What?
A University assignment that I recently completed required me to critically explore an educational technology framework. I selected Sonny Magana's T3 Framework because I was not satisfied with the two models I had previously used. These were the SAMR (Substitution, Augmentation, Modification & Redefinition), and TPACK (Technology, Pedagogy and Content Knowledge) models. I was hopeful that I would find in the T3 Framework what I felt was missing these models (Table 1).
Table 1 Missing Elements
So What?
Time spent researching Magana’s T3 framework confirmed the importance of having a sound pedagogical grounding, connected to learning theory(ies) and principles when integrating technology.
As Box & Draper (1987) recognised, all models are wrong, some are useful. Magana’s is both, and Table 2 summarizes this.
Now What?
The School Implication section of the website outline some actionable items that involve working in partnership with teachers to harness the strengths and address some of the issues. This reflective iterative process will focus on the context, learning philosophy and the learner (Hickey, 2014) with the aim of developing a practical K-12 EdTech integration framework.
Massey Course Outcomes
Foundations of Digital Education (261.764)
Identify and synthesize key concepts and principles underpinning contemporary practices in digital education.
Critically evaluate links between the theoretical foundations of digital education and situated practice.
Critique the benefits and challenges associated with using digital technologies in contemporary, complex learning situations.
Teaching & Digital Education (261.766)
Reflect on the central concepts, theories, and current areas of debate in the study of teaching with digital technologies.
Analyse and critique the roles and responsibilities of an educator in digitally-enhanced formal and informal learning situations.
Apply knowledge of contemporary learning theories and digital technologies to plan, and design a teaching resource applicable to formal or informal learning situations.
Bibliography & Reference
Box, G., & Draper, N. (1987). Wiley series in probability and mathematical statistics. Empirical model-building and response surfaces. John Wiley & Sons.
Ertmer, P., & Newby, T. (2013). Behaviourism, Cognitivism, Constructivism: Comparing Critical Features From an Instructional Design Perspective. Performance Improvement Quarterly, 26 (2), 43-71.
Graham, C.R., 2011. Theoretical considerations for understanding technological pedagogical content knowledge (TPACK). Computers & Education, 57(3) 1953–1960.
Hickey, G. (2014). The importance of learning philosophies on technology selection in education. Journal of Learning Design, 7(3), 16-22.
International Baccalaureate Organization (2017). Teaching and Learning with technology: The value of frameworks. International Baccalaureate Organization
Magana, S. (2017). Disruptive classroom technologies: A framework for innovation in education. [Kindle version]. Retrieved from http://www.amazon.com
Ng, W. (2015). Theories underpinning learning with digital technologies. In New digital technology in education: Conceptualizing professional learning for educators (pp. 73-94). Springer.
Resnick, M., & Robinson, K. (2017). Lifelong kindergarten: Cultivating creativity through projects, passion, peers, and play. MIT Press.
Sims, R. (2014). Which learning theories? In Design alchemy (pp. 49-61). Springer International Publishing. https://doi.org/10.1007/978-3-319-02423-3_4
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