Anthony J. Magana III
This is an advance summary of a forthcoming article in the Oxford Research Encyclopedia of Education. Please check back later for the full article.
Of the many stated purposes of organized educational systems, one that might meet with general agreement is this: to ensure students build abundant learning capacity, achieve ample academic proficiency, and consolidate the requisite knowledge, skills, and aptitudes to successfully address future learning challenges. As computer technologies have transformed nearly every human endeavor imaginable, future learning challenges that students encounter will almost certainly require facility with digital technologies. Sadly, in the realm of teaching and learning, digital tool use has been trivial in nature; the average impact of computer technology on student achievement has been both derisory and unchanged for the past 50 years, despite astonishing technological developments since the 1960s.
However, there is cause for renewed optimism about technology use in education. Compounding evidence suggests that large to very large gains in student achievement are possible when digital tools are leveraged to enhance highly reliable instructional and learning strategies. The objective of the investigation efforts here is to develop a more precise language and set of ideas to discuss, enact, and evaluate high-impact uses of digital tools in education. The result is the T3 Framework for Innovation in Education. The T3 Framework increments the impact of technology use into three hierarchical domains: Translational, Transformational, and Transcendent. Compounding evidence suggests that implementing the strategies in the T3 Framework, with reasonable fidelity, will likely increase the impact of digital technologies to unlock students’ limitless capacities for learning and contribution, and better prepare today’s students for tomorrow’s learning challenges.