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We have automated and many teachers have consumed. Many are overwhelmed. What's really tough is transitioning "hands-on" career-tech coursework to "digital". We just had all of our parent/student/teacher conferences all through Google Meet and it went smoothly from what I hear so far. Getting students hotspots helped facilitate these conferences as well.

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Effect Size Chart

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1. T3 framework strategies can quadruple student learning
2. Translational tech use is good way to access surface learning
3. Most schools stall here - how to move beyond this?

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The more students interact with the work they are completing, the greater the learning effect.

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I can see alignment between T3 and the Tech Integration Matrix

Technology is amplifying instructional practices (for better or for worse)

Not a lot of models of this type of practice exist at scale and it's difficult in the current structures of the system

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1. Translational is NOT trivial - just not the stopping point
2. Tell and Practice - really difficult to shift away from this when you've never seen it modeled in your content area before (math) - difficult to envision

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The impact of technology in the classroom is determined by the use of the technology in the classroom

Without overhauling classroom practice and teaching philosophy, classrooms become " digitally rich, yet innovatively poor"

T3 framework provides a basis for better using technology to show a student's learning...especially to themselves. (Ownership requires understanding)

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All the tech in the world is useless without a change in instructional strategy!
Automation and Consumption= Passive Learning and small effect on overall learning
"digitally rich, yet innovatively poor "

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Many of our interaction with technology in schools are at the surface level taking traditional teaching methods and plugging technology into it. Rather what we need to be doing is creating new methods from the ground up to reach the T2 or T3 level

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1. Students need to gain more knowledge and master more skills than any previous generation.

2.  Low impact of success with technology is due to how they are used.
3. Three phase learning model was completed to combat this.

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T1 reminds me of the first level of the SAMR model, "substitution". T1 gives a little more merit to a substitution of tech, as saves times to leave room for more real learning.

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1. Simply substituting technology in  as a tool for delivering content is not enough. It is just digitizing the tell and practice model of instruction, which is not effective.
2.T1 - Most common for districts - translating tasks into digital form.  Useful for increasing efficiency, accuracy, and time savings.

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" We need to better prepare students for the highly uncertain future that
exists outside of those walls."

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must move beyond simply digitizing "Tell and Practice" model

Kahoots! & Plickers have a purpose but we can't stop at surface level learning. We have to take the leap beyond having students using tech to simply answer questions...

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The effect of technology use coupled with the effective execution of highly reliable instructional strategies is equivalent to an additional three or four years of academic achievement in a single year.

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1. 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.
2. T1- Automation(Lots of choices and can be very overwhelming for some teachers) and Consumption
3. Moving schools past T1 is difficult

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1. Our purchased curriculum programs for online learning are Translational. Not enough staff capacity to move beyond.
2. There is always so much content - hard to get to the deeper learning unless we give teachers permission

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The description of the T3 Model as surface, consolidation, and deeper learning reminded me of SAMR. Many times we stop at that first level and assume we've done all we can with technology. This is untrue as there are many other ways technology can transform and support education.

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Love this:
We can't "rely on evidence-free opinions and industry propaganda to generate meaningful understanding of how technologies will improve student achievement"

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This research minds me of the SAML model of how we are using technology to teach. At first we are low level and need to work towards higher end use of tech in teaching.

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This research minds me of the SAML model of how we are using technology to teach. At first we are low level and need to work towards higher end use of tech in teaching.

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Schoology Learning K-12 learning management system makes it easy to implement hybrid learning and integrate your favorite teaching and learning tools.

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digitally rich, yet innovatively poor

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How we've been using EdTech for the last 50 years is ineffective (low effect size).

Using the T3 framework will help students achieve deeper learning (high effect size).

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We need to provide teachers and students with the best possible strategies and tools to achieve desired goals.
We are currently falling woefully short of this and consequently seeing poor results.

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The utilization of technology is not being fully realized in its daily application in most classrooms

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1. Paper and Pencil has become word processing.
2. T3 Model reminds me of some parallels with the SAMR model.
3. Must not stop at consumption, but it is important in order to move to producing and student creation.

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Using technology simply for the sake of using technology has little impact on learning. However, shifting it to more constructivist use (production and contribution) has a very high impact.

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Lorena

1. Most learning currently stops at the surface level.

2. We need to teach students to be more involved
with planning their own learning, teaching each other, and evaluating their learning

3. I see connection to the SAMR model for Technology
Integration  - substitution, augmentation, modification
and redefinition

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"by designing rather than simply consuming digital tutorials, learners become substantively changed"

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The goal is to transition learning from short-term memory to long-term learning (memory). This helps them to become life long learners. The, in turn, are more prepared for the uncertain future that lies ahead of them. They have a pathway of learning established that helps them in new situations.

The first step being Translational - gaming type tech is easily available

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How do we move from translational to transformational ?  Assuming teachers and school leaders must move first, then be able to shift the students.  How to do that when our teachers are already overwhelmed?  Capacity seems to be an issue. I would assume this would be a shift in habits as much as anything - our teachers have been taught themselves for approx. 20+ years in translative learning.

"Each domain is further organized into elements and strategies, which are concrete, actionable, observable, and measurable." - this is exciting.

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T1 - Highly correlated with surface level knowledge, but a great starting point for encouraging tech-apprehensive teachers and students.  "You're already so good at....Why don't we try...?"

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very large academic gains are possible when digital tools are leveraged to ENHANCE highly reliable instructional and learning strategies

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implementing the strategies in the T3 Framework with reasonable fidelity will likely increase the impact of digital technologies to unlock students’ limitless capacities for self-regulation, self-determination, and contributive learning "
""It is a precise, yet tempered guide, designed to both stimulate the realization and determine the impact of collective efficacy, through agile and adaptive implementation of the elements and strategies in the framework "

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We have a low effect size when we only use technology to transfer knowledge.
We need to really pair our technology with high yield strategies to make student learning visible

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Strong connections with SAMR model. Fleshes out what students are doing at different levels that helps move learning to deeper and transformational levels.

Shows the roles of the different types of learning to overall understanding.

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Just floating on the surface will not be enough to learn what is deeper.

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

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Shovelware has contributed to the low levels of learning associated with shifts in technology use. Students must use technology for information gathering and sense making.

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We can't just provide teachers with entry-level technology tools. We have to work with them and teach best practices so that they know how to properly implement technology and take learning to a deeper level.

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When students use technology to produce and contribute it creates opportunities for self generated feedback and enhances his/her ability to learn strategies to self-regulate.

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Students do not learn best through sit and get activities. Learning happens when students brains are engaged in more than acquisition of knowledge - this holds true when we add technology as an instructional tool.

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Applying the SAMR and DOK Level 3-4 questioning within the T3

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The right tools used the wrong way are ineffective.

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Majority of staff live in T1, but we have many pushing them to T2 and even a small group in T3.

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1. Too much of online learning is surface learning. We consume and respond.
2. How do we improve the deep learning phase in a fully remote setting? Much of what we are doing as far as reading and responding is really still surface learning even though the students can see one another's responses. Building that sense of online community where students will genuinely collaborate is sometimes difficult.
3. The first thing I think of when I see the transfer phase is PBL.

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This is a difficult transition for our teachers and our students who have not learned to use technology in this manner

This process takes place in our CTE programs, though not digitally, because students have the opportunity to learn, practice, and extend the skills they are learning in ways that allow them to make connections to real-world problems/opportunities

How can we effectively and efficiently scale this model to the district level? How can supervisors model this with their staff and have them make the connection?

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In order to master future learning challenges, knowledge needs to be in the permanent memory and transferable to situations.

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Too many teachers are at the surface level and they stop there

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I feel like much of this is just good pedagogy and is reminding me of Bloom's Taxonomy in a digital setting. I don't disagree with anything I've read, but I do question how the Goliath of a system that education is, actually starts moving beyond T1 or Surface Learning in an online environment when so much of it is dependent on overworked teachers in situations they've never experienced and only occasional PD sessions to prepare them and simply sustain them.
I'm not saying it can't be done, I'm just not seeing the roadmap quite yet.

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Tell and Practice = low impact
*meager effect size has not changed in 50 years despite advances in technology
1. Surface Learning- short term memory- acquire new content, practice and rehearse
2. Deep Learning- permanent memory- variety of learning strategies, consolidating surface learning, acquiring deeper understanding
3. Knowledge Transfer- permanent memory- consolidate deeper learning- different situations and context, problem solving
The three stages form scaffolding.

T1- Translational Technology Use- (Surface Learning)
T1.1- Automation
T1.2- Consumption
-gaming, polling, video tutorials

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T1 - very, easy, encouraging and digestible.
T1 -  we need to work toward consist use of apps so we can become more efficient and move to T2.
T1 - we need to help staff understand that efficiency drives productivity

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Technology in the hands of an educator can transcend traditional teaching and learning in four distinct but impact ways.

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Student passion mixed with inquiry design and social entrepreneurship =

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- Teacher Efficacy
- Road Map with crystal clear goals
- Using Technology in Powerful Ways!

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Here is a comparison matrix that you may find illuminating!

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Online tools such as Kahoot are good at certain times for certain tasks but if used all of the time, it loses it's purpose very quickly.

One great statement in the article is "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." When students are invested in their learning and find a purpose with it, the dedication along with effort that they put into their work is when the true learning begins.

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...despite
the tremendous growth in computer technology, Internet access, and training on using digital tools in schools, the role that technology should play in the context of teaching and learning hasn’t, until now, been well understood.

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We discussed and realized how many teachers have been skating by from both a technology and pedagogical standpoint.

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The way "we" assess affects how we teach.

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The way "we" assess affects how we teach.

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Feels like a framework that can finally move students past the "tell me what I need to do to get the A" and more towards what it looks like when they are so determined to create the best minecraft world or master that online game.

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We are just beginning to take baby steps up, but we have a long way to go.

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How do we free our leaders to feel bold enough to move to this model?