Review of Disruptive Classroom Technologies: A Framework for Innovation in Education

Case for the T3 Framework

In Disruptive Classroom Technologies: A Framework for Innovation in Education, Dr. Sonny Magana presents his thesis as to technology and its place in education. Magana attempts to answer how technology adds value to education, by impacting student learning potential, in ways that are not possible without technology. In doing so, Magana opens up discussions about the current use of classroom technologies, how to establish clear goals for continuous professional growth, and ways to measure and track progress of these pedagogical goals.

            Magana is successful in tackling these points, as well as providing applicable tools and strategies which are rich in content and research. Challenging schools and educators to actually attempt such an undertaking requires original thought and the foundations of various, sound educational theories. In making his case as to why technology should disrupt the status quo in classrooms, Magana also disrupts the conventional mindset of technology integration and the future of teaching and learning.

Overview

Dr. Magana’s vast experience in leading technology-driven schools, conducting research and publishing his findings have shaped his personal thesis regarding education, as well as laying the groundwork for Disruptive Classroom Technologies: A Framework for Innovation in Education. His particular research and collaboration with education researchers such as Robert Marazano and John Hattie have provided a well-rounded background of rich experience, setting the stage for Magana to present an original contribution to the field of education. Magana has combined his personal experience, research and peer contributions in presenting this futurists’ model for education and how the field must adapt to best cultivate student potential.

Magana does not shy away from the discussion of other technology integration models, their importance and shortcomings. In doing so, Magana tackles the biggest issues concerning technology integration and how his proposed T3 Framework overcomes these challenges. Where other models leave room for ambiguity and misinterpretation, the T3 model presents a unique and organized framework by which school leaders and teachers can implement and track the effectiveness of educational technology use.

The T3 Framework provides a taxonomy which allows teachers to set personal goals, regarding the use of technology, reflect on their progressions through a series of rubrics and have a clear evaluation process by which practice can be held accountable. This depth of pedagogical theory and reflection had not, previously, been introduced to the field of education.

Critique

A major strength of the book is Magana’s articulation of transformation. Not only does he provide a framework to allow teachers and school leaders to track its implementation, but he sets a new standard where transformation should be the expected practice within the classroom and is not the top of the hierarchy. The linear nature of the T3 framework (Translation, Transformation and Transcendence) creates a clear hierarchy of technology usage and sets a new precedent where teacher pedagogy and student outcomes share common target setting and reflection responsibilities. This is particularly clear where Magana (2017) states “It is my sincere hope that teachers, students, leaders and whole educational systems will become emancipated from errors of judgment and choice that lead to low-value technology use…”

Magana provides a clear path of thought throughout the book, as its organization is easy to follow and accompanied by relatable and relevant tables, graphs and rubrics. Magana provides tools and resources that go beyond understanding his framework, so that teachers and school leaders can actually apply it. This type of resource-rich text is an attractive feature for educators and school leaders alike.  

            Magana’s work makes substantial claims as to its potential impact and cited research, acting as proof of its relevance. It is noted that the vast majority of this research comes from his own studies, or those with Dr. Marazano. Where Magana pieces together specific studies for various aspects of his research, much like quilt work, independent research or peer-reviewed case studies concerning the effectiveness of the T3 Framework do not exist. Though it must be added that T3 is more commonly being referenced in doctoral dissertations and has just been recognized by Oxford University’s Research Encyclopedia for Education as a sound framework to double student achievement.

            As it stands, more research and case studies, involving the implementation of the T3 Framework and its outcomes need to be published to instill confidence and reliability to Magana’s framework, resource tools and impact claims. Current literature has not yet explored the statistical significance of the T3 Framework.

*For an overview of other collected critiques and reviews, check out my Diigo outline.

Concluding Thoughts

It is hard not to be excited and inspired after reading this book. The technology revolution is well underway and the inevitable confrontation as to how educational systems cope and embrace this new landscape is hardly a new topic. While models such as TPACK and SAMR have created positive momentum, regarding technology integration, neither have provided a taxonomy to track effectiveness, pedagogical progress or student impact.

The T3 framework builds on the TPACK and SAMR models, particularly their call for teacher usage of technology and student transformation. It does also fill gaps that SAMR and TPACK have left open, namely application, reflection and pedagogy. The T3 Framework looks to be much more applicable to the current and future use of technology in an educational sense as it leans on curriculum design (application rubrics) pedagogy (reflection and goal setting tools) and implementation (instructional coaching). Magana has looked beyond the scope of technology as a tool and provided an actionable path for adapting to technological innovation as a pedagogical mindset. His reference and strong belief in instructional coaching, based on the work of Joyce and Showers (1998) research into the transference of skills, is a great example of how Magana is serious in providing a framework that can change practice in classroom settings.

Questions remain as to how well T3 will work and what, if any, case studies exist to back Magana’s claims. Magana’s vision for student transcendence and social entrepreneurship has major implications as to how we view student learning, development and preparation. This book, at the very least, should be used as an agitator to elicit thought for training teachers, existing teachers and educational leaders. Disruptive Classroom Technologies: A Framework for Innovation in Education is an important contribution to the field of education and may impact the direction of education, well beyond the conversation of technology integration.