3 Common Ways EdTech Can Be Low-Impact, and What to Do Instead

Contributed by Dr. Sonny Magana

We are witnessing explosive growth of technology use in today’s classrooms. A 2017 report by the Education Week Research Center indicates that the number of devices shipped annually to classrooms tripled from 2010 to 2017 to a whopping 14 million. That’s good news in terms of bridging the digital divide, particularly for our neediest students, but does that increase in EdTech use translate to explosive growth in student achievement?


In his recent meta-analysis on influences that impact student achievement, Dr. John Hattie reported that classroom technology use has, on average, a dismally low impact on student achievement. Moreover, Hattie states that this low impact has not changed in 50 years despite remarkable advances in digital tools. So why is the impact so small? More importantly, what can be done to change it?  Read more. 


About the Author


Dr. Sonny Magana is an award-winning educator, best-selling author, and pioneering educational technology researcher. Sonny is a highly sought-after leadership consultant 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, Sonny’s newest book, “Disruptive Classroom Technologies: A Framework for Innovation in Education,” was published to international acclaim. Sonny founded and served as Principal of Washington State’s 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 Governor’s Commendation for Education. Follow him on Twitter @sonnymagana

Sonny will be presenting at three sessions:

C152 | Delivering PD That Supports Effective Tech Use and Instruction

C004 | Using EdTech to Support Innovation: Unleashing Students’ Entrepreneurial Mindsets

C254 | Disrupting Low-Impact Technology Use With the T3 Framework for Innovation