Sonny Magana has made a significant contribution to innovation in education with his important book, Disruptive Classroom Technologies, and the T3 Framework. There have been 161 meta-analyses on various aspects of computers in education – from 10,226 studies, and the average effect is d =.34 – and this effect has not changed over the past 50 years despite phenomenal changes in the technology. A major reason for this lack of impact is most technological interventions do not change the dominant “tell and practice” teaching model. Moving beyond translation and transforming current practice to transcendent uses of technology is clearly where we should go. We need to build collaborative communities of students solving problems, explaining to others (regardless of ability) and using the social media aspects of technology to change classroom conversations from monologue to dialogue, increasing student impact questions, and allowing errors to be stated and dealt with – this can be so transcendental. This is the core of Magana’s claims, and indeed this is how we’ll see technology really make the difference we’re after!
— John Hattie
Laureate Professor, Deputy Dean of MGSE,
Director of the Melbourne Education Research Institute Melbourne Graduate School of Education
University of Melbourne, Victoria, Australia