Vincent-Lancrin 等人，2019）。Deng 和 Gopinathan (2016)指出，高表現系統的 PISA 結果的貢獻因素「包括教師品質、學校領導、系統特徵和教育改革，並指出系統中與這些因素有關的有利「條件」」(第 451 頁)。此外，經濟合作與發展組織（OECD）的《PISA 2018 洞察與詮釋》（PISA 2018 Insights and Interpretations）總結指出，表現優異的教育系統「對世界開放，隨時準備向世界教育領導者學習，並與他們一起學習；他們不會感到其他思考方式的威脅」（Schleicher, 2019, p.55）。此外，即將開始變革的學校系統領導者需要相關的數據和指導，以超越各自為政的創新，包括單獨實施往往無效或隨著時間的推移變得無關緊要的一次性數位計畫（Hinings et al.）他們需要接受包含適當數位措施的系統方法（見附錄 A），並將其數據作為全系統的指導來源（Dawson 等人，2018 年）。此外，经合组织（2019a、2019b、2019c、2019d、2019e、2019f）警告说，如果我们将方法局限于过去行之有效的方法，今天和未来的教育转型将不会成功，因为条件和机会已经发生了变化，正如 COVID-19 危机所证明的那样，技术必须成为未来转型的一个要素。

The use of next generation digital technologies such as AI, learning analytics (Ferguson et al., 2016; Krumm et al., 2018; Niemi et al., 2018; Rienties et al., 2018), and virtual learning (Kennedy & Ferdig, 2018; Pearson, 2018) and the fast-changing innovations they generate cause the education goal posts to continually move, and can make planning difficult. The advocacy group Consortium for School Networking (CoSN) suggest: “Many school systems lack the agility, strategies and mindsets to move innovative technology practices from a few classrooms to multiple settings across schools and school systems” and recommend a systematic approach including strategies to scale and sustain (Krueger, 2019, p. 3). These strategies should include technology as a part of continuous improvement.
人工智能、學習分析（Ferguson et al., 2016; Krumm et al., 2018; Niemi et al., 2018; Rienties et al., 2018）、虛擬學習（Kennedy & Ferdig, 2018; Pearson, 2018）等下一代數位技術的使用，以及它們所產生的快速變化的創新，造成教育目標不斷移動，也會使規劃變得困難。倡導團體 Consortium for School Networking (CoSN) 提出："許多學校體系缺乏敏捷性、策略與思維，無法將創新科技實務從少數教室轉移到學校與學校體系的多種環境中，」並建議採用系統化的方法，包括擴大規模與持續發展的策略（Krueger, 2019, p.3）。這些策略應將技術作為持續改進的一部分。

School leaders embarking on a systematic approach to transform educational delivery using technology as an enabler encounter complex questions about how to meet current digital trends (see Appendix A and B) with limited resources. This is while allowing students to generate their own outcomes, facilitated by the people, infrastructure and systems around them. Increasingly, in response to global trends (see Appendix B) organizations outside of education have engaged in what is known as Digital Transformation (DT or DX). This has set many organizations up well to deal with the Work From Home (WFH) challenges faced in response to the COVID-19 crisis. Understanding what DT means in an education context and communicating this clearly to stakeholders is a key first step for school and system leaders looking to advance their DT goals.
學校領導者在開始使用系統化的方法，以技術為推動力來改變教育方式時，會遇到複雜的問題，即如何以有限的資源來滿足當前的數位趨勢（請參閱附錄 A 和 B）。這同時要讓學生在周遭的人、基礎設施和系統的幫助下，創造出他們自己的成果。為了因應全球趨勢（請參閱附錄 B），教育以外的組織越來越多地從事所謂的數位轉型（DT 或 DX）。這讓許多組織能夠很好地應付因應 COVID-19 危機而面臨的在家工作 (WFH) 挑戰。瞭解 DT 在教育環境中的意義，並與利益相關者清楚溝通，是學校與系統領導人尋求推動 DT 目標的關鍵第一步。

Following a review of relevant literature and case studies, together with the first author’s lived experience, it is evident the critical components of change and successful DT relate directly to people. Their individual development accrues to the success of how an organization learns and changes. This success begins with leaders implementing an
經過對相關文獻和案例研究的審閱，再加上第一位作者的實際經驗，很明顯，變革和成功的 DT 的關鍵組成部分與人直接相關。他們的個人發展會影響到組織學習和變革的成功。這種成功始於領導者實施
agile strategic plan designed to achieve meaningful and sustainable change, and considers local autonomy (Szekely & Mason, 2019) to support current transformation agendas but can respond to future challenges, such as the COVID-19 crisis. Despite differences in their core businesses, we suggest organizations that have undergone DT can provide valuable lessons for decision makers in education who are about to embark on the DT journey. The first author of this paper conducted a synthesis review of Digital Transformation Frameworks (DTF) to identify themes, lessons, and potential pitfalls for policy makers and school leaders who are seeking to better address challenges in education provision and quality generally, and with digital technology where appropriate.
靈活的戰略計劃，旨在實現有意義和可持續的變革，並考慮地方自治（Szekely & Mason, 2019），以支持當前的轉型議程，但能夠應對未來的挑戰，例如 COVID-19 危機。儘管他們的核心業務有所不同，但我們認為經歷過 DT 的組織可以為即將踏上 DT 之旅的教育決策者提供寶貴的經驗。本文第一作者對數位轉型框架（Digital Transformation Frameworks，DTF）進行綜合評論，以找出主題、教訓和潛在陷阱，供政策制定者和學校領導人參考，他們正尋求更有效地解決教育供應和品質方面的挑戰，並在適當的情況下使用數位技術。

“Digital Transformation Is Not About Technology” (Tabrizi et al., 2019).
「數位轉型與技術無關」（Tabrizi 等人，2019）。

In the past Digital Transformation has been seen by some as a catchphrase that relates predominately to large organizations transforming how they use technology to improve their outcomes. There is a misconception that technology is the main driver for change; however, technology is only the support act for change (Kane, 2019) and considered an enabler of transformation. Customer expectations are a major driver of DT in larger organizations. Understanding the drivers or indicators for transformative change in an educational context followed by developing a well-informed DT strategy, supported with meaningful exemplars, can simplify the shared understanding which is essential for successful change management. For example, currently an increased need for remote learning platforms is driving DT in educational settings.
過去，有些人將數位轉型視為一個口頭禪，主要是指大型組織轉型如何使用科技來改善成果。有一種誤解認為，技術是變革的主要驅動力；然而，技術只是變革的支援行為 (Kane, 2019)，並被視為變革的推動力。在大型組織中，客戶期望是 DT 的主要驅動力。了解教育環境中轉型變革的驅動因素或指標，然後發展有充分資訊的 DT 策略，並輔以有意義的範例，可以簡化對成功變革管理至關重要的共同理解。舉例來說，目前對遠端學習平台的需求增加，正推動教育環境中的 DT。

Digital, digital innovation, and digital transformation are some of the terms widely used in modern industry, including competitive fields, such as finance, healthcare, defence, manufacturing, and telecommunications (Saarikko et al., 2020). While these terms may seem similar, ambiguity about their meaning can lead to confusion (Gobble, 2018). The aim of defining the term digital transformation for school leaders is to provide a basis on which to build a shared vision (Dörner & Edelman, 2015) and emphasize that DT is about more than just technological innovation.
數位、數位創新和數位轉型是現代產業中廣泛使用的一些術語，包括金融、醫療保健、國防、製造和電信等競爭性領域（Saarikko 等人，2020）。雖然這些詞彙看似相似，但其含義的模糊性可能會導致混淆（Gobble，2018）。為學校領導者定義「數位轉型」一詞的目的，在於提供建立共同願景的基礎（Dörner & Edelman, 2015），並強調 DT 不只是技術創新。

Digital as suggested by Hancock (2016) is “some new way of doing, which implies new ways of thinking … we are talking about a world in which collaborative, connected, adaptive, flexible, data driven, transparent, diverse, open, innovative and agile are defining characteristics.”
Hancock (2016) 所說的數位化是 「一些新的做事方式，這意味著新的思考方式......我們談論的是一個以協作、連結、適應、靈活、資料驅動、透明、多元、開放、創新和敏捷為界定特徵的世界」。

Digital Innovation can be expressed as the use of digital technology in the “concerted orchestration of new products, new processes, new services, new platforms, or even new business models in a given context” (Hinings et al., 2018, p. 52). For example, online tutoring and distance learning in education.
數位創新（Digital Innovation）可以表達為在 「特定情境中協調協調新產品、新流程、新服務、新平台，甚至新商業模式」（Hinings et al., 2018, p.52）中使用數位技術。例如，教育中的線上輔導和遠端學習。

Digital Transformation (DT or DX) as described by Hinings et al. (2018), is “the combined effects of several digital innovations bringing about novel actors (and actor constellations), structures, practices, values, and beliefs that change, threaten, replace or complement existing rules of the game within organizations, ecosystems, industries or fields” (p. 53). Therefore, DT is an “extended process of change that may have multiple goals, while innovation is focused on the moment of invention and the implementation of that invention” (Gobble, 2018, p. 57).
Hinings 等人（2018）所描述的數位變革（DT 或 DX），是「多項數位創新所帶來的新型行動者（和行動者組合）、結構、實踐、價值觀和信念的綜合效果，這些改變、威脅、取代或補充了組織、生態系統、產業或領域內的現有遊戲規則」（第 53 頁）。因此，DT 是一種「可能具有多重目標的延伸變革過程，而創新則著重於發明的時刻以及該發明的實施」（Gobble，2018 年，第 57 頁）。

In education DT is about reimagining how to bring people, data, and processes together to create better environments for students, educators, parents, and system leaders in today’s digital-first world, as well as preparing for the innovations and challenges to come. This might
在教育領域，DT 是關於重新想像如何將人、資料和流程結合起來，在今日數位為先的世界中，為學生、教育工作者、家長和系統領導者創造更好的環境，並為未來的創新和挑戰做好準備。這可能包括
require the reorganization of formal and informal learning environments, and reimagining education content and delivery (OECD, 2019a, 2019b, 2019c, 2019d, 2019e, 2019f). For example, Navaridas-Nalda et al. (2020), paper that “analyzes the key factors for the successful digital transformation of schools through the use of Educational Digital Resources” (p. 1) can be considered for this article an example of digital innovation as opposed to digital transformation this paper seeks to present.
需要重新組織正式和非正式的學習環境，並重新構想教育內容和教學方式（OECD, 2019a, 2019b, 2019c, 2019d, 2019e, 2019f）。例如，Navaridas-Nalda 等人（2020）的論文「分析透過使用教育數位資源，成功實現學校數位轉型的關鍵因素」（第 1 頁），對本文而言，可視為數位創新的範例，而非本文所要呈現的數位轉型。

All DT initiatives begin with necessitating conditions, such as technological, social, political, and economic changes (Riemke-Gurzki, 2017) that can be varied and contextual to specific industries. “The drivers are interlinked and interact with each other in complex ways. Understanding the complexities that are behind the drivers of change is crucial in building robust, yet flexible strategies on digital transformation” (Rohmann & Klein, 2019, p. 6). In education a transformation driver is keeping up with “technology trends and changes that include advances in analytics, artificial intelligence, the cloud, mobile, consumerization, social networks, and storage capacities” (Educause, 2019, p. 6). Furthermore, the increasing quantity of technology use and associated new products, processes, services, and platforms (Hinings et al., 2018) present to school systems and their leaders a need to reconsider current strategies and critically evaluate how effectively they are responding to changing circumstances (such as a pandemic response). This is also applicable to community expectations of education and schooling, such as equipping students with necessary social and emotional skills to navigate a changing world (The Economist Intelligence Unit Limited, 2019).
所有 DT 倡議都以必要條件為起點，例如技術、社會、政治和經濟變遷 (Riemke-Gurzki, 2017)，這些條件可能因特定產業而異，也可能因產業背景而異。"這些驅動因素相互關聯，並以複雜的方式互動。了解變革驅動因素背後的複雜性，對於建立穩健且靈活的數位轉型策略至關重要」（Rohmann & Klein, 2019, p.6）。在教育領域，轉型驅動因素之一就是跟上「技術趨勢和變化，包括分析、人工智慧、雲端、行動、消費者化、社交網路和儲存容量的進步」（Educause, 2019, p.6）。此外，日益增加的技術使用量以及相關的新產品、流程、服務和平台（Hinings et al.這也適用於社區對教育和學校教育的期望，例如讓學生具備必要的社交和情緒技能，以面對不斷變化的世界（The Economist Intelligence Unit Limited, 2019）。

With every change comes risk. Harvard Business Review’s survey of directors, Chief Executive Officers (CEO), and senior executives found that DT’s risk of failure is their number one concern (Tabrizi et al., 2019). McKinsey and Company’s (2018) global survey on digital transformations found less than $30\mathrm{\%}$$30\mathrm{\%}$30%30 \% succeed in delivering DT as they envisioned. Best practices for success suggested by the survey include leadership, capability building, empowering workers, upgrading tools, and communication (McKinsey & Company, 2018). Shared lessons include knowing your challenge or problem, knowing your strategy before you invest in anything, utilizing internal employees and external consultants, designing experiences from the outside-in, recognizing employees’ fear of being replaced, and considering operating as a start-up leveraging agile decision making, rapid prototyping and flat structures (Tabrizi et al., 2019). Furthermore, Kane (2019) suggests “The most successful digital transformations start with a shift in mindset at the employee, leadership, and organization levels. This shift produces a culture change that allows the company to be more agile, risk tolerant, experimental, and collaborative” (p. 48).
每一次變革都會帶來風險。哈佛商業評論》對董事、首席執行官（CEO）和高級主管的調查發現，DT 的失敗風險是他們最關心的問題（Tabrizi 等人，2019 年）。麥肯錫公司（2018 年）的全球數位轉型調查發現，只有少於 $30\mathrm{\%}$$30\mathrm{\%}$30%30 \% 的人成功地按照他們的構想實現了 DT。該調查提出的成功最佳實踐包括領導力、能力建設、賦予員工權能、升級工具和溝通（McKinsey & Company，2018）。分享的經驗包括了解您的挑戰或問題、在投資任何東西之前了解您的策略、利用內部員工和外部顧問、從外到內設計經驗、意識到員工對被取代的恐懼，以及考慮以初創公司的方式運營，利用敏捷決策、快速原型和扁平化結構（Tabrizi et al.）此外，Kane（2019）提出 "最成功的數位轉型始於員工、領導層和組織層面的思維轉變。這種轉變所產生的文化變革，能讓公司更靈活、更能承受風險、更具實驗性和合作性"（第 48 頁）。

The need for an overarching digital strategy to support DT is recommended by MIT Sloan Management Review and Deloitte that indicates “Strategy, not Technology, Drives Digital Transformation” (Kane et al., 2015). This research found that maturing digital organizations are focused on integrating digital technologies that underpin social, mobile, analytics, and cloud, in the service of transforming how their organization works while less mature digital organizations are focused on solving discrete business problems with individual digital technologies (Kane et al., 2015). Implementing DT requires more than reactionary strategies and policies to meet current trends.
麻省理工學院斯隆管理評論（MIT Sloan Management Review）和德勤（Deloitte）建議需要一個總體數位策略來支援數位轉換，並指出「策略，而非技術，驅動數位轉換」（Kane et al.這項研究發現，成熟的數位組織專注於整合社交、行動、分析和雲端等數位技術，以改變組織的運作方式，而不太成熟的數位組織則專注於利用個別數位技術解決獨立的業務問題 (Kane et al., 2015)。實施 DT 所需要的不只是因應當前趨勢的反應性策略與政策。

Discerning the needs of stakeholders as part of a new organizational strategy produces evidence and insights to enhance the rationale for transformation. In education for example, teacher needs related to mobile and hybrid learning include confidence using technology, integration of mobile technology in pedagogical practice, and personal
作為新組織策略的一部分，辨識利害關係人的需求可以產生證據和洞察力，以增強轉型的合理性。例如，在教育方面，與行動和混合學習相關的教師需求包括使用技術的信心、將行動技術整合到教學實踐中，以及個人需求。
support using technology (McCarthy et al., 2019; Osakwe et al., 2017). Further guidance in strategy development in education can be taken from consulting organizations, policy makers, and influencing organizations, such as the World Economic Forum (WEF) and OECD, including their analysis of what contributes to making an education system high performing (Schleicher, 2018). A DT strategy can provide education systems and school leaders with a roadmap. Schleicher (2018) recommends, “To transform schooling at scale, we need not just a radical, alternative vision of what’s possible, but also smart strategies” (p. 15).
使用技術提供支援（McCarthy 等人，2019 年；Osakwe 等人，2017 年）。教育戰略發展的進一步指導可參考諮詢組織、政策制定者和有影響力的組織，如世界經濟論壇（WEF）和經合組織（OECD），包括他們對什麼有助於使教育系統高績效的分析（Schleicher，2018）。DT 策略可為教育系統和學校領導人提供路線圖。Schleicher（2018）建議：「為了大規模改變學校教育，我們不僅需要激進、另類的願景，也需要聰明的策略」（第 15 頁）。

McKinsey and Company (2018) argue that organizations are more than three times as likely to succeed when communicating a rich change story to their community: “helping understand where the organization is headed, why it is changing, and why the changes are important” (p. 10). Conveying a sense of urgency for change by communicating the benefits, with a timeline and clear indicators to success is an effective approach (McKinsey & Company, 2018). Additionally, successful organizations employ a strategy of launching formal transformation programs rather than a series of ad hoc improvements, and they invest in them sufficiently, including implementing new methods of reporting and managing their change programs (Fæste et al., 2019).
麥肯錫公司（2018）認為，組織在向其社區傳達豐富的變革故事時，成功的可能性會增加三倍以上：「幫助理解組織的方向、變革的原因以及變革的重要性」（第 10 頁）。通過傳達好處來傳達變革的緊迫感，並設定時間表和清晰的成功指標，是一種有效的方法（McKinsey & Company，2018）。此外，成功的組織會採用推出正式轉型計畫的策略，而非一系列臨時的改善措施，而且他們會對這些計畫進行充分的投資，包括實施新的報告和管理變革計畫的方法（Fæste 等人，2019）。

Change management is “the application of a structured process and set of tools for leading the people side of change to achieve a desired business outcome; it is both a process and a competency” (Creasy, 2018). Change management is a widely accepted methodology to help organizations successfully implement substantial transformation and may be used to alter anything from the organizational structure or business environment to technology or job roles (Galli, 2018). Transformation success is more likely when organizations provide enterprise-wide workforce planning and talent development practices (McKinsey & Company, 2018).
變革管理是「應用一個結構化的流程和一套工具來領導變革的人員方面，以達到預期的業務成果；它既是一個流程，也是一種能力」（Creasy，2018）。變革管理是一種廣為接受的方法，可幫助組織成功實施實質轉型，並可用於改變從組織結構或業務環境到技術或工作角色等任何方面（Galli，2018）。當組織提供全企業範圍的人力規劃和人才發展實踐時，轉型成功的可能性會更大 (McKinsey & Company, 2018)。

Allas et al. (2019) research regarding effective talent and people development practices and strategies established that lack of leadership support has a significant negative impact on progress. Supportive leaders who recognize the needs, talents, and contexts of their community, and integrate these elements into their decision making are recommended for transformation success. Building internal capacity is crucial for transformation to be sustainable, such as ensuring technology related employees have the skills, capabilities, and capacity to accept handover from consultants to successfully execute and deliver DT.
Allas 等人（2019）關於有效的人才和人員發展實踐與策略的研究確立，缺乏領導力的支持會對進展產生顯著的負面影響。為了讓轉型取得成功，我們建議具有支持性的領導人，能夠認清其社區的需求、人才和背景，並將這些要素融入決策中。建立內部能力對於轉型的永續發展至關重要，例如確保與技術相關的員工具備接受顧問交接的技能、能力，以成功執行並交付 DT。

A research article from Boston Consulting Group’s (BCG) strategy think tank suggests leaders need to take a new approach to change (Fæste et al., 2019) that deploys evidence, data analytics, and emerging technology while articulating a compelling story to reset the expectations of their community. Improving efficiency and developing “strategies for identifying individuals’ unique skills and matching them to the right roles” (Fæste et al., 2019) is recommended. Once the decision is made to undertake DT, Andriole (2017) suggests “overt, continuous support from the senior management team to succeed” (p. 22). Moreover, research into leading successful large-scale change programs shows that “transformations are 5.3 times more likely to succeed when leaders model the behavior they want employees to adopt” (Cohen et al., 2019).
波士頓諮詢集團（BCG）戰略智庫的一篇研究文章指出，領導者需要採取新的變革方法（Fæste 等人，2019），部署證據、數據分析和新興技術，同時闡述一個引人入勝的故事，以重設社區的期望。建議提高效率，並制定「識別個人獨特技能並將其與適當角色相匹配的策略」（Fæste 等人，2019 年）。一旦決定進行 DT，Andriole（2017）建議「高階管理團隊公開、持續的支持才能成功」（第 22 頁）。此外，對於領導成功的大規模變革計畫的研究顯示，「當領導者以他們希望員工採取的行為為典範時，變革成功的可能性會提高 5.3 倍」（Cohen 等人，2019 年）。

In school systems, once the decision has been made to transform the impact of change on the people (school leaders, teachers, and administrators), how to prepare them is an area that requires thorough consideration. Henriksen et al. (2020) highlight the recent lack of preparedness of school systems and how “the COVID-19 pandemic upended
在學校系統中，一旦決定要轉變變革對人（學校領導人、教師和行政人員）的影響，如何讓他們做好準備是一個需要徹底考慮的領域。Henriksen 等人（2020）強調學校系統最近缺乏準備，以及「COVID-19 大流行如何顛覆了
many teacher educators’ well-honed pedagogical/classroom approaches” (p. 206). The response saw widespread and a rapid shift to online and remote teaching requiring an “unprecedented demand for just-in-time professional development” (Trust et al., 2020, p. 152).
許多師資培訓人員熟練的教學/課堂方法」(p. 206)。為了因應這一趨勢，廣泛且快速地轉移到線上與遠端教學，這就需要「前所未見的適時專業發展需求」（Trust et al.）

Gallup’s (2019) examination of the realities of teachers within the profession in the USA revealed almost two thirds of teachers in the US public education system vacated their employment due to a lack of career advancement, indicating teachers “need a career pathway that celebrates and incentivizes exceptional performance. They need individualized opportunities to grow and a school culture that promotes excellence, not mediocrity” (Booth & Wigert, 2019). Furthermore, a notable mention in Gallup’s research found that schools that hired talented principals, based on an objective talent assessment, were 2.6 times more likely to have above-average teacher engagement (Booth & Wigert, 2019). Objective talent assessment is a methodical approach to accurately identify who qualifies as the critical talent of today and tomorrow and has the capability and capacity to propel forward the education community (Manolescu & Danaiata, 2019; Mohammed, Baig, & Gururajan, 2020).
蓋洛普（Gallup's）（2019）對美國教師行業的現實狀況進行的調查顯示，美國公立教育系統中幾乎有三分之二的教師因缺乏職業發展而離職，這表明教師 "需要一個讚揚和獎勵傑出表現的職業發展途徑。他們需要個性化的成長機會，以及提倡卓越而非平庸的學校文化」（Booth & Wigert，2019）。此外，蓋洛普研究中值得一提的發現，根據客觀人才評估聘用優秀校長的學校，其教師參與度高於平均水平的可能性高出 2.6 倍 (Booth & Wigert, 2019)。客觀人才評估是一種有條理的方法，可準確辨識哪些人有資格成為當今和未來的關鍵人才，並具有推動教育界向前發展的能力和能量（Manolescu & Danaiata, 2019; Mohammed, Baig, & Gururajan, 2020）。

There is a need to consider talent and the management of talent within schools and education systems beginning with recruitment, hiring, onboarding, engaging on strengths, performance, and career development through to a positive exit experience (Goss & Sonneman, 2019). Talent management recruitment and development extends to the use of professional social media platforms, such as LinkedIn (Ruparel et al., 2020). The focus on the quality of school leaders is supported by Darling-Hammond (2017) who observed high-performing education systems like Finland, Canada (Ontario), and Singapore significantly invest in leadership development. Ontario’s teacher learning and leadership program suggests “opportunities to develop collective talent and collaborative professional work are vital” (Campbell et al., 2016, p. 221).
有必要考慮學校和教育系統內的人才和人才管理，從招募、僱用、入職、優勢、績效和職業發展開始，一直到積極的離職體驗（Goss & Sonneman，2019）。人才管理的招募與發展延伸至專業社群媒體平台的使用，例如 LinkedIn（Ruparel et al.）Darling-Hammond (2017)支持對學校領導人質素的重視，他觀察到芬蘭、加拿大（安大略省）和新加坡等高表現教育體系在領導力發展方面的顯著投資。安大略省的教師學習和領導力計劃表明，「發展集體才能和協作性專業工作的機會至關重要」（Campbell 等人，2016 年，第 221 頁）。

Analysis of existing digital transformation frameworks was undertaken to identify the critical components that require consideration by school system leaders when envisioning digital strategies for successful transformational change to thrive in today’s complexity and prepare for future challenges. There is growing use and acceptance of educational frameworks to provide authoritative, evidence-informed research in guiding education and providing resources to assist leaders as they increase confidence in the use of technologies (Cavanaugh et al., 2013; Dimmock, 2016; Haßler et al., 2016; McCarthy et al., 2019). Dimmock (2016), argues that to address challenges, schools need coherent, holistic frameworks that support teachers and students acquiring knowledge that enables informed decisions. To support specific innovations such as integrating technology and digital pedagogies (Maor, 2017), various educational frameworks have found success, including Koehler and Mishra’s (2009) technology, pedagogy, content, and knowledge (TPACK), the technology integration matrix (Phillips, 2018) and 21st century skills (Kereluik et al., 2013; Koh et al., 2015). To maintain stakeholder engagement and fulfill their expectations in a digital world, Digital Transformation Frameworks (DTF) now have a pervasive presence in the corporate business sector. A simple Internet search results in a plethora of publications regarding DTFs for corporate business with accompanying workshops. The business world has responded quickly to the digital revolution (Newman et al., 2019), for example, the rapid enhancement of collaborative video conferencing and file sharing to support working from home (WFH) to meet the challenges of COVID-19. As education systems begin to consider their own DT requirements, including the recent learnings from COVID-19, education leaders will look for guidance and evidence to increase the likelihood of their own roadmap to success.
對現有的數位轉型框架進行分析，以找出學校系統領導者在構想數位策略以成功轉型變革時需要考慮的關鍵部分，從而在當今的複雜性中茁壯成長，並為未來的挑戰做好準備。越來越多的人使用並接受教育框架，以提供權威、有實證依據的研究來指導教育，並在領導者增加使用技術的信心時，提供資源協助他們（Cavanaugh 等人，2013；Dimmock，2016；Haßler 等人，2016；McCarthy 等人，2019）。Dimmock（2016）認為，為了應對挑戰，學校需要連貫、整體的框架，以支援教師和學生獲取知識，從而做出明智的決策。為了支援特定的創新，例如整合技術與數位教學法（Maor，2017），各種教育框架已獲得成功，包括 Koehler 與 Mishra（2009）的技術、教學法、內容與知識（TPACK）、技術整合矩陣（Phillips，2018）以及 21 世紀技能（Kereluik 等人，2013；Koh 等人，2015）。為了在數位世界中維持利害關係人的參與，並滿足他們的期望，數位轉型框架 (DTF) 現在在企業商業領域中已無孔不入。只需在網際網路上搜尋，就能找到大量有關企業業務 DTF 的刊物和相關研討會。商業世界已對數位革命做出快速回應 (Newman et al., 2019)，例如，快速提升協同視訊會議和檔案分享，以支援在家工作 (WFH)，迎接 COVID-19 的挑戰。 隨著教育系統開始考慮自己的 DT 要求，包括最近從 COVID-19 學到的知識，教育領導者將尋找指引和證據，以增加自己成功路線圖的可能性。

A qualitative thematic analysis was undertaken to identify and interpret patterns of terms (themes) (Clarke & Braun, 2017). This systematic process produced a clear identification of key DTF components to guide leaders embarking on change. Fifty organizations were initially reviewed, including management consulting and research organizations; technology companies that provide hardware, software and digital consulting services to education; and organizations with an interest in education policy. Organizations were chosen if DT was expressed as a key theme and/or a DTF was outlined and available without subscription or a membership via their corporate websites (see Appendix A).
我們進行了定性主題分析，以識別和詮釋詞彙的模式（主題）（Clarke & Braun, 2017）。這個有系統的過程清楚識別了 DTF 的關鍵組成部分，以引導領導者展開變革。最初審閱了 50 家機構，包括管理諮詢和研究機構、為教育提供硬體、軟體和數位諮詢服務的科技公司，以及對教育政策感興趣的機構。如果 DT 被表述為一個關鍵主題，並且/或者 DTF 已經被概述，並且無需訂閱或加入會員即可通過其公司網站（請參閱附錄 A）獲得，則該組織將被選中。

In addition, fifteen Ministries of Education (MoE) representing developed and developing countries were initially reviewed to understand how the strategic plans of education systems are conceptualizing DT, including whether a framework was mentioned. Similar to the selection process of other organizations, MoE were chosen if strategic plans and directions were publicly accessible.
此外，代表已開發國家與開發中國家的十五個教育部(MoE)也經過初步審查，以瞭解教育系統的策略計畫如何將 DT 概念化，包括是否有提到框架。與其他組織的選擇過程類似，如果策略計畫和方向是公開可取得的，就會選擇教育部。

Organizations were reviewed individually and summarized by the first author. Only organizations with a DTF and/or depth of research, analysis, example best practices, and guidance in executing a theme were further analyzed (see Fig. 1). Ministries of Education were included for further analysis if they communicated a clear and well-defined DT or technology strategy.
第一作者對各組織進行個別審查與總結。只有具有 DTF 和/或深度研究、分析、最佳實作範例以及執行主題指導的組織，才會被進一步分析 (見圖 1)。如果教育部傳達了清楚且明確的 DT 或技術策略，則納入進一步分析。

In this way, twenty organizations and seven MoE were identified for further analysis (See Table 1).
如此一來，共有 20 個組織和 7 個教育部門被識別為可進一步分析的對象 (請參閱表 1)。

These organizations provide specialized expertise and advice to clients, including organizational strategy development, change management, and DT advice. Consultants often use proprietary research and frameworks that guide them in identifying problems, then recommend best practice for more effective or efficient ways of operating, including areas that relate to leadership, capability building, empowering workers, technology tool enhancements, and communication. Mohammed et al. (2015) research highlights the benefits in utilizing external consultants in an education system.
這些組織為客戶提供專業知識與建議，包括組織策略發展、變革管理與 DT 建議。顧問通常會使用專屬的研究和框架來指導他們發現問題，然後建議更有效或更高效的最佳作法，包括與領導力、能力建構、賦予員工權能、技術工具強化和溝通相關的領域。Mohammed 等人（2015 年）的研究強調了在教育系統中利用外部顧問的好處。

As population growth in developing markets fuels a significant expansion, and technological innovation drives unprecedented reskilling and up-skilling in developed economies, data analysis by research group HolonIQ (2019) indicates global education and training spending is set to reach at least USD $\mathrm{\$}10$$\mathrm{\$}10$$10\$ 10 trillion by 2030. Post COVID-19, HolonIQ (2021) further indicates governments, employers
由於發展中市場的人口成長助長了顯著的擴張，而技術創新則推動了發達經濟體前所未有的技能再培訓和技能提升，研究機構 HolonIQ (2019)的數據分析顯示，到 2030 年，全球教育和培訓支出將至少達到 $\mathrm{\$}10$$\mathrm{\$}10$$10\$ 10 萬億美元。在 COVID-19 之後，HolonIQ (2021) 進一步指出政府、僱主

Fig. 1. Organizations with an explicit Digital Transformation Framework.
圖 1.擁有明確數位轉型架構的組織。

Table 1  表一
Organizations and education systems.
組織和教育系統。

and consumers together will spend over $\mathrm{\$}7\mathrm{T}$$\mathrm{\$}7\mathrm{T}$$7T\$ 7 \mathrm{~T} a year on education and training by 2025. This growing investment impacts the role of technology companies that deliver hardware and software in education. It is prudent to acknowledge that a key aim for many of these organizations is to contextualize their messaging and provide products and services, including curriculum resources and training as it relates to the use of technologies. A mix of free and for fee services can support teaching, learning, and administration as well as strategic planning and information technology (IT) infrastructure. The largest technology organizations reviewed were organizations based in the United States. They were chosen due to their global market share and because they provide a variety of products, programs, and services with large supporting “partner ecosystems” that enhance their overall education offerings, including local context requirements and support.
到 2025 年，消費者每年花在教育和訓練上的費用將超過 $\mathrm{\$}7\mathrm{T}$$\mathrm{\$}7\mathrm{T}$$7T\$ 7 \mathrm{~T} 。這種不斷成長的投資影響著提供教育硬體和軟體的科技公司的角色。為了謹慎起見，我們必須承認，許多這些組織的主要目標是將其訊息內容化，並提供產品和服務，包括與技術使用相關的課程資源和訓練。免費與付費服務的組合可以支援教學、學習與管理，以及策略規劃與資訊技術 (IT) 基礎架構。最大的科技組織都是位於美國的組織。之所以選擇這些組織，是因為他們擁有全球市場佔有率，而且他們提供各種產品、計畫與服務，並擁有龐大的支援「合作夥伴生態系統」，能強化其整體教育服務，包括當地環境需求與支援。

Organizations such as the OECD and WEF, provide global research and policy advice to other organizations and include a specific education focus. The Consortium for School Networking (CoSN), Educause, and Aurora Institute, formally known as International Association for K-12 Online Learning (iNACOL), are focused only on education. All were selected for review as they are considered influencers in education technology policy, providing evidence-based research and recommendations to policy stakeholders.
經濟合作發展組織 (OECD) 和世界經濟論壇 (WEF) 等組織為其他組織提供全球研究和政策建議，並包含特定的教育重點。Consortium for School Networking (CoSN)、Educause 和 Aurora Institute (正式名稱為 International Association for K-12 Online Learning (inaCOL))，則只專注於教育。由於它們被視為教育技術政策的影響者，為政策利害關係人提供以實證為基礎的研究和建議，因此所有這些組織都被選出來進行審查。

All MoEs analyzed are in different stages of technological development, which could be categorised as entry, emerging, advanced, or transformative. For example, education systems at an entry level are focused on student devices and internet connectivity, and systems pursuing more transformative uses of digital technologies are upgrading physical infrastructure with smart sustainable learning spaces and removing siloed data for deep learning analytics and deployment of next generation learning environments. The MoE (see Table 1) represent a diverse range of large, small, regional, developing, and developed countries/systems. When analyzing existing DT strategies of MoE, it was often necessary to open an associated website (see Appendix C) to access the strategic plan for technology.
所分析的所有教育部門都處於不同的技術發展階段，可分為入門、新興、進階或轉型階段。舉例來說，入門級的教育系統著重於學生裝置和網際網路連線，而追求數位技術更多轉型用途的教育系統，則以智慧型永續學習空間升級實體基礎設施，並移除孤立的資料，以進行深度學習分析和部署下一代學習環境。教育部門（見表 1）代表了不同的大小、區域、發展中和發達國家/系統。在分析教育部門現有的 DT 策略時，通常需要開啟相關網站（見附錄 C）才能存取技術的策略計畫。

A qualitative thematic analysis of messaging relating to DT components was undertaken, and related terminology, such as ‘strategy’, was systematically transcribed onto a spreadsheet, taking care to record frequency. The identification of relevant DT components began by reviewing explicit DTFs and extracting baseline components. Thematic analysis was aided by the first author’s professional lived experience
我們對 DT 元件相關的訊息進行了定性主題分析，並將「策略」等相關術語系統地轉錄到試算表中，同時注意記錄頻率。相關 DT 元件的識別從檢閱明確的 DTF 和擷取基線元件開始。第一位作者的專業生活經驗協助了主題分析。
(Clarke & Braun, 2017) with system wide DT implementation, and a subjective and open-minded approach to thematic patterns (Cupchik & Hilscher, 2008).
(Clarke & Braun, 2017）與系統廣泛的 DT 實作，以及主觀開放的主題模式（Cupchik & Hilscher, 2008）。

Thematic data were analyzed, then patterns or themes were identified using Microsoft Excel® and described. A thematic coding approach was initially based on the most common themes expressed in the data analysis. Themes were coded and refined to reflect terms that described the most consistent type of organizational requirement. In this way, four main themes were identified: Leadership, Experience, People, and Technology. The results of the analysis are depicted in Fig. 2. The result is a thematic analysis of DTFs informed by both primary (the first author) and secondary research (the Digital Transformation Framework analysis). The most common DT theme mentioned by the organizations was Leadership.
對主題資料進行分析後，使用 Microsoft Excel® 識別出模式或主題，並加以描述。主題編碼方法最初以資料分析中最常表達的主題為基礎。對主題進行編碼和精煉，以反映描述組織需求類型最一致的術語。透過這種方式，我們確認了四個主要主題：領導力、經驗、人員和技術。分析結果如圖 2 所示。其結果是由主要研究 (第一作者) 與次要研究 (數位轉型架構分析) 所得知的 DTF 主題分析。各組織提到的最常見 DT 主題是領導力。

In considering these themes, further review enabled the allocation of a numerical identifier for quantifying frequency of subtheme mentions Fig. 3 outlines the themes and subthemes determined.
在考慮這些主題時，進一步的檢視讓我們能夠分配一個數字識別碼，用來量化次主題的提及頻率。

Engaging in DT requires careful consideration of why, what, and how to transform, and whom it enables and impacts. Education systems ready to embark on their DT journey need to know how to start. A synthesis of organizations’ DTFs and education systems undertaken to inform this article has determined the greatest need for effective DT is to begin with the right leader/s in place followed by consideration of the people, including people or talent development and empowerment. The following paragraphs provide analysis and opinion about the significance of DT themes and subthemes (see Fig. 3).
參與 DT 需要仔細考慮為何要轉型、轉型什麼、如何轉型，以及轉型對誰有幫助和影響。準備踏上 DT 之旅的教育系統需要知道如何開始。對各組織的 DTF 和教育系統進行的綜合分析為這篇文章提供了資訊，該分析確定有效 DT 的最大需求是從正確的領導者開始，然後再考慮人員，包括人員或人才的發展和賦權。以下段落將就 DT 主題和次主題（見圖 3）的重要性提供分析和意見。

All organizations’ digital transformation frameworks reviewed revealed a high frequency of reference to leadership and it was significantly high in four of the six subthemes in education systems and technology companies working in education, indicating the importance placed on these components of leadership (see Fig. 4).
所有組織的數位轉型架構檢閱結果都顯示，領導力被提及的頻率很高，而且在教育系統和從事教育工作的科技公司的六個次主題中，領導力在其中四個次主題中的提及率明顯偏高，顯示出對這些領導力組成要素的重視（見圖 4）。

Vision and Purpose: Executive leadership and ownership of DT is required, envisioning a holistic cultural shift that extends beyond IT. A recent study by McKinsey and Company (2019) revealed $80\mathrm{\%}$$80\mathrm{\%}$80%80 \% of industry leaders are operating from a reactive state of mind; the best leaders can react to change and create something new with their ability to be visionary and creative, not just vigilant and reactive (Feehan et al., 2019). Visioning is considered a key capability of leaders, including the ability to communicate possibilities and promote a shared vision (Kruschwitz, 2016).
願景與目標：需要 DT 的高階領導與擁有權，願景是延伸至 IT 以外的整體文化轉變。麥肯錫公司 (McKinsey and Company) 最近的一項研究 (2019) 顯示 $80\mathrm{\%}$$80\mathrm{\%}$80%80 \% 的產業領導者都是以被動的心態運作；最佳領導者能夠對變革做出反應，並憑藉其遠見和創造性的能力創造新事物，而不僅僅是警覺和被動 (Feehan et al., 2019)。高瞻遠矚被認為是領導者的一種關鍵能力，包括溝通可能性和促進共同願景的能力（Kruschwitz，2016）。

Culture with trust and coherence: Research by Cortellazzo et al. (2019) identified the role DT has in shaping an organization’s processes and
具有信任和一致性的文化：Cortellazzo 等人（2019 年）的研究指出了 DT 在塑造組織流程和文化中的作用。

Fig. 2. Digital transformation framework themes.
圖 2.數位轉型框架主題。
work environment: it requires leaders to be the “key actors in the development of a digital culture: they need to create relationships with multiple and scattered stakeholders, and focus on enabling collaborative processes in complex settings, while attending to pressing ethical concerns” (p. 1). In schools, this requires students, parents, teachers, staff, local community, and regional and system leaders coming together on the journey to execute and celebrate a well-communicated vision and purpose. Fullan and Quinn (2016) describe this as coherence in creating a culture with a clear direction to build the collective purpose, clarifying individual and team roles within a collaborative culture, to support deep learning to accelerate and support with accountability. This coherence can be seen in Finland’s current education reform with large-scale curriculum implementation strategies to construct the national core curriculum with a focus on personalized learning (Asia Society, 2019; Pietarinen et al., 2017) and Finland’s digital transformation initiative called North Star (Personal Communication with Anneli Rautiainen, Counsellor of Education of the Finnish National Board of Education and Aulis Pitkälä, General Director of the Finnish Board of Education, 2018).
工作環境：它要求領導者成為「數位文化發展的主要參與者：他們需要與分散的多方利害關係人建立關 係，並專注於在複雜的環境中促成合作流程，同時關注迫切的道德問題」（第 1 頁）。在學校中，這需要學生、家長、教師、員工、當地社區，以及區域和系統領導人一起踏上執行和慶祝一個溝通良好的願景和目的的旅程。Fullan 和 Quinn（2016 年）將此描述為在創造具有明確方向的文化中的連貫性，以建立集體目標，釐清個人和團隊在合作文化中的角色，支持深度學習以加速和支持問責。在芬蘭當前的教育改革中，可以看到這種連貫性，透過大規模的課程實施策略，建構以個性化學習為重點的國家核心課程（Asia Society, 2019; Pietarinen et al., 2017），以及芬蘭名為「North Star」的數位轉型計畫（與芬蘭國家教育委員會教育參贊 Anneli Rautiainen 和芬蘭教育委員會總幹事 Aulis Pitkälä的個人溝通，2018）。

Strategic Planning, Business Planning and Sustainability: All organizations reviewed in their publicly available websites and documented strategies expressed a need for strategic planning, including adequate funding and resourcing to enable scale and sustainability of DT. Consulting organizations provided greater depth in defining what a strategy should include and what successful transformations have implemented regarding strategy and planning. This aligns with the core capability of business planning in consulting organizations. Whilst not directly referencing a business plan, technology organizations and education systems highlighted the important role of strategic planning and sustainability.
戰略規劃、業務規劃和可持續性：所有接受審查的組織都在其公開網站和記錄在案的策略中表達了對策略規劃的需求，包括充足的資金和資源，以實現 DT 的規模和可持續性。諮詢機構提供了更深入的定義，說明策略應包括哪些內容，以及在策略與規劃方面實施了哪些成功的轉型。這與諮詢機構的核心業務規劃能力相符。技術組織和教育體系雖然沒有直接提及商業計畫，但也強調了策略規劃和永續性的重要角色。

Policy, Risk and Compliance, and Governance: DT results in the digital storage of an enormous collection of data, presenting leaders with concerns such as access and use, privacy protection, as well as national and international policies and laws. Recognizing the ethical concerns of data collection also relates to trust, a growing requirement in DT as change impacts people, processes, and relationships with technology suppliers who may hold data. In the school environment, IT employees and external consultants have access to confidential data. Risk and compliance, and governance policies must provide clarity about who has access to the data, where data are stored, and how it can be accessed as the organization transitions to mobility and cloud storage. The education sector has additional requirements such as its duty of care to each student.
政策、風險與合規，以及治理：DT 的結果是以數位方式儲存大量的資料，讓領導者關注到存取與使用、隱私權保護，以及國家和國際政策與法律等問題。認知資料收集的道德問題也與信任有關，這是 DT 越來越重要的需求，因為變革會影響人員、流程，以及與可能持有資料的技術供應商之間的關係。在學校環境中，IT 員工和外部顧問可以存取機密資料。當組織過渡到行動化和雲端儲存時，風險與合規性以及治理政策必須清楚說明誰可以存取資料、資料儲存的位置，以及如何存取資料。教育產業有額外的要求，例如其對每位學生的照護責任。

Measurement: Effective leaders understand the context in which they operate and will constantly communicate progress in a visible way (Kruschwitz, 2016). The analysis of MoE (see Fig. 3) revealed educational systems placed importance on measuring teaching and learning. This was expected because education providers have traditionally placed fundamental importance on measuring curriculum, pedagogy, and assessment. DT requires a significant investment in people and resources and there is a need to measure quality, gauge progress, and review stakeholder participation, performance of people, and feedback.
衡量：有效的領導者瞭解其運作的環境，並會不斷以可見的方式溝通進展（Kruschwitz，2016）。對 MoE 的分析（見圖 3）顯示教育系統重視測量教與學。這是意料之中的事，因為教育提供者傳統上都非常重視測量課程、教學法和評估。DT 需要大量的人力和資源投資，因此需要衡量品質、衡量進度、檢視利害關係人的參與程度、人員的表現和回饋。

Partnerships and Community Engagement: In education there is a need for public and private partnerships to effectively bring together the people, resources, and capacities to address or resolve education issues (Davies & Hentschke, 2006). DT requires leaders to navigate new and additional partnerships that will be outside of the education sector, such as telecommunication companies to support connectivity, other government departments to integrate identity systems for users, and organizations to enable scale and sustainability of the DT.
合作夥伴關係與社區參與：在教育方面，需要公私合作夥伴關係，以有效匯集人員、資源和能力來處理或解決教育問題 (Davies & Hentschke, 2006)。DT 需要領導者帶領教育界以外的新合作夥伴關係，例如：電信公司支援連線、其他政府部門整合使用者的身分系統，以及組織以實現 DT 的規模與永續性。

The subtheme attributes and skills were analyzed as the highest referenced People component overall (see Fig. 5). Insights and performance were also assessed as a high People component in education systems reviewed, however, education systems and technology
子主題「特質與技能」被分析為整體「人」的最高參考值 (見圖 5)。在所檢視的教育系統中，洞察力和績效也被評為「人」的重要組成部分，然而，教育系統和技術則被評為「人」的次要組成部分。

Leadership  領導能力
Vision & Purpose  願景與目標
Culture with trust and coherence
具有信任和連貫性的文化

Strategic Planning, Business
策略規劃、業務
Planning & Sustainability
規劃與永續性
Policy, Risk & Compliance, & Governance
政策、風險與合規，以及治理

Measurement  測量
Partnerships & Community Engagement
合作夥伴與社區參與

People  人類
Talent Journey & Wellbeing
人才之旅與福祉

Attributes & Skills  屬性與技能
Insights & Performance  洞察力與效能

Experience  經驗
Customer Understanding  瞭解客戶
User Design & Immersive Touchpoints
使用者設計與沉浸式觸點

Sustainable Spaces  永續空間

Technology  技術
Connected & Secure Ecosystems (Data/People)
連線與安全的生態系統 (資料/人)

Operations & IT Management
營運與 IT 管理
Personalized & Intelligent Platform
個人化與智慧型平台

Fig. 3. Digital transformation themes and subthemes.
圖 3.數位轉型主題與次主題。

Fig. 4. Digital transformation: Leadership.
圖 4.數位轉型：領導力。

Fig. 5. Digital transformation: People.
圖 5.數位轉型：人。
companies working in education with software solutions showed a clear gap in the human resources area of talent journey, such as development and retention of people, and their well-being suggesting this area requires more focus.
使用軟體解決方案從事教育工作的公司顯示，在人才旅程的人力資源領域（如人員的發展與保留，以及他們的福祉）有明顯的差距，顯示這一領域需要更多的關注。

Insights and Performance: Industries are seeking to respond to the challenge of managing a large and diverse workforce with rising skill shortages. Simplifying the talent development processes by aligning performance management fundamentals with the organization’s future strategy, workforce planning, and redefining human resources (HR) practices including analytics, is recommended (Marler & Boudreau, 2017). Mihalcea (2017) outlines the importance of organization branding and talent management in attracting and maintaining employees, together with “a clear, targeted and communicated talent strategy that comprises integrated talent activities that heavily reinforce the importance of leader growth and a widespread learning culture” (p. 294). Application of performance management in an educational context, however, requires careful consideration of education culture and resistance to new processes. Prosci (Creasy, 2018) change management methodology for example, provides processes and tools to manage individual and organizational change.
洞察力與績效：各行各業都在尋求應對管理龐大且多樣化的勞動力，以及技能短缺問題日益嚴重的挑戰。建議透過將績效管理基本原則與組織的未來策略、勞動力規劃相結合，並重新定義人力資源 (HR) 作業，包括分析，來簡化人才發展流程 (Marler & Boudreau, 2017)。Mihalcea (2017)概述了組織品牌和人才管理在吸引和維護員工方面的重要性，以及 「清晰、有針對性且經過溝通的人才戰略，該戰略由綜合人才活動組成，大力強調領導者成長和廣泛學習文化的重要性」（第 294 頁）。然而，在教育背景下應用績效管理需要仔細考慮教育文化和對新流程的抵制。例如，Prosci (Creasy, 2018) 變革管理方法提供了管理個人和組織變革的流程和工具。

Talent Journey and Wellbeing: Supporting the development of people in education settings is often called professional development (PD) and involves a mix of strategy, training, and development within the profession. Other industries call the development of people training and place this within the journey of an employee, from recruitment to personal and professional development, certification, career management, performance reviews, and benefits, which is collectively called Talent Management. Talent management includes the use of digital tools, methodologies, and processes to enable organizations to get the best out of their most important asset, their people. Change will affect people differently and requires deeper consideration of their well-being, including their work life balance and the administration of HR applications to support the management of employees personally and professionally.
人才之旅與福祉：在教育環境中，支援人員發展通常稱為專業發展 (PD)，包含策略、訓練與專業發展的組合。其他產業則將人才發展稱為訓練，並將其放在員工從招募到個人與專業發展、認證、職業管理、績效評估和福利的過程中，統稱為人才管理。人才管理包括使用數位工具、方法和流程，讓組織能夠發揮其最重要資產 (即員工) 的最佳效能。變革會以不同的方式影響員工，因此需要更深入地考量員工的福祉，包括工作與生活的平衡，以及人力資源應用程式的管理，以支援員工的個人與專業管理。

Attributes and Skills: Skills are the “tactical knowledge or expertise needed to achieve work outcomes within a specific context” (Hagel et al., 2019, p. 3). DT can profoundly disrupt an organization’s status quo, requiring the development of new skills and mindsets. Collaboration, agility, innovation, and working creatively to utilize new capabilities are desirable attributes. However, recognizing that the organization may not have the capability or skills to drive DT requires attracting new talent to lead, manage, and deliver the DT strategy. As a core requirement of change management, organizations are integrating HR applications to manage talent (Church et al., 2016; Mihalcea, 2017)
屬性與技能：技能是指 「在特定環境下取得工作成果所需的戰術知識或專業技能」（Hagel 等人，2019 年，第 3 頁）。DT 可以深刻破壞組織的現狀，需要發展新的技能和思維。協作、敏捷、創新，以及創造性地工作以利用新能力，都是可取的特質。然而，如果認知到組織可能不具備驅動 DT 的能力或技能，就需要吸引新的人才來領導、管理和實施 DT 策略。作為變革管理的核心要求，組織正在整合人力資源應用程式以管理人才（Church 等人，2016 年；Mihalcea，2017 年）
supported with evidence-based analytics (Marler & Boudreau, 2017).
以實證為基礎的分析提供支援 (Marler & Boudreau, 2017)。

Technology overall was referenced the most by organizations guiding education policy, indicating these organizations recognize the importance of technology in an education context (see Fig. 6). The subtheme connected ecosystems (data and people) was the highest referenced component for the education systems reviewed, however, personalized and intelligent platform showed a wide and varied response even though organizations guiding education policy indicated a high requirement for this DT component.
教育政策指導組織對整體技術的參考最多，顯示這些組織認同技術在教育環境中的重要性（見圖 6）。連線生態系統 (資料與人) 是受檢閱的教育系統中被引用最多的元件，然而，個人化與智慧型平台則顯示出廣泛且不同的回應，即使教育政策指導組織表示對此 DT 元件有很高的需求。

Connected and Secure Ecosystems (Data/People): An interconnected technology or digital platform requires significant security, privacy management, and identity access management to provide personalized user experiences anywhere and anytime. A digital platform or everything as a service (Newman, 2019), leverages new technologies (see Appendix B), such as public cloud and AI, to store information safely and ensure it is ethically managed. Governance in the use of appropriate technologies underpins the trust people can have in how information is used, especially in a time of increasing data security risks. Connected databases streamline leaders’ and practitioners’ ability to make data-informed instructional decisions.
連線與安全的生態系統 (資料/人)：互聯的技術或數位平台需要大量的安全性、隱私權管理和身分存取管理，才能隨時隨地提供個人化的使用者體驗。數位平台或萬物即服務 (Newman, 2019)，利用新技術 (見附錄 B)，例如公共雲端和人工智能，來安全儲存資訊，並確保資訊受到道德管理。使用適當技術的治理，是人們信任資訊使用方式的基礎，尤其是在資料安全風險日益增加的時代。連線的資料庫可簡化領導者與實務人員的能力，讓他們能做出以資料為依據的教學決策。

Operations and IT Management: Operations and IT Management is about creating an agile, flexible, and responsive development, operations, and IT environment. A digital platform with cloud and mobile applications, and services that are interconnected within a secure ecosystem serve the needs of every member across an organization, such as an entire educational system. In education the need for 24/7 support of connected and secure ecosystems with industry standards and best practices of ‘uptime’ requires staff to be skilled and certified on all products and services within the ecosystem to provide a personalized and intelligent platform with trust, privacy, and governance. Having IT skills within the education organization provides a knowledge base for greater autonomy and understanding of the opportunities to benefit from the technology.
作業與 IT 管理：營運與 IT 管理是關於創造一個敏捷、靈活且反應迅速的開發、營運與 IT 環境。雲端與行動應用程式的數位平台，以及在安全生態系統內相互連結的服務，可滿足組織內每位成員的需求，例如整個教育系統。在教育方面，需要全天候支援連線與安全的生態系統，並符合「正常運作時間」的產業標準與最佳實務，因此員工必須具備生態系統內所有產品和服務的技能與認證，才能提供具備信任、隱私和管理功能的個人化智慧型平台。在教育組織內擁有 IT 技能可提供知識基礎，讓員工擁有更大的自主權，並瞭解從技術中獲益的機會。

Personalized and Intelligent Platform: Access to data allows us to answer the question: how do we know? Research by Peters et al. (2018) highlights how a personalized and intelligent platform provides "evidence that the initiative is succeeding in helping teachers and students develop the skills, competencies and mindsets essential for ‘as yet imagined’ futures’’ (p. 3). An outcome of DT is to ensure data that often comes from a multitude of disconnected sources is connected, contextualized, and personalized to the user requirements. Through connected
個人化與智慧型平台：獲取數據使我們能夠回答問題：我們如何知道？Peters 等人（2018）的研究強調了個性化和智能化平台如何提供「證據證明該計劃成功幫助教師和學生發展「尚未想像到的」未來所必備的技能、能力和思維」（第 3 頁）。DT 的成果之一是確保資料（通常來自眾多互不相關的來源）的連結、情境化及個人化，以符合使用者的需求。透過連接

Fig. 6. Digital transformation: Technology.
圖 6.數位轉型：技術。
and secure ecosystems, organizations have access to data driven insights to accelerate action with trends, indicators, predictions, and recommendations to improve outcomes, monitor well-being, and increase success. Flexible visualizations of data secured by data access control allows each stakeholder to access only the data they should see. In education, a personalized and intelligent platform integrates the disparate data on teaching, learning, administration, and the organization into a coherent model, providing educators capabilities to help personalize learning experiences and focus on supporting each student based on individual strengths and needs. Insights inform capacity-building decisions, technology, and other investments including DT effectiveness, providing a focus on the extent to which an organization’s strategies are working and how they can be more effective. In addition, a unified view into a system’s data is a window into whether opportunities to learn and outcomes are equitable. A report by Damian et al. (2019) provides education systems guidance with four different levels of “maturity” in their use of education analytics from entry level, emerging, advanced, and transformative with supporting case studies to present an analytics maturity model.
組織可存取資料驅動的洞察力，藉由趨勢、指標、預測和建議加速行動，以改善成果、監控福祉並提高成功率。靈活的可視化資料受到資料存取控制的保護，讓每位利害關係人只能存取他們應該看到的資料。在教育方面，個人化的智慧型平台將教學、學習、行政管理和組織的不同資料整合為一個連貫的模型，提供教育工作者協助個人化學習經驗的能力，並根據個人的優點和需求，專注於支援每個學生。洞察力可為能力建設決策、技術及其他投資（包括 DT 成效）提供資訊，並可聚焦於組織策略的有效程度，以及如何使其更有效。此外，統一的系統資料檢視是了解學習機會和成果是否公平的窗口。Damian 等人 (2019) 的報告提供了教育系統使用教育分析的四種不同「成熟度」指導，包括入門級、新興級、進階級和轉型級，並輔以案例研究，呈現分析成熟度模型。

Experience relates to what information and services are needed by customers and how they are delivered, for example, a personalized application on a mobile device. The customer component of experience was not referenced by education systems, possibly because this terminology is not routinely used in the education sector (see Fig. 7). Sustainable spaces are being considered by education systems reviewed as they relate to the smart schools and smart physical learning spaces to provide experiences, including, colour, furniture, lighting and temperature management to optimize engagement.
體驗與客戶需要哪些資訊和服務，以及如何提供這些資訊和服務有關，例如行動裝置上的個人化應用程式。教育系統並未提及體驗的客戶部分，可能是因為教育界並不常使用此術語（見圖 7）。教育系統正在考慮永續空間，因為這些空間與智慧學校和智慧實體學習空間有關，可提供體驗，包括顏色、家具、照明和溫度管理，以最佳化參與度。

Customer Understanding: The reviewed frameworks varied in the level of importance they ascribed to experience as it relates to their key stakeholders. Commercial and public sector organizations use the term customers to identify the key stakeholders they serve. The consulting organizations emphasized a deep focus on the customer experience. In education systems, there is confusion regarding who is the customer because the teacher, student, parent, and school leaders are all consumers of the organization’s services. Applying this terminology in an educational setting is no doubt contentious, but it can direct the focus on decision making; the key stakeholder in education must be the student.
客戶瞭解：受檢閱的架構對經驗的重視程度各有不同，因為經驗與主要利害關係人有關。商業與公部門組織使用「客戶」一詞來識別他們所服務的關鍵利害關係人。諮詢機構強調深入專注於顧客體驗。在教育系統中，對於誰是顧客存在混淆，因為老師、學生、家長和學校領導都是組織服務的消費者。將這個名詞應用在教育環境中無疑是有爭議的，但它可以引導決策的重點；教育的關鍵利害關係人必須是學生。

User Design and Immersive Touch Points: Designing a strong user
使用者設計與沉浸式觸點：設計強大的使用者
experience means listening to its stakeholders and being willing to change with agility to evolve with customer demands and trends and provide the products and services, they actually want together with the personalization expected, including provisions for inclusion and accessibility. In education, user design is complicated by the many users, such as primary/secondary students and teachers, varied devices, and new touch points such as VR/AR headsets. Further, traditional approaches to consumer user research have limited applicability in education, where direct stakeholder engagement in innovation is recommended, especially regarding data and analytics (Valle et al., 2021).
體驗意味著傾聽利害關係人的心聲，並且願意靈活變更，以配合客戶的需求和趨勢，提供他們實際需要的產品和服務，以及所期望的個人化，包括包容性和無障礙。在教育方面，使用者設計因為使用者眾多而變得複雜，例如小學/中學學生和老師、各式各樣的裝置，以及新的接觸點，例如 VR/AR 頭戴式裝置。此外，消費者使用者研究的傳統方法在教育上的適用性有限，在教育上，建議利害關係人直接參與創新，尤其是在資料和分析方面（Valle et al.）

Sustainable Spaces: Innovative work and learning spaces seen in businesses have emerged in education to support the “influx of educational technologies and new social practices associated with twenty-first-century learning” (Carvalho & Yeoman, 2018). Environmentally sustainable new or updated buildings and spaces can include the integration of the Internet of Things (IoT), such as facial recognition for security and cashless cafeterias. Carvalho and Yeoman (2018) argued that “those involved in educational design (e.g., teachers, space planners, architects, instructional designers) need analytical tools capable of increasing the correspondence between (a) pedagogy, place and people, and (b) theory, design and practice.” (p. 1121). To ensure equity and inclusion, there is a need for flexible learning spaces that are inclusive by design (Benade, 2019) and to support the orchestration of learning with digital and analog tools and environments (Holstein et al., 2019). As schools reflect on hybrid learning from COVID-19 (Hash, 2021) together with the increased internet connectivity and devices access through mobile learning programs “numerous physical and virtual spaces can be turned into interesting and motivating hybrid learning settings” (Mettis & Väljataga, 2021, pp. 498). The implication is that sustainable spaces and the expectations we have for the physical classroom now extend beyond the school to other surroundings including home, community or school grounds and parks where teaching and learning takes place.
可持續空間：企業中的創新工作與學習空間已出現在教育中，以支援「與二十一世紀學習相關的教育技術與新社會實務的湧入」（Carvalho & Yeoman，2018）。環境永續的新建築或更新建築與空間可包括整合物聯網 (IoT)，例如安全的臉部識別與無現金自助餐廳。Carvalho 和 Yeoman (2018) 認為，「參與教育設計的人員（例如教師、空間規劃師、建築師、教學設計師）需要能夠增加 (a) 教學法、場所與人，以及 (b) 理論、設計與實踐之間對應的分析工具」。(p. 1121).為了確保公平性與包容性，需要設計出具有包容性的彈性學習空間（Benade，2019），並支援以數位與類比工具與環境來協調學習（Holstein et al.）當學校從 COVID-19（Hash, 2021）反思混合學習時，加上透過行動學習程式增加的網際網路連線與裝置存取，「無數的實體與虛擬空間可以變成有趣且激勵人心的混合學習環境」（Mettis & Väljataga, 2021, pp.498）。這意味著，永續空間和我們對實體教室的期望，現在已經超越學校，延伸到其他環境，包括家庭、社區或學校的場地和公園，這些都是教與學的地方。

DT in education can be defined as a realignment of education models utilizing digital technology to engage students, teachers, parents, and leaders more effectively at every point in the students’ schooling journey with new student information systems, personalized experiences and data analytics. Whilst the research that informs this article reveals many organizations analyzed have a clear and articulated DTF, no organization provided a complete framework or message that could translate to
教育上的 DT 可定義為教育模式的重新調整，利用數位技術，讓學生、教師、家長和領導者在學生就學過程中的每個時點，都能透過新的學生資訊系統、個人化體驗和資料分析，更有效地參與其中。雖然本篇文章所參考的研究顯示，許多被分析的組織都有清晰且明確的 DTF，但沒有組織提供完整的架構或訊息，可以轉化為

Fig. 7. Digital transformation: Experience.
圖 7.數位轉型：體驗。
education needs. Similarly, “Every industry is affected by the digital transformation, but no single metric is able to capture its pace and extent” (OECD, 2019a, 2019b, 2019c, 2019d, 2019e, 2019f, p. 45), indicating every industry has its own unique DT requirements. The term digital transformation is prevalent in industry, but still emerging in education. This suggests industry has made headway, and we strongly submit that education could benefit from their lessons. The Ministries of Education analyzed in this paper express some clarity about why there is a need to transform and include messaging on what change will look like, such as expectations of teachers and the impact in the classroom; however, little is communicated about how the change will be made and how this impacts the administration of schools.
教育需求。同樣地，「每個產業都受到數位轉型的影響，但沒有單一的指標能夠掌握其速度與程度」（OECD, 2019a, 2019b, 2019c, 2019d, 2019e, 2019f，第 45 頁），顯示每個產業都有其獨特的 DT 需求。數位轉型這個詞在產業界很盛行，但在教育界仍屬新興。這說明產業已經取得進展，我們強烈認為教育可以從他們的經驗中獲益。本文所分析的教育部門明確表示為什麼需要轉型，並傳達改變的訊息，例如對教師的期望和對教室的影響；然而，對於如何進行改變，以及這對學校的管理有何影響，卻幾乎沒有說明。

How school systems turn their education vision into actionable strategies is influenced by their economic and political contexts, as well as their digital maturity. Even so, the overall vision and purpose for education has global consistency with focus on improving graduation rates, increased numeracy and literacy, student well-being, and future skills. Technology is enabling new teaching and learning experiences through augmented reality, virtual reality, mixed reality, and online or blended learning. However, many education systems have been unable to implement basic digital technologies, including access to devices, qualified teachers, or internet connectivity. The adoption of new services, technologies and competencies by education systems can help to improve education outcomes, enhance equity, and improve efficiency (Cavanaugh, Maor, & McCarthy, 2018; OECD, 2019a, 2019b, 2019c, 2019d, 2019e, 2019f; Schleicher, 2019). For these purposes school leaders need to be explicit about why introducing digital innovation is important and why is the need for DT is critical. This is a crucial step in selecting the right technology and solutions for schools and systems with limited resources, with the highest priority being to improve outcomes for students. Additionally, education is a complex community of stakeholders (students, teachers, school leaders, system staff, parents) who may not always be on the same journey or have the same needs.
學校體系如何將其教育願景轉化為可行的策略，會受到其經濟與政治環境以及數位成熟度的影響。儘管如此，教育的整體願景與目的仍具有全球一致性，著重於提高畢業率、增加算術與讀寫能力、學生福祉以及未來技能。科技正透過擴增實境、虛擬實境、混合實境以及線上或混合式學習，實現全新的教學與學習體驗。然而，許多教育系統無法實施基本的數位技術，包括取得裝置、合格的教師或網際網路連線。教育系統採用新的服務、技術和能力，有助於改善教育成果、加強公平性和提高效率（Cavanaugh, Maor, & McCarthy, 2018; OECD, 2019a, 2019b, 2019c, 2019d, 2019e, 2019f; Schleicher, 2019）。為了達到這些目的，學校領導者需要明確說明，為什麼引進數位創新是重要的，以及為什麼對 DT 的需求是關鍵性的。這是為資源有限的學校和系統選擇正確技術和解決方案的關鍵步驟，其中最優先的是改善學生的成果。此外，教育是一個複雜的利害關係人社群 (學生、教師、學校領導人、系統人員、家長)，他們可能並不總是走在同一條路上或有相同的需求。

Ensuring all stakeholders have the experience they require begins with identifying the key stakeholder, which is often a simpler process in the business world. Corporations are focused on customer needs and experience, so enhanced talent management and organizational development are core objectives. To drive focus and reduce stakeholder complexity in education systems, the key stakeholder (customer) must be the student. Identifying their needs including how this impacts learning is the pivot point (Montoya, 2018; Sivri & Sahin, 2021) to defining DT in education. Identifying teacher needs (McCarthy et al., 2019) is also critical and these need to be placed in the context of supporting student learning, administration, and personal development.
確保所有利害關係人都能獲得所需的體驗，首先要找出關鍵利害關係人，在商業世界中，這通常是一個比較簡單的過程。企業專注於客戶需求與體驗，因此強化人才管理與組織發展是核心目標。要在教育系統中推動專注並減少利益相關者的複雜性，關鍵利益相關者（客戶）必須是學生。識別他們的需求，包括這對學習的影響，是定義教育中 DT 的支點 (Montoya, 2018; Sivri & Sahin, 2021)。識別教師的需求（McCarthy et al.

Many education systems may not have the capability or capacity to define or implement DT, or a framework that supports the decisions and envisioning needed to bring siloed organizational structures together under a unified framework. The use of consultants is increasingly seen as necessary to provide the expertise required and a strategy to lead and drive transformation. Consulting organizations can partner with education systems to support engagement and provide subject matter and process expertise that can add value and move projects forward (Mohammed et al., 2015). COVID-19 has seen more than 1.5 billion students and youth across the world affected by school closures due to the pandemic but global partnerships with private industry such as UNESCO’s #LearningNeverStops global coalition (UNESCO, 2020a,b), highlight the opportunities of private and public partnerships to support transformational agendas in education. However, many consultants and organizations working in education operate on a difficult tight rope as they guide and support education while selling their products and services. Additionally, a reliance on multinational corporations to deliver education solutions is contributing to the emergence of new forms of privatization and commercialization in education that raise concerns, such as the democratic control of education and the responsible use of data.
許多教育系統可能不具備界定或執行 DT 的能力或能量，也不具備可支援決策與願景的架構，而這些決策與願景是將各自為政的組織結構整合至統一架構下所需的。越來越多的人認為有必要使用顧問來提供所需的專業知識以及引導和推動轉型的策略。諮詢組織可與教育系統合作，以支援參與，並提供可增加價值及推進專案的主題與流程專業知識 (Mohammed et al., 2015)。COVID-19 疫情已造成全球超過 15 億學生和青年受到疫情影響而停課，但與私營企業的全球合作關係，例如聯合國教科文組織的 #LearningNeverStops 全球聯盟 (UNESCO, 2020a,b)，突顯了私營和公共合作關係在支持教育轉型議程上的機會。然而，許多從事教育工作的顧問和組織，在引導和支持教育的同時，也在銷售他們的產品和服務，因此，他們的運作相當困難。此外，依賴跨國公司提供教育解決方案，也助長了教育私有化和商業化新形式的出現，引起了人們的關注，例如教育的民主控制和數據的負責任使用。

Research and analysis for this article, combined with the lived
本文的研究與分析，結合生活中的
experience of the main author, ${}^1$${}^1$^(1){ }^{1} has determined critical considerations for school and education systems that have made the decision to implement DT: Leadership, People, Technology, and Experience. Appendices A and B highlight many of the drivers for meaningful change with cloud, mobile, future ready skills, and data analytics which are seen as growing drivers for DT. This article reveals industry approaches to achieve major change through DT, including how those successful organizations begin with articulating a compelling story (Fæste et al., 2019), engage their workforce in the DT vision and goals, and formally launch a strategic DT plan. Decision makers may traverse a difficult road getting these fundamentals correct but a strong foundation is key to success. The European Commission’s (2018) paper on the governance of school education systems provides education leaders with solutions to challenges, including quality assurance and networks (relationships and communication) for learning and development across education systems. In education, the use of academic research, models, and best practices by leaders can support the vision and purpose of DT with external views and evidence in addition to that obtained from recognizing internal needs.
根據主要作者的經驗， ${}^1$${}^1$^(1){ }^{1} 決定實施 DT 的學校和教育系統的關鍵考量因素包括：領導力、人員、技術和經驗。附錄 A 和 B 強調了雲端、行動、未來就绪技能和資料分析等許多有意義變革的驅動因素，這些因素被視為 DT 的增長動力。本文揭示了透過 DT 實現重大變革的產業方法，包括那些成功的組織如何從闡述一個引人入勝的故事 (Fæste et al., 2019) 開始，讓員工參與 DT 遠景和目標，並正式推出策略性 DT 計畫。決策者可能會在糾正這些基本要素的道路上荊棘滿途，但堅實的基礎是成功的關鍵。歐盟委員會（2018）有關學校教育系統治理的文件為教育領導者提供了面對挑戰的解決方案，包括品質保證和跨教育系統學習與發展的網路（關係與溝通）。在教育方面，領導者運用學術研究、模型和最佳實務，除了可從認知內部需求所獲得的觀點和證據外，還能以外部觀點和證據支持 DT 的願景和目的。

DT requires the administrators of schools to consider many facets, such as infrastructure, curriculum, and assessment, change process preparation, people and talent development, governance policies, and funding. It is recommended that the DT leader, who may be the Head of Digital Transformation, Chief Information Officer, and/or Director of Information Technology (Sacolick, 2018) be a strategic and equal member of the overall leadership team. For success, the vision and purpose must induce a cultural shift that requires collaboration, consultation, and support from the wider leadership team. The drivers of DT must be understood, placed in context, and coherently articulated to form a strategy that meets identified needs and is actionable, funded, and agile.
DT 要求學校的管理者考慮許多方面，如基礎設施、課程和評估、變革過程準備、人員和人才發展、治理政策和資金。建議 DT 領導者（可能是數位轉型主管、資訊長和/或資訊科技總監）（Sacolick，2018）是整個領導團隊中具有策略性的平等成員。要取得成功，願景和目標必須引發文化轉變，這需要更廣泛的領導團隊的合作、協商和支持。必須瞭解 DT 的驅動因素，並將其置於背景中加以闡述，使其連貫一致，從而形成符合已識別需求的策略，且該策略必須具備可操作性、資助性和敏捷性。

Schein and Schein (2019) explain, “As an organization ages, it develops strong beliefs about what kinds of talent are needed and recruits only those people. Talent management then becomes a subtle process of the culture just re-creating itself” (p. 56). Further to this, Tabrizi et al. (2019) warn “if people lack the right mindset to change and the current organizational practices are flawed, DT will simply magnify those flaws.” This is a barrier to success, so recognition of the existing capabilities and attributes of staff is a crucial step in assessing how to align PD and training of staff to a change management model. DT will see the education community exposed to an environment of significant disruption. Galli’s (2018) comparative analysis of change management models provides leaders guidance through his analysis of popular change management models to institute transformational change. Adopting a model, such as Garr et al. (2015) Talent Management Maturity Model, can support people in the DT change process. Engagement in talent development and acquisition goes beyond PD and training to encompass a new culture and way of working, such as an agile mindset and developing new attributes and skills. This is particularly important given the ever-changing nature of global technological innovation and the demands placed on education systems to deliver skills and knowledge important to a students’ success in life.
Schein and Schein (2019)解釋道：「隨著組織的老化，組織會對需要何種人才產生強烈的信念，並只招募這些人才。這樣一來，人才管理就變成了文化自我再造的微妙過程"（第 56 頁）。除此以外，Tabrizi 等人（2019）警告說：「如果人們缺乏改變的正確心態，而目前的組織實踐又存在缺陷，那麼 DT 只會放大這些缺陷」。這是成功的障礙，因此認清員工的現有能力和特質，是評估如何根據變革管理模式調整 PD 和員工培訓的關鍵一步。DT 將使教育界面臨重大破壞的環境。Galli (2018)的變革管理模式比較分析通過他對流行的變革管理模式的分析，為領導者提供了實現轉型變革的指導。採用一個模型，例如 Garr 等人（2015）的人才管理成熟度模型，可以在 DT 變革過程中為人們提供支援。人才發展和獲取的參與不只是培訓和培訓，還包括新的文化和工作方式，例如敏捷思維和發展新的特質和技能。鑑於全球技術創新的不斷變化，以及對教育系統提出的要求，即提供對學生一生成功非常重要的技能和知識，這一點尤其重要。

It is prudent to be cognizant that research related to technology relevant to DT is potentially outdated as innovation is constantly evolving. During compilation of this article, for example, the COVID-19
由於創新是不斷演進的，因此與 DT 相關技術有關的研究可能已經過時，這一點必須謹慎認知。例如，在本文編輯期間，COVID-19

pandemic emerged amplifying the relevance of this research for education systems that had struggled with remote learning. Technology in education literature, such as mobile learning, is well defined and can support the limited holistic definition of DT in education literature and how the societal implications of transformational change. Notably, the shared global experience with emergency remote learning during the pandemic has provided a foundation of experience in approaching change in communities of practice, from which leaders can extend the transformations identified as benefits in their schools (Zhao et al., 2020).
在教育方面的科技文獻，例如行動學習，已經有很好的定義，可以支援教育文獻對 DT 的有限整體定義，以及如何轉型變革對社會的影響。教育文學中的技術，例如行動學習，有很好的定義，可以支援教育文學中有限的 DT 整體定義，以及如何轉型變革的社會影響。值得注意的是，在大流行病期間，全球在緊急遠端學習方面的共同經驗，提供了在實踐社群中接近變革的經驗基礎，領導者可以從中擴展在學校中被認定為有利的變革（Zhao et al.）

Digital transformation is a process responding to the continuous and rapid emergence of new digital innovation; it requires agility and has no defined endpoint; therefore, the review cannot be exhaustive. This article advocates consideration of industry research reports when envisioning what is required for successful DT, particularly in the areas of strategy and people development, leveraging best practices in the approaches to technical deployment and user experiences. While this review is timely with the emergence of new literature relating to the topic for schools and school systems and the impact of the current pandemic on learning, this paper represents a starting point rather than an end destination. Although the identified DT themes and subthemes in this article are suggestive and could be subdivided differently, it is hoped the critical components outlined will serve as a guide for education system leaders to consider as they embark on their own DT journey. Integrating the review recommendations with the findings, a synthesized digital transformation framework is presented in Fig. 3, that visually represents the critical components. Additionally, this paper can
數位轉型是一個因應持續且快速湧現的新數位創新的過程；它需要敏捷性，且沒有明確的終點；因此，檢討不可能面面俱到。本文主張在構想成功 DT 所需的條件時，應考量產業研究報告，尤其是在策略與人員發展領域，並善用技術部署與使用者體驗的最佳實務。由於與學校和學校系統主題相關的新文獻的出現，以及當前流行病對學習的影響，這篇文章的回顧非常及時，但這只是一個起點，而非終點。儘管本文所指出的 DT 主題和次主題是建議性的，也可以有不同的細分，但我們希望所概述的關鍵組成部分能成為教育系統領導者的指南，讓他們在踏上自己的 DT 之旅時能加以考量。將檢討建議與研究結果整合後，一個綜合的數位轉型框架呈現在圖 3 中，直觀地表達了關鍵組成部分。此外，本文可以
serve as a springboard for those with an interest in conducting further research on this rapidly evolving topic, requiring ongoing evaluation, agile thinking, and the longer-term implications on teaching, learning and student development. Promising models are emerging for partnerships in longitudinal research on education change involving researchers, leaders, and technology developers. These models go beyond contemporary research-practice partnerships to include development as engaged innovation (Penuel et al., 2020). These models should be guided by established digital transformation frameworks.
對於那些有興趣對這個快速發展的主題進行進一步研究的人來說，這是一個跳板，需要持續的評估、靈活的思考，以及對教學、學習和學生發展的長期影響。研究人員、領導者和技術開發人員在教育變革的縱向研究中建立合作關係的可行模式正在出現。這些模式超越了當代研究與實踐的夥伴關係，將開發納入為參與的創新（Penuel et al.）這些模式應該以既有的數位轉型框架為指導。

No funding was received for this work.
本工作未獲得任何資助。

Aidan Michael McCarthy: Conceptualization, Methodology, data collection, Formal analysis, Writing - original draft, Writing - review & editing, Writing - original draft. Dorit Maor: Supervision, writing reviews. Andrew McConney: Supervision, writing reviews. Cathy Cavanaugh: Writing reviews and revisions, Writing - review & editing.
Aidan Michael McCarthy：構思、方法、資料收集、形式分析、撰寫 - 原稿、撰寫 - 審閱與編輯、撰寫 - 原稿。Dorit Maor：監督、撰寫審查。Andrew McConney：監督、撰寫審查。Cathy Cavanaugh：寫作評論與修改、寫作 - 評論與編輯。

No conflict of interest exists.
不存在利益衝突。

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