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Translating tasks from an analog into a digital form adds value in terms of increasing efficiency, accuracy, and time savings. The two elements in this domain are T1.1) Automation, in which administrative teaching and learning tasks are automated, and T1.2) Consumption, in which teachers and students access and consume digital con- tent knowledge and information from online sources or other electronic media.

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T2) Transformational technology use elucidates how digital tools can accelerate students’ mastery of current content knowledge—not just by becoming their own teachers, but by helping every student become his or her own learning sensei, continuously endeavoring to master knowledge content and how he or she learns best at the surface, deep, and knowledge-transfer phases of learning. This is the harbinger of wisdom generation.

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Technology has had a "downright dismal" effect on improving student achievement because of digitizing the "tell and practice" approach.

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Take Away 1: T2 is the process by which we are turning students into independent lifelong learners (until now, a far-fetched goal that no one knew how to accomplish).

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Effective use of technology is purposeful in design.  It unleashes "students’ learning expertise, in ways not possible without technology".

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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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https://media.giphy.com/media/3o7TKzfzu4bXh8RqzC/giphy.gif

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If we want to increase student learning, it is not enough to buy these one to one devices, but we need to explore the options the technology affords us in order to maximize the effective size that we will be utilizing.

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When students have the time to explore to learn then the technology is a different kind of tool.

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Students need to gain more knowledge and master more skills than any generation before

T3 helps students made their thinking and learning visible to teachers, classmates, and themselves.

Quote from article: Social Entrepreneurship element guide students to intentionally and contextually wield new and emerging software coding environments and communications platforms to iteratively generate and scale more robust digital solutions to the wicked problems that matter to them.

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Using the technology has the possibility to create learning gains when used with specifice instructional learning strategies. When we concern ourselves with the content and go from learning on a surface level to knowledge transfer, students are becoming the drivers of their own learning.

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Prepare students for a future that exists outside our current classroom walls.

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Prepare students for a future that exists outside our current classroom walls.

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"Come on, vamanos! Everybody, let’s go! Come on, let’s get to it. I know that we can do it!"

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Technology in education doesn't need to be re-invented.  It simply has to be used differently.

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Technology in education doesn't need to be re-invented.  It simply has to be used differently.

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Goal is to get to a place where students identify an issue/problem in the world, put in the work to research the issue and produce an outcome that attempts to solve the problem....real life. (Much like the IB cumulative project)

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The increasing burden of skills/knowledge that students must master to be successful has been met with the provision of technology devices and "training", not necessarily the pedagogy required to transform.

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Teachers and staff need to continue to adapt and take risks and change their thinking. By doing this students and staff can reach level T2 and T3 while the focus can be on using a few tools to take kids to these levels. A few small changes can make great impacts. Using Eduprotocals is a great starting off point.

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Go beyond using technology as means of consumption to learning and developing learners who have inquiry skills and leaders of their learning.

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Go beyond using technology as means of consumption to learning and developing learners who have inquiry skills and leaders of their learning.

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Prepare the current generation of students for future success in the digital age

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T3 helps students make their thinking visible to each other.

Quote: Social Entrepreneurship element guide students to intentionally and contextually wield new and emerging software coding environments and communications platforms to iteratively generate and scale more robust digital solutions to the wicked problems that matter to them.

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How far we have come from when sites were fundraising and scraping together funds to buy tech, to Measure I allocations, to 1:1 devices for all.

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Technology is still a tool to support learning, but teachers are still the ones who need to facilitate and guide the instruction so that pedagogical best practices are still implemented so that there is still student engagement, scaffolding, modeling, checking for understanding, etc.  

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Technology is still a tool to support learning, but teachers are still the ones who need to facilitate and guide the instruction so that pedagogical best practices are still implemented so that there is still student engagement, scaffolding, modeling, checking for understanding, etc.  

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As I read these pages, I connected it with prior knowledge of Depth of Knowledge (DOK), Transferable Skills, and I do-We do-You do. It is important to change how the classroom feels and runs. It is student focused/led in order for students to learn have the ability to implement inside and outside the classroom.

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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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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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Translational- translating tasks from analog into digital form
Transformational- significant changes on the learning task to use digital tools to unleash student learning opportunity
Transcendent- prepare students to master future learning. beginning with student passion and designing original lines of inquiry

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Scaffolding "is inherently transformational, because by designing rather than simply consuming digital tutorials, learners become substantively changed."

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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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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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"doing so will empower students to become leaders for action who make a significant contribution to their local and extended communities"

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Transformational technology use empowers students not only to take ownership of their own learning, but also elicits a ripple effect that empowers learners to teach others, take ownership of their own learning style, and develops self-efficacy skills.

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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. "