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I am not sure what are some good strategies for transitioning students that are primarily at the surface level to realize the fullest benefits of enhanced use of technology.  It seems like several students would need some serious scaffolding to realize the significant benefits.

I'm just not convinced it is enough to have the T2 level of technology present in the assignment.

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"Using the guidance provided by the T3 Framework, educational systems can build rather than rely upon pedagogies of the past to generate collective efficacy. Doing so not only will disrupt the historic pattern of low technology use in education, but will serve to unlock students’ potential, passion, and purpose for limitless learning"

If we use technology regularly in our classrooms then we are setting our learners up for success in their future

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learners will become leaders in the community
Over time, effectively executing the strategies also helps students become more skilled at considering, compiling, and archiving specific strategies that help them express and represent both surface- and deeper level understanding of new content knowledge

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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. 

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I think we are using technology to engage with the students and let them explore.

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Begins with passion. Students teach other students in a variety of ways. They take ownership and also teach each other

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I felt that this point was fairly interesting:  "cloud-based digital learning discussions can be easily archived and accessed at any time in a child’s learning life, giving students the extraordinary ability to individually and collectively engage in cumulative reviews with their own thinking and learning products, available at their fingertips". T2 with shared learned information might be interesting. Things like using Google Sites where students create an archive of learning on their own might be considered this? Implementation of such a thing for certain groups may be a little unwieldy though.

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Learners become responsible for their learning. They analyze their understanding to continue to build on what they know.  

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Learners become responsible for their learning. They analyze their understanding to continue to build on what they know.  

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We definitely need to revamp the way we delve into technology for the students, but how many of them will realistically jump into this type of learning?

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I was most interested in the purpose of production and contribution. If the purpose is set as student self-reflection, student monitoring of progress towards goals, and making thinking/learning pathways explicit then clearly the effect sizes of those strategies would apply. I feel that too often the focus is on production for production's sake, which would not lead to the same increased learning. Peer teaching is something most elementary teachers have used for years; the use of technology provides options for making that asynchronous, reaching a broader audience, and/or comparing their tutorials to others' in order to improve their process/delivery.

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Production: guiding students to use technologies to produce mastery goals using digital representations.

Contribution: Use of digital tools to design, create, share, and curate digital tutorials to teach others what they know. (transformational)

These strategies help students become teachers, master content, and help others. It also helps students self-regulate their learning.

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"Student-generated contribution products ... explore the similarities and differences between their previously held understandings and newly gained conceptions of content knowledge"

If all learners have different  previous understandings, then each student should produce something different.

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Transformative Technology allows students to do things that were not previously possible without the technology.

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Students designing their learning and communicating and contributing to the class. Technology allows students to contribute to additional comments even after the initial instruction. Creating a true learning community led by students "The learning sensei."

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Students are required to incorporate self-assessment/peer assessment into the learning process.

Production and Contribution are important to provide immediate use and relevance of knowledge.

Students also become more invested and accountable for others learning by teaching what they do to classmates.

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Production: use of technology to produce mastery goals that help students track and visualize their efforts. Student produce digital representations of declarative and procedural knowledge. This allows students to engage in reflective self evaluation, makes learning more apparent to the learner,  and ultimately enhances self-efficacy

Contribution: use of digital tools to create, share, curate tutorials with the purpose of teaching others. Moves students from consumers to producers. I love this line "they become interdependent contributive learners..."

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I love the focus on students producing and creating evidence of their learning that they can revisit to measure their growth.

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Reminds me a lot of Universal Design for Learning in that the goal is expert learners.   Self-reflection promotes learner agency as they move toward a deeper understanding both of the content, the content's relevance to what they value, and a metacognitive awareness of how they got to their new understanding.

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Reminds me a lot of Universal Design for Learning in that the goal is expert learners.   Self-reflection promotes learner agency as they move toward a deeper understanding both of the content, the content's relevance to what they value, and a metacognitive awareness of how they got to their new understanding.

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Take away-the effect sizes on these strategies are impressive-.68 up to 1.29. Additionally the learning and meaning making is largely in the hands of students.

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"transformed from consumers to intentional knowledge contributors"

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"transformed from consumers to intentional knowledge contributors"

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Mastery goals give students ownership of their learning. Evidence of learning is demonstrated in students' ability to teach others what they know. Students must become "intentional knowledge contributors".

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The thing that stuck out to me the most was the idea of students gaining a deeper understanding of the knowledge, but just as importantly, how they learn best. As they learn and help others to learn, they will understand which methods are most relevant to how they learn, and subsequently teach, the content material.

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The production of visual artifacts become evidence of learning, and makes students become advocates of their growth.

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 "helping every student become his or her own learning sensei"

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 "helping every student become his or her own learning sensei"

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T2 -Technology allows students to participate in modes that may feel more comfortable for some students, ie. padlet. Students are able to research what is interesting to them or may find that they want to learn more about a topic. We already see many business moving to a digital platform via zoom or digital communication. These are skills students will need in the future.

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Students designing and creating what they learned and sharing with their peers.

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Comparing previous learning and understanding to new learning and understanding resulting from student-led creation.

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Transformational technology use allows students to "unleash" their learning and produce a digital respresentation of their learning. It also helps them self regulate and relfect on their own learning evaluating their progress. Furthermore, it helps studnets turn their learning into long term memory and deepen their understanding.

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Tech Allows students to continue to comment on each others' work even after class is over

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Accountability, students are creating the instruction, and self reflection.

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Big take-away for me was that technology can help make student's thinking visible for themselves and others. Allows them to better appraise their own learning and learning growth. Contribution allows them to use their knowledge to teach others which is transformational

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Students can create their own and then share with other students to show their own thinking and processing.

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Instead of being consumers of digital tutorials, students should create their own thus becoming knowledge contributors. T2 strategies also guide students to comment on each other's work leading to discussion of content and then mastery
.

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Students are able to monitor, track, and vizualize their effort, progress, and emotions during their learning journey. Students create a digital representation of their learning.

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2nd paragraph: increase of self-efficacy through self-learning.
3rd paragraph: products to increase long term learning effects
4th paragraph: digital tools design and create to increase mastery of learning
last paragraph: their own learning sensei to recognize their own progression of learning which deepens learning

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The part that stood out to me had to do with using cloud based digital learning allowing cumulative review which encourages reflection and growth.

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Student create their own scaffolds by design.

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Change the learning environment from MONOLOGUE to DIALOGUE.
Learning the habit of contributing to others' learning--that is part of every student's PERSONAL learning journey.

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the way of the future through dialog