- Collabrify: Collaborate on synchornously generating ideas, mindmaps, spreadsheets and other forms of data collection.
- Coggle.it: Collaborate with others on building mindmaps and brainstorming maps
- Hypothesis: Co-engage synchronously on annotating text (and multimedia)
- Video Ant: Collaborate on annotating videos
- Google Docs: Collaborative and real time editing
- ActivelyLearn: Collaborate on reading comprehension
When considering tools for engagement, teachers are looking for tools that have built in "real time" collaboration. This collaboration allows for co-engagment around the content that the tool is sharing. Therefore, by jointly engaging through the tool, students are able to use reflective thinking practices such as probing, predicting, analysizing, synthesizing, and building knowledge together. A few tools that have some built in collaboration include;
The extension component of the Triple E Framework is based on situating learning in authentic contexts and doing authentic tasks. Research-wise this component comes from the work of Brown, Collins, and Duguid (1989) as well as Lave and Wenger (1990). Knowledge should be presented in authentic contexts and not isolated from real experiences. Growth in cognition occurs when student learning is connected to their everyday experiences. Therefore in the extension component, we want to look for how the technology helps to connect classroom learning to everyday life experiences. A few examples of digital tools that help to connect learning to real life experiences and ideas include:
Discovery Education's Tundra Expeditions, Google Expeditions, Mystery Skype, Skype Virtual Field Trips and other Skype in the Classroom Experiences, Touchable Earth, Thrively, or the WildLab.
The Triple E Framework focuses on how instructional strategies can be integrated around technology tools in order to add value to learning. However, the framework can also be used to look at individual tools made for or used in education to see if there are opportunities to engage, enhance or extend learning through the tool. Keeping in mind that if there are NOT opportunities within the tool, then the teacher can still create structures around the tool that may provide those opportunities. Thus educators can use the same questions from the Triple E Framework and just change the first word of the framework from "does" to "can". For example..
In the Youtube video above, we look at Docent, a tool that allows teachers to annotate and provide formative assessment as students are working on documents.
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.
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.
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