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Knowing how and when to use which T3 model is going to be very critical! Just like when we are looking at surface, deep, and transfer learning through the eyes of visible learning.

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

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

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Students grow exponentially when they contribute to the learning of others.

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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.

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

The strategies in the T2) Transformational domain of the T3 Framework were observed to have an effect size of ES = 1.6.   Such a large effect size is equivalent to an additional three or four years of academic achievement in a single year.

T1= Surface
T2= Deep
T3= Transfer

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-Use of technology effect size has not changed in 50 years even with major technological developments
- Very large gains are possible when technology enhances highly reliable instruction and learning strategies (T3)

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"...average impact of computers on student achievement is a surprisingly low effect size of ES = .34." "...this meager effect size has not changed in 50 years, despite phenomenal changes in technologies..."

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We have yet to justify the use of technology in the classroom.  It seems that instructional strategies currently used focus on surface learning, but in order to increase effect size the focus and practice must have deep learning and transfer as the goal. This can occur as students are taught to engage in self-feedback, being aware of and evaluating their learning, and metacognitive learning strategies to enhance long-term memory: lasting learning, learning how to learn and teaching themselves. We must learn to use technology more efficiently.

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The effect of digital tools on student learning is downright dismal

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The effect size has not changed in 50 years. :(

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This meager effect size has not changed in 50 years, despite phenomenal changes in technologies (Hattie, 2017)

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The effect size of technology hasn't changed within the last 50 years, but when used in the T3 Framework the effect is greater. It comes down to how we as teachers use use it within our classroom effectively, and using the T3 Framework.

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  "...learners entering K–12 education systems will need to gain more knowledge and master more skills than any previous generation..." I think this is true of staff as well!

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  "...learners entering K–12 education systems will need to gain more knowledge and master more skills than any previous generation..." I think this is true of staff as well!

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The T3 Frameworks align with surface, deep, and transfer learning.

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Student learning is impacted most significantly (1.6) when digital tools are used in conjunction with effective instructional strategies.

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A far more important question to pose to today’s learners is this: “What wicked problem
matters to you, and what are you going to do about it?”

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I found it interesting that after 50 years we are still using technology at the surface level for the most part.

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"Very large gains in student achievement are possible when digital tools are leveraged to enhance highly reliable instructional and learning strategies."
Don't just use the tools. . .USE the tools to increase and enhance student learning.

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Technology can't just be a stand in for paper and pencil assignments or memorization. Students need to be actively creating their own learning experiences using technology.

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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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Technology has had a low effect size because of the way it's been administered.  It needs to be an engaging tool for students, not just a knowledge based assessment.

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Technology has had a low effect size because of the way it's been administered.  It needs to be an engaging tool for students, not just a knowledge based assessment.

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Terra

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“Determining that the average impact of computers on student achievement is a surprisingly low effect size.”

- Despite all the new technology available to us, we are not using them effectively in classroom
- Need to utilize more effective instructional methods that push students beyond surface level/translational learning

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T1-Translational
T2-Transformational
T3-Transcendent

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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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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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Surface learning phase- consolidation phase - deep learning phase

The T3 Framework increments the use of technology in the realm of teaching and learning into three hierarchical domains: T1) Translational (Automation and Consumption), T2) Transformational (production and contribution), and T3)
Transcendent (Inquiry Design and social Entrepreneurship)

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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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Julie -A way to prepare students for a highly uncertain future.

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Julie -A way to prepare students for a highly uncertain future.

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"Translational technology use is not trivial use, but neither should it be considered an ultimate stopping point"
If I am honest with myself, this is where most of my technology use is at. How do I move from here?

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If we use technology AND highly reliable instructional strategies, the effect size is much higher than using them singly in isolation.

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Many educators are still operating at the surface level, or the T1 and T2 levels of technology use.

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We thought it was interesting that the use of technology has a lower effect size and has stayed that way for many years now. Simply moving teaching from analog to digital and using the same teaching practices does not yield a higher effect size. We need to change the way we involve students in the learning process with technology.   

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We thought it was interesting that the use of technology has a lower effect size and has stayed that way for many years now. Simply moving teaching from analog to digital and using the same teaching practices does not yield a higher effect size. We need to change the way we involve students in the learning process with technology.   

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If you simply use technology in order to digitize content, it stagnates growth. Students need to be engaging and collaborating for the technology to be beneficial, as well as to create an environment where deep learning and transfer of knowledge into authentic situations.

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We need to learn technology in order to teach the students. We should find different ways for students to express what they are learning.

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T3 Framework is aligned with Visible Learning and using technology to show mastery in current and future learning. Prepares students for future challenges!

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Learning is more effective and impactful when it is student led. Digital tools can facilitate this in impressive ways.

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"Tell and practice" is the most common way that technology is used and it does not work.

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Big takeaway: Schools have been limiting their usage of technology to the entry level of usage, rather than into deeper levels of learning, moving from consumption to an actual tool of production.

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Technology has advanced significantly throughout the last 50 years but the effect size has stayed the same. We need to put the pieces of the puzzle together to enhance the way we use technology for a greater effect size.

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The effect of technology use coupled with the effective execution of highly reliable instructional strategies was greater than the effect of either
variable in isolation.

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The beginning of the article was a little discouraging since the big push right now is teaching with technology. In some cases teachers are teaching using technology 100% of the time.

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Technology can be helpful, but as a teacher I sometimes feel overwhelmed with applying it in a Special Education Classroom.

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Teaching needs to change to keep up with the new technology that will be needed in the future...

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

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More From Cynthia... Yes I am having WAY, too much fun!

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More From Cynthia... Yes I am having WAY, too much fun!

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Translating tasks from an analog into a digital form adds value in terms of increasing efficiency, accuracy, and time savings.

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My main takeaway is that despite huge advances in technology use, the effect size on student learning is quite low because teachers are still using a "tell and practice" approach to their teaching. We need to change our instructional practices to use technology to its greatest advantage.

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Ali      Technology can help for quick assessment. But it's also important to push students to higher thinking. We still need deep discussion points to excel.

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Ali      Technology can help for quick assessment. But it's also important to push students to higher thinking. We still need deep discussion points to excel.

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The framework looks at how teachers can better use the technologies they have.

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Traditional use of technology has an ES of .34 and has been so for 50 years. 

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Traditional use of technology has an ES of .34 and has been so for 50 years. 

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Technology can be used for all three types of learning.  There are some things that are show and tell but only digital.  The next step is them creating digital things.  The last is to think of a wicked problem to solve.

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Takeaway- Technology use has a very low impact on student achievement.

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There really is a huge amount of technology available, but we don't implement it effectively.
How do we find time to learn it ourselves as well as teach our students to use it?

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Found it interesting that the low impact of digital tools on enhanced learning is due to not progressing beyond the entry level domain.

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In the Deep Learning phase, students employ a variety of learning strategies to both consolidate their surface-level knowledge and acquire a deeper understanding of that new content knowledge.  

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In the Deep Learning phase, students employ a variety of learning strategies to both consolidate their surface-level knowledge and acquire a deeper understanding of that new content knowledge.  

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Effect size increases dramatically when digital tools are used with proven instructional strategies and techniques.

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Transformational technology guides students to comment on each other's learning tutorials promoting rich, student led learning and discussions

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Transformational technology guides students to comment on each other's learning tutorials promoting rich, student led learning and discussions

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Technology has to be focused on concepts to create, deepen, and transfer student's knowledge.

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Learning about new technologies and  how to effectively use them is a lot like what we want our students to learn, it's difficult but worth it.

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

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 entrylevel domain. This, in no small way, may contribute to the low impact digital tools have had on student achievement.

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students will need to learn more now than in previous generations

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Most schools have been limiting their technology use to the T1 stage.

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Go beyond surface level knowledge by using a variety of digital tools including quizzes, nearpods, and other interactive sites.

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Stress the way you use the tools, not necessarily the tools themselves.

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The T3 Framework articulates 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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The use of the cloud to retain past learning and having it available for review, to strengthen learning.

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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 effect size of technology use is only .34 and to increase that, the use of technology must be changed from a "Tell and Practice" model.

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Transformational technology domain enact significant changes in both learning tasks and the students performing those tasks.

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...in order to navigate the growing complexities of life and work in
the digital age, learners entering K–12 education systems will need to gain more knowledge
and master more skills than any previous generation

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*The effect size of technology has not changed in over 50 years.
*Learners entering school need to gain more knowledge and master than ever before
*T3 aligns with Visible Learning

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Technology has a low effect size, however, kids can learn tremendous amounts from their favorite video games. What are teachers doing wrong?

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Transitional technology (video tutorials, content specific gaming, polling tools) can and should be used but it shouldn't be the stopping point.

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What is even more surprising is that this meager effect size has not changed in 50 years,
despite phenomenal changes in technologies (Hattie, 2017). 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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Leveraging digital tools will enhance highly reliable instructional and learning strategies.

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My biggest takeaway is technology can be used in multiple different facets for different types of learning. I found it interesting that even though technology has advanced so much, that researchers found it didn't have that great of effect size.

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The T1 (Translational Technology) Domain should not be a stopping point. It is an important step, but like what Van Halen said about learning to play the guitar, it is just a phase. If we want to see better results in student learning, then we need to continue on to T2 and T3.

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... 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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Effective technology used with effective execution of strategies has a higher effect size then just having technology itself or using it incorrectly.

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Technology tools have not been used effectively in education.

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Large gains in student performance if digital tools are leveraged to enhance already reliable instructions and learning strategies used in the classroom.

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Technology is being used in classrooms in a way that is not very effective.   Using the T3 Framework can have a significant impact on student learning with technology.

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Effective technology used with effective strategies has a larger effect size than just having technology itself or incorrectly using technology.

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The next generation will need more knowledge and skills than previous generations, and the way technology is typically used does not have a high rate of return.

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Consumption, is when teachers and students consume knowledge from online sources. Use high impact digital tools. They need to hit deep by applying and transfering what they have learned.

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Stephanie Poppleton 3rd Washington
I feel like in order to have a student transfer from surface to deep to knowledge they need to have strategies but not have so many strategies that they get confused about which one is best to use. Teach them strategies that they feel most comfortable with and can use.

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Effective technology use along with effective strategies has a greater effect size than just having technology itself or incorrectly using it.

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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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I thought it was interesting when it said,
"When powerful and expensive technologies are used
to simply 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—it becomes more obvious why one can expect such a low impact on student
learning. Sadly, digitizing the dominant “Tell and Practice” model of instruction represents
the most common way that technologies are used in our classrooms, rendering many learning systems, particularly those serving our neediest populations of learners, digitally rich,
yet innovatively poor."

So, what we need to be doing instead is something much more engaging and meaningful to students. Supposedly, the T3 model does this.

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Technology can be a great tool in teaching and learning, and we have a lot of resources available, but it needs to be balanced with other modalities.

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Effective instructional strategies used with technology has a greater effect size rather than just the technology itself.

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You can have a technology rich classroom while still being content poor if you aren't using technology in a transformational or transcendent way.

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particularly those serving our neediest populations of learners, digitally rich, yet innovatively poor.

We talked about  how digitally rich learning platforms take time to allow for effective production. On the other hand, innovatively poor learning platforms are easy for teachers and passive for students.

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Technology has a low effect size unless combined with good instruction and learning strategies

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My take away was surprise that technology has not increased learning significantly. In many ways it has changed our lives over the last 30 years. It has changed our education, and I would have thought it changed it significantly.

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Using technology purposefully, to help stem learning as well as assessing what they know and what they need to learn.