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"T1) Translational technology use is not trivial use, but neither should it be considered an ultimate stopping point; however, far too many educational systems limit their uses of technology to this entry level domain."
*The available technologies are not being used to broaden a student's knowledge, rather, it is being used to touch the surface of the content without allowing the students to be fully immersed.

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Effective technology use combined with highly reliable teaching strategies has a much higher impact than either strategy on its own.

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Students must master more skills than previous generations.

We will need to teach much more than surface level learning so that students can apply their knowledge through T2 & T3. (Knowledge Transfer)

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Designing, rather than consuming, learners become substantively changed. They move from consumers to contributors. We already know that we learn more when we teach.

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Our current students will need to gain more knowledge and master more skills than any previous generation!

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children need to learn how to problem solve: "prepare students for the highly uncertain future that exists outside of those walls"

The reasons for such low impact
rest less with educational technology tools themselves, but more in the manner in which
they are employed in our classrooms.

“Tell and Practice” model of instruction represents
the most common way that technologies are used in our classrooms

many educational systems limit their uses of technology to this entry level domain. This, in no small way, may contribute to the low impact digital tools have
had on student achievement.

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As of 2017, there has not been evidence to suggest that technology use in the classroom is providing growth opportunities to our students (the effectiveness is less than a years growth) possibly due to the fact that teachers do not know how to utilize it in new ways

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If evidence-based practices matter, then implementing evidence-based practices matters more.

Learning systems can transcend the status quo of low-impact technology

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Impact of computers on student achievement surprisingly low.... due to not being implemented to increase achievement in the classroom. Using T3 can increase achievement ~4X.

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How can we utilize technology in a way that is not just substitution?

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1. Using powerful and expensive technologies to only digitize elements of the dominant “Tell and Practice” model of instruction(that
is, when teachers tell their students what knowledge is, and what knowledge is important
to memorize) makes for low impact on student learning from digital tools.
2. neediest populations of learners, digitally rich, yet innovatively poor.
3. T1) Translational technology use is not trivial use, but also shouldn't be the ultimate stopping point.
4. T1: Tech integration for automation.
5. T2: Tech integration for consumption.
6. Merit in both above, but only when used supplementary to T3(when applicable).

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learners entering K–12 education systems will need to gain more knowledge and master more skills than any previous generation

The reasons for such low impact rest less with educational technology tools themselves, but more in the manner in which they are employed in our classrooms.

very large gains in student achievement are possible when digital tools are leveraged to enhance highly reliable instructional and learning strategies.

T1) Translational: automation and consumption (building the foundation for deeper learning)
T2) Transformational
T3) Transcendent

1) Surface Learning
2) Deep Learning
3) Knowledge Transfer

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Just technology ES=.46
T3 and how tech is implemented ES= 1.6

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Technology is not a substitution for a focus on effective pedagogy.

"The reasons for such low impact rest less with educational technology tools themselves, but more in the manner in which they are employed in our classrooms."

Simply putting a computer in front of a child does not increase learning. In fact, we haven't even made it to that point, because so many students are without adequate devices and connections.

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"T1) Translational technology use is not trivial use, but neither should it be considered an ultimate stopping point; however, far too many educational systems limit their uses of technology to this entry-level domain. This, in no small way, may contribute to the low impact digital tools have had on student achievement."

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Tell and practice is the most common way technology is used in the classroom.
T1 technology should not be the stopping point for learning.

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*Despite the growth of technology, student achievement is surprisingly low--a statistic that hasn't changed in 50 years even w/ the expansion of technology.
*Many educators still operate in the "tell and practice" model in digital form. This model has been proven to be less effective.
*In T1, educators can leverage their use of technology to jumpstart student learning and knowledge acquisition in a way that encourages deeper learning.

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"Student achievement is possible when digital tools are leveraged to enhance highly reliable instructional and learning strategies”

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Even though technology has improved a lot over the years, the effect it has on student's is minimal. "The reasons for such low impact rest less with educational technology tools themselves, but more in the manner in which they are employed in our classrooms"

" the digital thinking and learning products they produce serve as scaffolds to help students more agilely store and retrieve knowledge into and from longer-term memory by developing metacognitive strategies "

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"...digitally rich, yet innovatively poor."

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Students need and can learn with highly reliable and learning strategies.

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Our moral obligation is to meet the discrepancy of student learning with the most effective practices and supports to empower students in an uncertain future.

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Students are expected to learn more and on a deeper level than before.

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"Contribution element scaffold students’ uses of digital tools to design, create, share, and curate digital tutorials with the express purpose of teaching others what they know. "

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Using "Tell and Practice" model of instruction ----> "digitally rich, yet innovatively poor"

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"The reasons for such low impact rest less with educational technology tools themselves, but more in the manner in which they are employed in our classrooms." (Magana, 2)

"...digitally rich, yet innovatively poor."

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The reasons for such low impact rest less with educational technology tools themselves, but more in the manner in which they are employed in our classrooms.

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Recent compounding evidence now suggests that very large gains in student achievement are possible when digital tools are leveraged to enhance highly reliable instructional and learning strategies.

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"The strategies in the T2.2) Contribution element scaffold students’ uses of digital tools
to design, create, share, and curate digital tutorials with the express purpose of teaching
others what they know."
This part made me think of Webb's Depth of Knowledge

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a component of UDL and cannot be understated.

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T1 is a great start but not an ultimate final destination.
"the $1000 pencil" vs. Impactful Educational Technology

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"Student-generated contribution products also afford learners the opportunity to continuously explore the similarities and differences between their previously held understandings and newly gained conceptions of content knowledge."

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"These include, but are not limited to, multisensory content and information environments, content–specific gaming environments, automated assessment and polling tools"

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What Kelly said. :)

Digital tools have to be leveraged to enhance highly reliable instructional and learning strategies.

Design and delivery!

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Such a large effect size is equivalent to an additional three or four years of academic achievement in a single year.

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1. Surface learning
2. deep learning
3. knowledge transfer

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We need to better prepare students for the highly uncertain future outside of these four walls.

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Effective teaching is the same in all environments. It is the application of the environment by a reflective teacher that matters.

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It is not necessarily about WHAT technology we are using, but instead it is about HOW we are using it.

We want to utilize technology for more than surface level thinking/tasks.

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Most classrooms today are using the "Tell and Practice" model. we need to move into the T2 or T3 model of instruction, which allows students to increase their achievement and knowledge.

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Mastery of Tech skills more than any other generation in history.

Uncertain future that does not currently exist today.

Effects of tech on learning has been relatively dismal.

(I think personally the pandemic had a net positive effect on transformational educational strategies in terms of leveraging technology.)

"Tell and Practice" was traditional use of technology, innovatively poor albeit digitally rich.

Leverage Digital Tools:
1. Translational
2. Transformational
3. Transcendent

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three phases of learning: 1) Surface Learning, 2) Deep Learning, and 3) Knowledge Transfer

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Having students simply access the material on a device does not mean they have access to learning the material.

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Far too many educational systems limit their uses of technology to this entry-level domain. This, in no small way, may contribute to the low impact digital tools have
had on student achievement.

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"Tell and Practice" is the most common method of technology use in the classroom. This is when powerful and expensive technologies are used to digitize the classroom, making learners " digitally rich, yet innovatively poor"

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A plethora of digital
tools, apps, and online environments can serve to enhance students’ interactions with
surface-knowledge acquisition.

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It's okay to use T1 level use of technology - it can make things more engaging for the students especially with "basic" things like review or comprehension of a subject - BUT it should not be the only way we use technology.

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The T3 Framework elucidates critical shifts on how classroom teachers can better use
their existing educational technologies to specifically enhance making students’ thinking
and learning visible to their teachers, themselves, and their classmates.

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Computer technology on student achievement is not always necessarily impacted by the technology tools themselves but with the way we may be using these tools or even if we are using them. Most technology today is used in a Tell & Practice sort (telling students what knowledge is and having them memorize the important part of that knowledge).

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-Technology has had a low impact due to its implementation.
-->More deliberate and intentional implementation (i.e. the T3 framework) will actually have a significant impact on students

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Don't stop at "Digitize Tell and Practice"

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Technology keeps changing, new programs and apps come out that it can be difficult for students to catch up because we keep changing them.

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The low impact (.36) technology had on learning (below the ideal effect size of .40). This trend had been taking place for 50 years.

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Don't stop at the Transactional level where most teachers application of digital skills stop.

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Increased efficiency and accuracy in surface learning. Not bad, but not enough.

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The translational stage has some value, but cannot be the stopping point for technology use in the classroom.

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Impact of having computers in relation to student learning has a dismal effect size, less than one year of grown in terms of impact.

Digitally rich yet innovatively poor...

Mindset shift for caregivers, students, and educators (that's not the way I was taught to do it...).

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T3:Transcendent Technology-
"Transcendent technology use begins with student passion and concludes with students engaging in designing original lines of inquiry, transferring newly acquired and consolidated knowledge, and applying social entrepreneurship strategies to solve wicked problems that matter to them". In other words, students are developing passions and following through because they want to not because they have to.

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T1: Surface Learning
T2: Deep Learning
T3: Knowledge Transfer

It is how we are using the technology not the technology itself.

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Deeper knowledge happens when skills are translated and applied. 

# data[].attributes.subject
Deeper knowledge happens when skills are translated and applied. 

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It's not the technology tools themselves but how they are used in the classroom contribute to low impact learning. If the teacher isn't tech savvy, it's hard to make the students tech savvy.

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We are constantly told that the possibilities are endless with using technology in the classroom and have such amazing programs and technologies to choose from, but I think it's difficult to make the shift from the "tell & practice" method that we all know to utilize it to further student growth. We simply don't know how. I think we, as teachers, have to be willing to change and be innovative if we expect our students to do the same.

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Effect sizes haven't changed in over 50 years!

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"Translational technology use is not trivial use, but neither should it be considered an ultimate stopping point; however, far too many educational systems limit their uses of technology to this entry- level domain." What does our future have in store? How will we continue to transform and transcend?

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“Transformational technology use in education reflects the intentional application of digital technologies to unleash students’ learning expertise, in ways not possible without technology, to achieve ever higher levels of knowledge and mastery.”

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Simply digitizing the "Tell and Practice" model will not impact learning. T1 should not be the stopping point.
Multi-sensory content informational environments can enhance student learning. What would a multi-sensory content look like?

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Student driven: Teacher shift in how to better use technology, be a facilitator for the student's learning.

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Model of learning: 3 phases that include; surface learning, deep learning, knowledge transfer.

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T1 is a necessary stepping stone to move on to the other tiers, "it is not trivial but it is not the stopping point"

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- 3 phases of learning: surface (translational), deep (transformational), & knowledge transfer (transcendent).

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Too many educational systems are limited to this stage.

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"Translational technology use is not trivial use, but neither should it be considered an ultimate stopping point."

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It is important to use technology to help students learn strategies to solve all problems they will come to not only in school but in the real world.
I thought it was interesting that there was no real impact at first because teachers were using technology just to mirror the tell and practice they were using in the classroom.

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Students gain when digital tools are leveraged.

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Requires being intentional in our design

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Learners need to gain more knowledge and master more skills than ever before.
Student's aren't necessarily doing better even with all the access they have to technology. Why? This is because of the manner in which they are used in our classrooms. ROTE learning. Doesn't go any deeper. No time for discovery. Teachers often use the "Tell and Practice" method-where teachers tell their students what is important and they practice that.
Model of Learning-surface learning, then deep learning, followed by knowledge transfer! Knowledge transfer is powerful. Students take what they've learned and apply it to different situations or context to solve new problems.

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Getting to know what students are interested in learning and their learning style will help transition from T1 to T2 & T3. It is very important to engage students instead of simply using technology for rote learning.

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Translation technology is not for trivial use, nor should it be the stopping point.

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I see the importance of letting this generation know that they are expected to LEARN, and ADAPT faster than any generation before them.

# data[].attributes.subject
I see the importance of letting this generation know that they are expected to LEARN, and ADAPT faster than any generation before them.

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T3 will be the necessary practice
Connecting previous understanding of the SAMR model, and Hattie's model of learning further helps to solidify the basis of the T3 model.

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* Computers are not being used to the best of their ability and are still being used with the idea of the old way of teaching of "practice and tell" T3 framework can help change that.

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* Computers are not being used to the best of their ability and are still being used with the idea of the old way of teaching of "practice and tell" T3 framework can help change that.

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"...In the transfer phase, students engage in a deeper understanding when knowledge is applied to new contexts and to solve new problems"

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"...In the transfer phase, students engage in a deeper understanding when knowledge is applied to new contexts and to solve new problems"

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Let's teach students to be creators, rather than consumers, in their education!

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cannot replace instruction...
Technology can be a useful tool, but it needs to be used in the classroom in a way that meaningful for students and their learning. needs to be intentionally aligned to the content being taught.

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Technology is having a low impact on learning because it is not being used effectively

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Digital tools enhance instruction and teaching strategies.

T1 (Automation & Consumption) is not the stopping point!

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Using technology to enhance making student learning visible to their teachers, themselves, and their classmates.

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The potential of moving students into T2 domain is exciting because student learning will increase astronomically.

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Digital tools, apps, and online community

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T2. Student-generated contribution products also afford learners the opportunity to continuously explore the similarities and differences between their previously held understandings and newly gained conceptions of content

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Generally, teachers are doing a great job of implementing educational technology in the classroom, but we need to push past the "entry-level domain."

Just like we did on Quizziz, rather than just going through the quiz itself, it is good to go back and review the questions/answers and give students another opportunity to improve their scores. Then, it is critical to have students take the same content further by engaging in knowledge transfer.

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Impact of computers in students achievement is incredibly low. It is not being implemented in the classroom. It's not just having technology, it's using it!

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• T3 Framework is aligned to key elements of Hattie’s (2008) Visible Learning Model, and how the two can be implemented in combination to greater effect.

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large gains in student achievement are possible when digital tools are lever- aged to enhance highly reliable instructional and learning strategies.

T3 Framework elucidates critical shifts on how classroom teachers can better use their existing educational technologies to specifically enhance making students’ thinking and learning visible to their teachers, themselves, and their classmates.

T1) Translational technology use is not trivial use, but neither should it be considered an ultimate stopping point; however, far too many educational systems limit their uses of technology to this entry- level domain. This, in no small way, may contribute to the low impact digital tools have had on student achievement.

how modern technologies can enhance highly reliable pedagogies

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Student passion. Mastery. High impact. Make learning personal and meaningful.

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Boggled by the fact that tech has changed so much in 50 years but had minimal effect on education. Significance in the difference between automation and consumption.

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The T3 Framework elucidates critical shifts on how classroom teachers can better use
their existing educational technologies to specifically enhance making students’ thinking
and learning visible to their teachers, themselves, and their classmates

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Students today have to gain more knowledge and master more skills than any previous generation.

Transitional technology does not have to trivial use. Lean away from the digital dominant "Tell and Practice".

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Don't throw the baby out with the bathwater. There is a time and place for embedding basic skills. We just do that in an engaging, collaborative, dynamic way.

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Apps and tech have to serve a purpose in our teaching

# data[].attributes.subject
Apps and tech have to serve a purpose in our teaching