- Does the technology tool aid students in developing a more sophisticated understanding of the content? By students using technology to research their road trip (using authentic websites to reserve hotels, pay for meals, gas...etc), they are able to assess their understanding of rates, proportions, percents in mathematics with authentic data that connects to the real world (rather than a worksheet).
- Does the technology create scaffolds to make it easier to understand concepts or ideas? The students were able to use technology to better see and experience the connections between math, geography, and social studies in everyday life. They are no longer isolated workbooks or class activities.
- Does the technology create paths for students to demonstrate their understanding of the learning goals in a way that they could not do with traditional tools? There was a lot of choice available because the students could select where to go, what websites and digital resources to use to help aid in their development of the trip. Creation, critical thinking, and construction were all important skills that were enhanced with the aid of technology tools.
This project by 2nd grade teacher Karen Mensing in Arizona is a strong example of all three levels of the Triple E Framework. Notice that the technology is NOT the focus of the learning, but it is essential in order for the students to fully experience the project. First, Karen engages her 2nd grade students by using technology that helps her students co-engage in the learning experiences (Google Hangouts) so that they can collaborate and construct knowledge with their pen pals. Next, the technology use enhances the learning because it allows the students to interact synchronously with their pen pal, as well as document their learning. Finally, the technology helps to extend their learning outside of the classroom by allowing them to learn from and about other students living in a different place. Connecting the classroom learning goals with real world experiences.
We appreciate that Duck Duck Moose decided to show how parents can collaborate and co-use their software with children in their promotion videos. Rather than an isolated child and device. Duck Duck Moose did not ask us to promote their tools, rather we found this example and were drawn to the example of co-use. Many times promotion videos focus on children working alone with software, when in reality, research has told us that children need collaboration and co-use to help them better comprehend what they are learning, make their thinking visible and understand how to effectively navigate software.
The Triple E is not based on anecdotes, rather it based on research around good teaching and learning practices and how technology can add value to those teaching practices. Some of the research from the Engagement level is summarized in this article Putting Education in Educational Apps from the Journal of Psychological Science in the Public Interest, a journal written by the Association for Psychological Science. The article emphasizes a need to look for websites and apps that integrate social learning, time on task learning and distraction free learning. Thus a "Fun" app or website where students may be rewarded with a game at the end of doing a task might actually distract from the learning goal.
Karen McKinley an ELA curriculum specialist from Warren County Educational Service Center in Lebanon, Ohio shared this user friendly rubric that she designed based on the Triple E Framework. She gave permission for other educators to use and share the chart with teachers in their districts. Thank you Karen!
Often we like to share via our Twitter feed or blog some examples of authentic K-12 lesson plans or projects that exemplify the Triple E Framework. This is one such example. This classroom in Maine has a learning goal of students building literacy (grammar and reading), communication and digital citizenship skills (NETS-S2). In order to engage students in the learning goals, the teacher set up a private group Twitter feed with another 2nd grade class in a different school. Together through collaboration the teacher and students work together to send out Tweets asking questions of the other students as well as sharing what they are learning in their own classroom. The other students respond in kind. They focus on making certain their Tweets are grammatically correct as well as reflective of their classroom learning. Engagement throughsocial co-use is occurring because the students are working not only with their classmates but also with the students in the other classes. The value-added Enhancement is that the students are able to connect with another real live classroom and learn about them through the technology tool. They are also learning how to appropriately and safely communicate in an online social media tool. Finally, the Extension comes in with their actual connection to real world students through the technology tool.
Liz Kolb is a clinical assistant professor of education technologies at the University of Michigan in Ann Arbor. She works with over 150 preservice teachers every year on integrating technology into K-12 teaching.
More Schools Using Triple E and Articles about #tripleE
Kent ISD (MI)
Engaging the Rewired Brain
Tech PD Blog
Lafayette Jefferson High School (IN)
Noblesville Schools (IN)
ISTE Ed Tek Hub
West Bloomfield Schools (MI)
From Texting to Teaching by Hyler and Hicks
Van Buren Elementary School, Janesville (WI)
About Education Article