No digital tool is a magic bullet for learning. While some tools have effective learning strategies built into them (eg...collaboration, differentiated instruction...etc), many do not. Even when a tool includes good pedagogical practices, teacher supports are still necessary. The type of tool selected is not nearly as significant as the instructional strategies a teacher creates when using the tools. Instead of tossing out effective teaching strategies when using technology tools, teachers who use technology effectively are able to integrate instructional moves to leverage better learning with the digital tools. The Triple E Framework makes certain to consider that while a tool may be "drill and practice", the teacher can create structures around the tool to help meet the three different components of the framework. For example, a teacher could pair students up while working on a piece of software (co-use), or students could participate in reflective thinking practices such as making predictions while they are using the technology tools, so they can reflect upon their learning. This is one reason why the framework is not built around using a certain type of tool for learning, rather it is built around making sure students are on-task and meeting their learning goals through the technology tools. See the full lesson plan template for ideas on instructional strategies in the instructional design process.
No lesson that integrates technology can be successful without the teacher carefully integrating instructional moves. Below are a few examples of instructional strategies to help meet each component of the Triple E Framework.
More ideas for instructional strategies can be found using the Learner Variability Navigator (under strategies) https://lvp.digitalpromiseglobal.org/