TIER: A Framework To Evaluate The Impact Of Technology In IB Classrooms

The TIER Framework moves beyond substitution models (SAMR, PICRAT) by critically evaluating pedagogical, cognitive, ethical, and equity implications of Each dimension is scored on a 5-
technology use. It aligns with IB’s focus on ATL skills, conceptual learning, and student agency while promoting critical reflection on digital tools. point scale -2 to +2:
TIER evaluates technology through four dimensions: -2 Strong Negative Impact
-1 Negative Impact
Transformation (T) How Impact (I) What cognitive, Equity & Ethics (E) Does Reflection (R) What is 0 Neutral Impact
does technology affective, and metacognitive technology create a more technology adding, removing, +1 Positive Impact
reshape learning effects does technology have inclusive, fair, and responsible or changing in student learning +2 Strong Positive Impact
experiences? on learners? learning environment? and engagement?

Dimension Guiding Questions Educational Foundations IB Alignment

Does technology
Using Minecraft to model Using simulations to
substitute, amplify,
urban planning in a social AI-powered data analysis model economic
modify, or redefine SAMR PICRAT TPACK TIM Inquiry-based learning,
studies unit, moving in a math/statistics unit principles (Augmentation)
learning? Does it create Transdisciplinary/ IDUs
beyond traditional maps (Modification)
authentic, inquiry-driven
(Redefinition)
Transformation learning?

Does technology enhance Online research

Students use Padlet to
ATL skills? Does it support Digital storytelling tools databases for EE/TOK
ATL, Learner Profile, brainstorm and reflect on
metacognition and deep for language acquisition (Augments research skills,
SOLO Conceptual Learner Profile attributes
understanding? (Amplification of supports epistemological
Understanding in a unit on collaboration
communication ATL) discussions)
(Positive Impact)
Impact

Digital tools that allow

Does technology provide Evaluating social media’s
students to express Discussing AI-generated
equitable access to role in misinformation in
International- learning in multiple content in the context of
learning? Are ethical an Individuals & Societies
UDL mindedness, Access & modalities (voice typing, academic integrity (TOK)
considerations (privacy, unit (Develops digital
Inclusion translation tools for
AI bias, screen time, etc.) literacy and ethical
multilingual learners)
addressed? reasoning)
(Positive Impact)
Equity & Ethics
Students use Flipgrid to
Digital mind-mapping
document learning Peer feedback using
What is technology tools for IA planning,
journeys and reflect on Google Docs comments to
adding, removing, or assessing whether these
Reflective Practice Agency, Assessment how technology enhance formative
changing in the learning tools enhance conceptual
helps/hinders assessment (Promotes
experience? organization (Cognitive
understanding collaboration and agency)
impact analysis)
Reflection (Metacognitive reflection)
 TIER Framework Scenarios In PYP, MYP, and DP

Subject Scenario Transformation Impact Equity & Ethics Reflection Impact

Grade 4 students use Scratch to

explore patterns in mathematics. +1 (Amplifies 0 (Access to +1 (Adds
Coding and +2 (Encourages
Instead of working only with mathematical thinking devices may be an interactivity but
Computational problem-solving ATL
physical manipulatives, they but does not fully issue for some may remove some 4
Thinking in and student agency)
create animations that redefine learning) students) traditional hands-
Mathematics
demonstrate multiplication on experiences)
patterns.

In a unit on ecosystems, students

+2 (Students
use AR apps to explore biome +1 (Enhances inquiry +1 (Adds
Enhancing Inquiry experience ecosystems 0 (Device access
simulations, enabling them to skills but requires engagement but
through Augmented beyond traditional may be a barrier) 4
visualize ecological interactions scaffolding) reduces hands-on
Reality resources)
in real-time. fieldwork)

Individuals & Societies students +1 (Adds

+1 (Enhances -1 (VR access may
explore Ancient Rome using VR immersion but may
+2 (Allows experiential engagement, but be unequal, and
Virtual Reality in simulations. They interact with remove traditional
learning beyond needs scaffolding to potential health 3
History digital reconstructions of ancient analytical
traditional methods) ensure deep concerns should be
sites instead of using static exercises)
learning) addressed)
textbooks.

+1 (Adds an
Coding and +1 (Enhances interactive
Students in MYP Mathematics +2 (Coding redefines 0 (Not all students
Computational problem-solving ATL element but may
use Python coding to model mathematical problem- have prior exposure
Thinking in skills but may require additional 4
algebraic equations dynamically. solving) to coding)
Mathematics require training for
differentiation) teachers)

DP students use AI-driven text

+1 (Augments textual 0 (May support or -1 (Removes some
analysis tools to study
analysis but does not hinder deep reading -1 (Raises questions traditional
AI in Language and Shakespearean plays. The AI
fully transform skills depending on about over reliance annotation skills but -1
Literature Analysis provides sentiment analysis and
interpretation skills) use) on AI in humanities) adds computational
highlights linguistic patterns. perspectives)

0 (Supports -1 (Raises concerns -1 (Removes

AI-Powered Essay Students use AI-driven writing +1 (Enhances writing
academic writing but about over-reliance traditional editing
Analysis for assistants to refine their EE efficiency but does not
may hinder and academic skills but adds -1
Extended Essays drafts. replace original
independent honesty) efficiency)
thought)
revision skills)
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