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A pair of silver and white Beats headphones rests on the backlit keyboard of a laptop, with another screen nearby displaying text that reads, “you should be w”.

Creating the Dynamic Classroom

by Ian Egan September 6, 2018

written by Ian Egan 4 minutes read

https://vimeo.com/286243726

Shifting students from absorbing information to becoming creative thinkers I sat down to talk with Dr. Matthew Joseph recently and we discussed his current role as the Director of Digital Learning and Innovation at Milford Public Schools in Massachusetts, along with the interesting path he took to get there. Matt will be a featured speaker at the Future of Education Technology Conference (FETC 2019) in Orlando from January 27th through the 30th, where he will present “Blitz Educational Transformation” in the IT Track and will serve on the “From IT to Innovation” panel.

A young man in a blue t-shirt smiles while using a computer in a busy room. Other people, including a child, are seen working and interacting in the background. Before accepting his current position, Matt was a teacher and principal in Massachusetts for 11 years. During that time, he was very focused on being an instructional leader, and he took great pride in that role. As an instructional leader, it was his duty to make sure that his students were getting the education that was needed and that his teachers had the support in place to effectively educate all learners. Matt says it was a hard realization once he no longer had the “instructional” part in his title. He is no longer responsible for directly teaching content, but has the huge responsibility to get the knowledge and tools in the hands of the principals and teachers that do. “My current role is in a district position supporting all schools and students,” he says.

He found himself in this leadership position just as the paradigm of education started to shift from students sitting in a classroom and consuming educational content to a dynamic environment where educators were actually training students to become creative thinkers. Matt saw his schools becoming just as complex with technological advances as the world beyond the classroom was to his students. He knew that he needed to have some supports in place to make sure that his principals and teachers were adequately trained and equipped to meet the new challenges. Matt saw the primary support to be communication: the conveyance of ideas, solutions, tips, curriculum help, and support between leaders, teachers, and staff.

Six people, including two seated women and four standing individuals, are gathered in a casual indoor setting, appearing to converse. Folded chairs and tables are visible in the background. At the same time that his district was shifting the educational paradigm, he and his team were looking at the tools to help add innovation and creativity into the classroom. They started calling their philosophy melding technology and creativity “digital learning,” and Matt started by defining their goals. “The innovation piece is, are we going to create creative classrooms? How are we going to create classrooms that are modeling the world around us and their dynamic and active learning?”

He concentrated on professional development for his educators and staff, and the hard work has paid off. “When all is said and done,” Matt says, “in the past two years we’ve gone from no wireless in any building and no student devices to fully wireless and 3,000 Chromebooks in student’s hands.”

About Dr. Matthew Joseph

A middle-aged man with a shaved head smiles at the camera. He is wearing a light blue dress shirt, a red and blue striped tie, and is outdoors with green foliage in the background. Dr. Matthew X. Joseph is the Director of Digital Learning and Innovation in Milford Public Schools (MA). Previously, he served as an elementary school principal for 11 years, which givens Matt incredible insights on how IT can best support teaching and learning, for which is recognized nationally.

Matt holds licenses in education, administration, and MA superintendent. His master’s degree is in special education and his Ed.D. in Educational Leadership from Boston College. Matt is an accomplished writer in the EdTech space with articles with articles in Tech and Learning Leader, eSchool News, and EdTech K-12 and he regularly presents at MassCUE, ISTE, and many other regional and national events.

Follow him on Twitter and his blog: techinnovation.live

Dr. Matthew Joseph will be a featured speaker at FETC 2019, January 27-30 in Orlando, Florida. The conference will bring together thousands of educators and technology leaders for an intensive, highly collaborative exploration of new technologies, best practices and pressing issues. Registration is now open.
Author

Dr. Berger is an educator and former school administrator. His video interview work and conversational podcasts have been featured in various media outlets. He often hosts education panel discussions and develops strategic content. As an academic Dr. Berger is a guest lecturer at Vanderbilt University’s Owen Graduate School of Management. A former assistant principal, he has been an adjunct undergraduate professor and developer of online college courses. He is a passionate Detroit sports fan who has also adopted Nashville sports teams as his own.

Education Week – No, Teachers Shouldn’t Put Students in the Driver’s Seat
ABC News – Male teachers return to Australian classrooms
ATD – Let’s Have Some Fun! Keeping Learners Engaged and Learning

September 6, 2018 0 comments

A person with curly hair sits on a wooden deck holding a laptop, looking up at a cloudy sky. The scene is calm and spacious, with no one else in sight.

Hidden

Why We Need to Increase Access to Affordable College Education

by EdCircuit Staff September 5, 2018

written by EdCircuit Staff 5 minutes read

Graduates earn more and have more opportunities for career advancement by Adrian Ridner

It’s no question that earning a bachelor’s degree is one of the most important things someone can do in their life. College graduates earn an average of $1 million more than high school graduates over their lifetime and have more opportunities for career advancement. This becomes particularly important as the cost of living rises, especially in major metropolitan areas.

I’ve seen first-hand that there are many benefits to earning a college degree, and yet doing so remains out of reach for many. My family moved from South America to the U.S. to give me a chance at a better college education, but I found that even in the U.S. there are obstacles to higher education and a lack of resources to help students. In fact, only a third of adults in the U.S. have a bachelor’s degree. This inspired me to start Study.com as a way to help students with college decisions and provide an alternative, affordable pathway to a college degree.

The obstacles to earning a degree become even more evident in nontraditional learners who are oftentimes trying to balance family and job responsibilities with pursuing their education. They can’t go to school full-time and class schedules don’t always work for them, so they have even more of a disadvantage. And without full-time status, they often don’t qualify for financial assistance or grants.

The Barriers to Earning a College Degree

While there are many things that can get in the way of earning a college degree, some of the most common reasons I’ve seen include:

Cost. Tuition is expensive and the cost of earning a degree only gets higher as you factor in associated expenses, like supplies and room and board. Students often take out loans to cover the cost, with 2017 graduates averaging almost $40k in student loan debt.

Convenience. For many, it’s not possible to be a full-time student at a traditional college right after high school. Getting a degree can feel unattainable when you need to provide for your family, have a job with hours that can’t accommodate class schedules, or have other life obligations.

Confidence. Taking college-level classes can be daunting for anyone and can seem even more intimidating for someone who had to take time off in between high school and college. And the more time you let pass, the harder it gets.

How Online Education Can Help Bridge the Gap

The good news is that alternative credit options can help address all three of the biggest barriers to earning a college degree. One of the best-kept secrets in higher education is that some credits can be earned online, making getting a degree faster and more affordable. Alternative pathways to college credit can help with the lack of access to higher education, but unfortunately, not enough people know about them. Options like the College-Level Examination Program (CLEP) give students the opportunity to use online exams to test out of general education requirements.

Students can save thousands of dollars on the cost of a degree by earning college credits online. With Study.com, for example, we’ve made it possible for students to earn college credit at about one-tenth the cost of traditional college courses. Students can finish their general education requirements online and transfer to one of 1,500 colleges and universities – essentially earning the same degree for less.

Earning credit online can also be far easier for those with busy schedules. Students aren’t tied to a class schedule and can log in to review materials at a time that makes sense for them – even on their mobile phones. There’s no need to cut down on work hours or sacrifice time with family.

Finally, self-paced online courses are a great way for students to test drive the college experience and prove to themselves that they’re academically and personally ready for college. It’s a way to practice self-directed learning, which is a key difference between the high school and college experience.

Ways to Encourage Change

If we want to see more individuals earn their college degree, then we have to do all we can to help them get there. A big part of this is ensuring students everywhere are aware of alternative pathways to college and how it can help them reduce college costs.

Teachers and administrators should help spread the word to students and to parents about alternative credit. As they start to plan for their futures, talk to them about how college doesn’t have to be out of reach, and educate them about methods for saving time and money on earning a degree. They may seem like small conversations, but they can have a huge impact.
Author

Adrian Ridner is the CEO & Co-founder of Study.com. Fed up with the high cost of education, Adrian Ridner started Study.com with the mission of making education accessible. Today, the Mountain View-based startup not only helps students from elementary school through college with its unique online learning platform, but it also provides a flexible, convenient way for employees to develop their professional skills. Follow Adrian Ridner on Twitter

Further Reading

Entrepreneur Mag – College Debt Relief and Affordable Learning Are Essential for a Thriving Economy

US News – Solve the Student Debt Crisis

CNBC – States where the student loan crisis hits the hardest

September 5, 2018 0 comments

K-12 Teachers

5 Things High Schools Can Learn from Kindergarten

by Todd Stanley September 4, 2018

written by Todd Stanley 7 minutes read

Schools are scaling back on child-centered activities A recent study commissioned by the non-profit Defending the Early Years reached an alarming conclusion about kindergarten classes in Massachusetts. What they discovered is schools are scaling back on child-centered activities such as free play, rest, recess, snacks, and lunch. There are a lot more activities where students are sitting passively in their seats while the teacher directs all of the learning, much of which is scripted, and students are being given instruction centered around test prep.

Changing the Environment

This is troubling for a couple of reasons. First off, young children need to be active. Studies have shown that sitting for too long can have the same health effects as smoking. On average, a middle-aged adult sits for 12.3 out of 16 waking hours. Based on a study of 8000 adults, there is direct relationship between the amount of time spent sitting and your risk of early death. Why do we want to start them sitting still at such an early age?

Secondly, kids should be allowed to be kids. The more and more schools are around, the more and more we want kids to grow up faster. It used to be children were allowed to take their time learning, mastering the simple concepts at a natural pace. By the time a child reached kindergarten, they may have some basic understanding of things such as numbers, colors, and shapes, but if they did not, it would be taught to them. Now we expect children to come into kindergarten being able to have all of this already. In Finland, who frankly is kicking everyone’s butt in the education game, children do not start formal schooling until age 8. Before this, the focus of learning is either on playtime or social skills.

In essence, schools are making kindergarten more like high school. I would make the strong argument that it ought to be the other way around; we should be making high schools more like kindergarten.

Five Important Factors

What lessons can we learn from kindergarten to make our high school students more effective learners? There are many but here are five of the most obvious ones.

1.) There should be recess

5 Things High Schools Can Learn from Kindergarten Typically, students have scheduled recess during their elementary and middle school years, and then suddenly they are cut off. No more going outside and hanging with their friends, engaging in sports or other games that keep them active. Instead, we get them in and out of lunch and on to the next class where they will be sitting idly for hours.

Recess can actually help students with their schooling. It gives them a break from “rigorous cognitive tasks” according to the American Academy of Pediatrics. This break allows them to reset their brains for the rest of the day. The study also shows recess can help students retain more of what they are learning. In other words, students who have recess are going to be more effective than those who are not, so why not sacrifice a few minutes of each class to allow for recess so that the time that is spent in the classroom is more productive.

2.) There should be hands-on activities

If you go into most any elementary classroom, you see students engaged in activities where they are getting to work hands-on. This could be cutting, playing games or activities, using manipulatives, or constructing arts and crafts. Your chances of going into an elementary classroom and seeing kids out of their seats is much higher than high schools.

The number one benefit of hands-on activities is that students are using all of their senses. This is important because scientists believe that when children use all of their senses, it helps the brain to create pathways that make it easier to retain what they are learning.

3.) Need to add free play

High schools typically have a lot of structure. I mean prison-like structure where students are corralled like cattle into their classes and react like Pavlovian dogs to the ringing of the bell. We need to find a way to break this up.

One way to do this is to allow high school students to have free play. Instead of being told what to do, you give children the opportunity to make decisions for themselves. Free play also gives students the opportunity to be social. This type of activity is crucial to developing social and communication skills. One might argue, students should have these skills by now, I would argue there can never be too much of developing social skills. They will need these social skills when they go off by themselves to college or when they enter the workplace and must interact with their coworkers. Why do we need free play to develop these? Because these social skills usually do not get taught in the classroom.

4.) Nap time needed

Remember the glory days where you went to school and then halfway through the day, you were able to take a nap. Man, I wish I had that now. Every day around 1:00 or so, I am struggling to stay alert and if given the opportunity, would snooze for a few minutes. On weekends when this feeling overcomes me, I give into it, taking a power nap, and waking with a new outlook on the day and vigor in my step. Imagine how effective this would make high school students if we allowed them to take a power nap. Studies have shown high school students tend to do better in their earlier in the day classes than those at the end of the day. This makes sense. After sitting all day, their patience is nearly spent as is their attention span. A cat nap could solve all of these problems, giving students a second wind.

Daniel Pink in his book “When: the Scientific Secrets of Perfect-Timing,” argues for taking naps. He points to a mountain of research that shows that people are more productive, more replenished, more creative, and just all around happier when they take a nap. This translates to doing better work. Why wouldn’t we want our high schoolers to be more productive?

5.) More child-directed activities

Walk into your typical high school classroom and what are you going to see? Desks likes up in perfect little rows; all pointed to the front of the classroom. I am often alarmed how often when observing high school classes 5 Things High Schools Can Learn from Kindergarten that the teacher is doing most of the talking, leading the students through what they are supposed to be learning. High schoolers participate in a lot of teacher-centered activities.

This sort of passive learning is not very engaging. To put it less politely, it is boring. Students who are not engaged in the learning are more than likely to either not learn it, or to get it for a brief amount of time but not to have enduring understanding. I would rather spend an hour on one learning concept that students were actively engaged in than five concepts over the same amount of time that were covered but not necessarily learned. It is a much more effective use of time in the classroom. The more authentic we can make the learning for students, the more engaged they are going to be in the learning which raises the likelihood of them actually learning it.

In conclusion, instead of treating high school kids more like adults, we should actually be treating them more like kindergartners. It would certainly make for a better learning environment. Naps for all, I say.

Read more from Todd at Stanley at edCircuit and The Gifted Guy.

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September 4, 2018 2 comments

Hot air balloons float above a sea of clouds under a bright sun and blue sky, with mountains visible in the background.

Augmented and virtual reality Educators FETC 2020 Interviews K-12 Teachers

From Large District Leadership to International Influence

by Ian Egan August 31, 2018

written by Ian Egan 5 minutes read

https://vimeo.com/286424053

Training educators on administration, instruction, and advocacy

Close-up of a tablet screen displaying app icons, with the blurred coil binding of a notebook in the foreground. The image has a blue tint and a shallow depth of field. As the superintendent of the Palm Beach County School District, Dr. Robert Avossa was responsible for educating more than 200,000 students. In his new role, he has the opportunity to have an impact on even more kids, through the tens of thousands of educators he will reach with high-quality professional development. Avossa is now the Senior Vice President and Publisher for Education Content with LRP Publications, where he has an international platform to influence education. I sat down with him recently to talk about his new job and his life’s mission. “My goal has always been to advocate and influence as many people as possible to help kids,” Avossa says.

“LRP is the number one provider of special education, information, advocacy, and legal assistance,” Avossa says. “Not only will I be a policy presence and support but I get to help train superintendents from across the nation, which I’m super excited about.” Avossa is the overall leader of LRP’s education products and oversees content for the Future of Education Technology Conference. FETC 2019 will be held January 27th through 30th in Orlando, Florida.

Dr. Avossa believes that we need to have more leadership at the table, with educators and business partners collaborating to make education work. “It’s not just about what you can buy,” he says. “I see people using technology like AI and 3D Printing and virtual reality in the classroom, but how do I actually use those tools in a meaningful way and make sure my kids are learning? That’s where the business partnerships through FETC come in.”

A dimly lit audio mixing console in the foreground, with glowing screens and sliders, and several blurred monitors and a microphone stand visible in the dark background. As the former superintendent of one of the largest school districts in America, Avossa acknowledges that he always kept himself at arm’s length with the procurement process. But in terms of working with big partners, once that procurement occurs, he states that it’s important for any leader to participate, push back and ask a lot of questions. It’s about relationships, after all. “We’re trying to solve a problem here, and that is improving student achievement,” he says. “It’s not about trying to get rid of teaching positions and save money. This is about investing in education.” And the partnerships with these companies through FETC are just that: an investment of time, money and expertise by everyone involved.

“I’m back to being a teacher because I’m teaching superintendents now. I’m teaching directors and others who are hungry to learn. It’s exciting because at the end of the day, no matter who you are, you just never stop learning.”

About Dr. Robert Avossa

A man with short dark hair, wearing a dark suit, white shirt, and light-colored tie, smiling in a professional headshot against a dark background. Dr. Robert Avossa is the Sr. Vice President and Publisher of Education Products, LRP Publications. After 25 years in public education, Robert Avossa joined LRP in Palm Beach Gardens in April, 2018. Dr. Avossa’s portfolio includes, District Administration (DA) magazine and DA Leadership Institute, University Business magazine and conference, Future of Education Technology Conference (FETC), National Special Education Institute, and all the books, trainings, newsletters that are produced for educators.

Robert Avossa was School Superintendent of Palm Beach County for three years. The District was the 10th in the country with a student enrollment of approximately 200,000 students. The annual budget exceeds $2.6 billion and the District is the largest employer in Palm Beach County with over 21,000 employees.

Prior to joining the Palm Beach County Schools, Avossa served as Superintendent of the Fulton County for 4 years. Avossa was responsible for 96,000 students, 101 schools, 14,000 employees, and a $1.4 billion budget.

Under Avossa’s 7 years at the helm, both Palm Beach and Fulton County Schools achieved dramatic academic gains, earning each District the highest graduation rate in both Florida and Georgia’s large school systems.

Avossa served 5 years as an executive leader for Charlotte-Mecklenburg Schools in North Carolina, and 10 years as a teacher and principal in Florida. Follow Dr. Robert Avossa on Twitter

For nearly 40 years, the Future of Education Technology Conference has gathered the most dynamic and creative education professionals from around the world for an intensive, highly collaborative exploration of new technologies, best practices and pressing issues. Its impact has been felt by thousands of districts, schools, educators — and ultimately students.

Each year, FETC is tailored to the needs of an increasingly technology-driven education community — and 2019 will be no exception. The 39th National Future of Education Technology Conference features industry experts and unrivaled agenda content, an Expo Hall filled with the latest and greatest solutions, and a community of thousands eager to network with like-minded peers.

Your colleagues at FETC may come with different experiences and expertise, but they share your challenges and goals. School and district administrators, classroom teachers, IT professionals, special education directors, curriculum and media specialists, and other educators with roles or interest in ed tech, attend FETC year after year to find the professional learning, technology solutions and connections they need to transform learning in and out of the classroom. Join them for four days of collaboration, innovation and learning, and discover new ways to spark change with technology. Registration is here.
AuthorDr. Berger is a staff education correspondent for the Mind Rocket Media Group, an educator and former school administrator. His video interview work and conversational podcasts have been featured in various media outlets. He often hosts education panel discussions and develops strategic content. As an academic Dr. Berger is a guest lecturer at Vanderbilt University’s Owen Graduate School of Management. A former assistant principal, he has been an adjunct undergraduate professor and developer of online college courses. He is a passionate Detroit sports fan who has also adopted Nashville sports teams as his own.

BW World – Salman Khan to Give Opening Keynote at FETC 2019
EdTech Magazine – High Costs Block Broadband Inside and Outside of Schools
Education Week – Educators Wary of Ed-Tech Company Research

August 31, 2018 1 comment

A person stands on rocky ground, facing a glowing portal or vortex in the sky surrounded by swirling clouds and golden light, creating a surreal, otherworldly atmosphere.

Hidden

Accepting the Challenge of Transforming Education

by Ian Egan August 29, 2018

written by Ian Egan 5 minutes read

https://vimeo.com/285581288

Turning entrepreneurship, education, and innovation into a Moon shot Update: The registration deadline for the 2018-19 Conrad Challenge has been extended to November 2, 2018. Learn how to register your team of 2-5 students at conradchallenge.org

This is part 2 in a two-part series with Nancy Conrad

An elderly man wearing glasses, a graduation cap, and an academic gown stands indoors holding an open book. Several large books are stacked on a shelf behind him. Once you’re a teacher, you’re always a teacher… and Nancy Conrad is a teacher. I sat down with Nancy recently to talk about her work with the Conrad Foundation and the 2018-2019 Conrad Challenge, in which high school students learn about entrepreneurship and innovation. “We invite them to design the future, essentially,” Nancy says. “We ask them to solve global and local challenges in aerospace, energy, cybersecurity, and health. We ask them to create technology tools for use in the classroom ─ and kids creating systems for deployment in classrooms is exciting.”

Nancy is also scheduled to participate as an analyst on two different panels during FETC 2019, set to take place in Orlando from January 27th to the 30th, discussing ways to invite students to transform technology use in the classrooms.

A space capsule orbits above Earth, with the blue edge of the planet and clouds visible below. The capsule’s lower section appears damaged, showing exposed wires or debris. “I’ve been working at transforming education my entire life,” Nancy says. “I had the great honor to be married to a fantastic human being who had a rough ride in education,” she shares, referring to her late husband, astronaut Pete Conrad, who was expelled from a prestigious school in the 11th grade because he was a severe dyslexic in the years before it was recognized, much less treated. He ended up repeating 11th grade in a small upstate New York school.

“The headmaster at that small school saw something in him and took him under his wing,” Nancy smiles. “My husband learned to deal with his learning disability and earned a scholarship to Princeton and became an aeronautical engineer. He went on to become a Navy test pilot, an astronaut, and the third person to walk on the Moon.”

“Here’s a guy whose whole story is because an educator took a young person under his wing and gave him a chance,” Nancy says. “And that literally kicked off a Moon shot.”

Registration for the 2018-19 Conrad Challenge opened online on Friday, August 24th at ConradChallenge.org, and registrations must be completed by October 19th, 2018. Teams of 2-5 high school students are invited to get involved, along with an educator advisor who can bring the team together. Judges will be knowledgeable subject-matter experts, as well as industry and market leaders. The Conrad Challenge is for students to create commercially viable products to solve social challenges. “This isn’t teacups and t-shirts,” Nancy warns. “This is the real stuff.”

A rocket lifts off from a launch pad, with flames and smoke at its base. Another rocket stands upright on a distant launch pad under a blue sky. As past Conrad Challenges have shown, the process is difficult but very rewarding. Students will write a business plan, a market study, and a visual representation of their proposed idea. They’ll even file for patents, and the students will own their patents and intellectual property.

The proposals are judged, and 250 young people will get invited to the Kennedy Space Center from the April 24th to 27th. “The best way to think about it is that it’s Shark Tank meets the Academy Awards for kids,” Nancy says. “They come together from all over the world. We’ve had students from India, Nigeria, China, Japan, Australia, New Zealand ─ you name it ─ and they become an amazing community of young innovators.” And like the chance her husband got from an educator, Nancy and the Conrad Foundation believe that every kid deserves a Moon shot.

About Nancy Conrad

A woman with short, brown, styled hair is wearing a cream-colored jacket, pearl earrings, and a pearl necklace. She is facing forward against a plain, light background. Nancy Conrad created the Conrad Foundation in 2008 to energize and engage students in science and technology through unique entrepreneurial opportunities. The organization’s flagship program, the Conrad Challenge, is a global competition challenging students to combine education, innovation and entrepreneurship to create products that address real-world challenges and global sustainability.

By enabling young minds to connect education, innovation and entrepreneurship, the Foundation helps provide a bold platform for enriching the innovative workforce of the future. As a leader in transformative education, she has testified before the U.S. House of Representatives Committee on Science, Space and Technology detailing how the Conrad Foundation exemplifies the use of partnership and mentorship to improve STEM education.

She has been named one of the top 100 leaders in STEM Education. Ms. Conrad serves on the Board of Directors of the Presidential Scholars.

Follow Nancy Conrad on Twitter.

The Conrad Challenge is an annual, multi-phase innovation and entrepreneurial competition that encourages young adults to leave their mark on the world. Each year, teams of 2-5 students, ages 13-18, from around the globe create products and/or services that address some of the most pressing global challenges. The registration process for the 2018-19 Challenge is open from August 24 – October 19, 2018. Register your team today at www.conradchallenge.org!

Nancy Conrad will be a featured panelist at FETC 2019, January 27-30 in Orlando, Florida. The conference will bring together thousands of educators and technology leaders for an intensive, highly collaborative exploration of new technologies, best practices and pressing issues. Registration is now open.
AuthorDr. Berger is a staff education correspondent for the Mind Rocket Media Group, an educator and former school administrator. His video interview work and conversational podcasts have been featured in various media outlets. He often hosts education panel discussions and develops strategic content. As an academic Dr. Berger is a guest lecturer at Vanderbilt University’s Owen Graduate School of Management. A former assistant principal, he has been an adjunct undergraduate professor and developer of online college courses. He is a passionate Detroit sports fan who has also adopted Nashville sports teams as his own.

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Further Reading

Lansing State Journal – Unexpected allies are the key to transforming education
eSchool News – Transforming K-12 Education for the Digital Era
EdSurge – Is Growth Mindset the Missing Piece in the Equity Discussion?

August 29, 2018 1 comment

A humanoid robot examines virtual data, with blue holographic charts, graphs, and interface elements displayed in front of it, symbolizing artificial intelligence and data analysis.

Hidden

Making Classroom EdTech Transcendent

by Ian Egan August 27, 2018

written by Ian Egan 3 minutes read

https://vimeo.com/286076552

This is part 1 in a two-part series with Sonny Magana

A vintage beige Apple Macintosh computer with a built-in screen, floppy disk drive, keyboard, and wired mouse displayed on a table next to an information placard. When Dr. Sonny Magana was a graduate student doing research at Rutgers in 1984, personal computers were still new. Enthusiasm for the new teaching tool was high in the beginning, but Sonny discovered in his research that when the novelty of using a computer wore off, so did any gains in student engagement. He discovered that when technology replaces the teacher, gains are minimal at best; when technology is used to enhance proven teaching practices, however, there are positive impacts on academic achievement. This revelation led to Sonny developing the T3 Framework for Innovation in Education.

According to Sonny’s research, the integration of technology comes in three phases:

T1: Translational – leveraging technology to translate analog into digital, increasing accuracy and speed.
T2: Transformational – leveraging technology to transform the learner, the learning and its outcomes.
T3: Transcendent – leveraging technology to ignite the creative spirit, allowing everyone to reach their full potential.

I recently sat down with Sonny to discuss the T3 Framework, and he talked about how it is a framework for educational organizations to shift from low-impact technology use in the classroom to integrating systemic technology use throughout the entire building. A person wearing a gray hoodie uses a virtual reality headset outdoors, with hands raised and a partly cloudy sky in the background. “School districts have been trying the simple ‘digitalization’ of curriculum for over 30 years, and it hasn’t worked,” Sonny says. “Some people think you have to choose either the technology or the human. That is a very simplistic and inane conflict; to say it’s either one or the other is ridiculous.” Sonny compares the two using a musical metaphor: “The pedagogy is the melody, the technology integration is the harmony, and together you get great music.”

“The standard teaching method has always been the ‘knowledge transfer model’ to transfer information from the teacher to the student,” Sonny says. Educators thought that the technology was just a new way to perform an old task, and Sonny says that was where the mistake was made. The T3 Framework is different in that rather than replacing the teacher, it’s a tool for the teacher that enhances a proven and effective lesson plan while (according to recent research) essentially quadrupling academic achievement gains in the classroom.

“We have to remember that technology has no inherent value as a teaching tool in and of itself,” Sonny notes. “The value is made manifest by how that technology is used, and by whom. That is what the T3 Challenge is all about.”

About Dr. Sonny Magana

A man with short white hair, a white goatee, and light skin is speaking. The background appears to be an indoor setting with a blurred display screen and some circular graphics behind him. Dr. Anthony J. Sonny Magana III is an award-winning educational futurist, best-selling author, and pioneering educational technology researcher. Sonny is a highly sought-after leadership consultant, speaker, and instructional coach with more than thirty years experience helping educational systems around the world realize the power of transcendent learning.

The author of numerous research studies and articles, Sonnys newest book, Disruptive Classroom Technologies: A Framework for Innovation in Education, was recently published through Corwin Press to wide international acclaim.

A tireless advocate for transcending the status quo, Sonny founded and served as Principal of Washington States first CyberSchool in 1996, a groundbreaking blended learning program that continues to meet the needs of at-risk students in Washington. He is a recipient of the prestigious Milken Family Foundation National Educator Award and the Governors Commendation for Educational Excellence.

An avid musician, yoga practitioner, and beekeeper, Sonny holds a bachelor of science degree from Stockton University, a master of education degree from City University (where he was honored with the Presidential Award for meritorious scholarship), an educational administration endorsement, and a doctorate in educational leadership from Seattle University. Follow Sonny on Twitter.

Book cover of Disruptive Classroom Technologies by Sonny Magana, featuring a mountain at night with a trail of bright lights winding up towards the peak under a starry sky.

Headline

Creating the Dynamic Classroom

About Dr. Matthew Joseph

Why We Need to Increase Access to Affordable College Education

The Barriers to Earning a College Degree

How Online Education Can Help Bridge the Gap

Ways to Encourage Change

5 Things High Schools Can Learn from Kindergarten

Changing the Environment

Five Important Factors

1.) There should be recess

2.) There should be hands-on activities

3.) Need to add free play

4.) Nap time needed

5.) More child-directed activities

From Large District Leadership to International Influence

About Dr. Robert Avossa

Accepting the Challenge of Transforming Education

About Nancy Conrad

Making Classroom EdTech Transcendent

About Dr. Sonny Magana

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