Explore the latest in educational research. Discover insights, studies, and strategies to inform effective teaching and learning practices.
We all recognize the work of educational theorists whose legacy is imprinted in every educator such as Piaget, Vygotsky or Dewey. Their contributions are undeniable. Their theories have shaped generations of educators for decades. However, education is never static. The dynamic world and society we live in, diverse students, emerging technologies, and varied learning environments are all contributing factors. Yet, there is always new research constantly emerging. This series of posts cuts through the noise to bring you seven current research frameworks to engage learners or drive impactful professional
learning.
Please note that this is part one of a seven-part blog series. Click here to see all available parts, and check back regularly for more research trends to keep an eye on!
2. Sonny Magana’s T3 Framework of Innovation
The T3 Framework of Innovation by Sonny Magana (2017) is a research-based framework that categorizes the way technology can be used for teaching and learning. In his book, Disruptive Classroom Technologies: A Framework for Innovation in Education, Magana calls for the disruption of our ways and this idea is steadily gaining momentum for its simplicity to explain and demonstrate technology use at various levels. There are three domains with two levels within each domain. Each of these domains and levels increase complexity and use and the impact of the digital tools used.
In each of the three domains, Magana has outlined 2 levels of how technology is implemented in the classroom and what he feels is the way students interact with technology. It follows a bit of a hierarchy of technology use from low and simple usage to higher, more intricate and complex usage.
The first domain is Translational. Within this domain are two levels: (1) automation and (2) consumption. In each of these levels within the domain of translational, we see a general usage of technology, one where we use technology to automate tasks that are normally completed in non-tech or non-digital ways. One example is using an app for a quiz instead of a traditional hardcopy.
The second domain is Transformational. Within this domain are two levels: (1) production and (2) contribution. Magana now describes transformational actions as disruptive because it changes the role of person involved, the task itself, or the impact of product.
In this domain, students are now either producing artifacts that exhibit mastery of goals, evidence of knowledge or thinking visibly, or contributing to others’ knowledge growth. It is “doing new things in new ways.”
Moreover, it is the production of artifacts that demonstrate growth and mastery from stated goals and the metacognitive reflection of learning. Example apps for producing and tracking goals are Snorkl, Canva Whiteboard, Google Sheets, or Microsoft Forms.
The third and last domain is Transcendent. Within this domain are two levels: (1) inquiry design and (2) social entrepreneurship. Now, we have heard of using technology in new and innovative ways, something that has never been conceptualized before; however, the problem with that is that it is left open-ended. What does that look like? Magana provides guidance in the last domain of transcendence. It is student-driven, progressive, and has the potential to disrupt and advance learning. While complex, it can still be very attainable. Using inquiry design, students are working mostly on their own to find solutions to particular ‘wicked’ problems. The basis of social entrepreneurship implies that students should be investigating and helping the greater good. Learning, at this stage, is not confined to the four walls of the classroom.
Magana’s T3 Framework of Innovation challenges educators to move beyond simply digitizing old practices, instead aiming for genuine, deep learning. By categorizing technology integration into translational, transformational, and transcendent levels, the framework provides a clear roadmap for fostering student achievement and preparing them for a dynamic future.
3. George Siemens’ Connectivism Theory
The article, Connectivism: A Learning Theory for the Digital Age, Siemens (2005), is driven by the understanding that decisions are based on rapidly altering foundations. New information is continually being acquired. Who knew that Siemens theory would be so relevant 20 years later?
This particular theory is near the top of my list. It is a favorite of mine that I have actively made a more deliberate effort to implement. It is in the same bracket as other philosophies like constructivism or progressivism and goes beyond the seminal research such as constructivism or progressivism to challenge us to rethink learning. Siemens posits that technology and connection are missing in our current understandings.
It is based on the ideas that a dynamic learning environment and the individual is only part of the equation to connecting the dots to new information. The ability to draw distinctions between important and unimportant information is vital. Moreover, the ability to recognize when new information alters the landscape based on previous decisions.
Connectivism advocates connection, collaboration, and access to build and find knowledge. This theory sets up the idea that learning is acquired through new, more connected ways. Lifelong learning is a core tenet for continuous adaptation and acquiring new information. Let’s take a look at the principles of Connectivism:
- Learning and knowledge rests in diversity of opinions.
- Learning is a process of connecting specialized nodes or information sources.
- Learning may reside in non-human appliances.
- Capacity to know more is more critical than what is currently known
- Nurturing and maintaining connections is needed to facilitate continual learning.
- Ability to see connections between fields, ideas, and concepts is a core skill.
- Currency (accurate, up-to-date knowledge) is the intent of all connectivist learning activities.
- Decision-making is itself a learning process. Choosing what to learn and the meaning of incoming information is seen through the lens of a shifting reality.
While there is a right answer now, it may be wrong tomorrow due to alterations in the information climate affecting the decision.
To break this down a bit more, let’s envision what this may look like in a classroom or for an educator subscribed to this theory. The learner is participating in and connecting to others online in discussion forums and communities of shared interests. By the way, did you know TCEA has an online community with all its members? They may use social media to learn following experts, sharing their own resources, and, again, engaging in discussions.
The learner may go a bit further by collaborating online for the development of documents or projects. The learner may join an online course, learning from the instructors or the other diverse learners. The learner may increase and focus on their PLN [Professional Learning Network] that includes anyone or space that has shared interests to connect with and learn from. Last, the learner will utilize online resources and databases to learn, develop research skills, and synthesize information
for professional growth.
Siemens’ theory offers a timely perspective on learning in this currently connected and digital age. He asserts that knowledge resides in interconnected networks of diverse opinions and information. We should leverage these dynamic networks as the core skill for continuous learning and adaptation in a rapidly evolving world.
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Sosa, C. (2025, Aug 8). Seven research trends to keep an eye on, part two. [Blog entry]. TCEA TechNotes.
