University of Michigan, School of Education Offers Course on Advanced Education Technology Focusing on Triple E Framework
Beginning in January 2020, the University of Michigan, School of Education is offering a synchronous online course (you do not have to be a UM student to take it) for any K-12 inservice teacher, coach or administrator to deeply engage in the Triple E Framework and national standards for technology in teaching. Successful participants will earn a certificate in advanced education technology. Course is co-taught by Dr. Liz Kolb. Learn more: http://soe.umich.edu/aetp-certification//
I am excited to announce (after two years of development with the UofM School of Engineering), the TripleEPLN.org is up and running. This is an open source platform that allows educators to share their lessons with technology, score them on the Triple E Framework, provide details on each E, and browse other lessons with technology that have been scored on the Triple E Framework. It if free to create a login and use. My hope is that this will be a space for educators to share and network about their lessons with technology and learn from others. If you run into any glitches, please email tripleEplnemail@example.com.
In this teaching case, a 5th grade ELA teacher is using some basic technology (PowerPoint and Laptop) in an incredibly effective way. The teacher has a learning goal of helping students better understand how to visualize when reading. To do so, she took an article and removed the images, put the images in a PowerPoint, and added a few other maps that were mentioned in the story. She pulled up the PowerPoint at key moments as the students and teacher discussed what the thought the imagery would look like. It's a very simple use of tech, but incredibly effective.
Triple E Scoring
Key Instructional Strategies Used: Discussion in small team, guided instruction with the PowerPoint, predicting, questioning.
11/18: A Strong Connection between the learning goals and PPT used.
Learning Goal: Creating a 5 paragraph essay to defend an argument about genetically modified foods.
Tech Tool: iPad with Internet and Google Docs/Drive
Triple E Evaluation:
Students are working in pairs both with the technology and through the technology (co-engagement). They are writing and editing together in Google Docs. Google Docs does not have any "bells or whistles or games", thus the students are able to focus on the content. While the Internet can be distracting, the teacher should use instructional moves to keep them on-task with the learning goal.
The Google Docs allows students to work and edit together in real time (and the teacher can also weigh in). While the Internet resources allows the students to gather the necessary research they need for their argument. It would be more difficult to do this assignment without the Internet.
By using the Internet and finding authentic resources and authoritative sites, the students are able to learn how to put together an argument based on fact. The students are also learning how to use online collaborative tools to build a cohesive argument. It is connected to a real world concept, which may or may not interest the students (this was not shared in the lesson).
Total: 13/18...a strong connection between the technology and the learning goals.
Learning Goal: Students will create public service announcements on the water crisis in Africa and the importance of water conservation.
Technology Tool(s): Garageband, Skype, Internet
In this lesson, upper elementary students are learning about the water crisis in Africa, by video chatting with experts. Then they will choose a topic related to the water crisis, research about it on the Internet (in teams) and then create a public service announcement podcast that will be played on a local radio station. The lesson meets all three levels of the Triple E.
In this lesson, provided by TIM, middle school Students will work in collaborative groups of four to investigate hurricanes and invent a way to diffuse or redirect a hurricane before it becomes destructive. In order to meet their learning goals, they use Microsoft Excel, Internet searching sites, and Inspiration Software to investigate the hurricane and predict where it will connect with land. This lesson meets all three levels of the Triple E Framework.
The web, spreadsheets and Inspiration software allow the students to investigate hurricanes and show their findings, the students are also working in cooperative groups with purposeful partnering and co-engagement in the software. This allows for reflection on what they are learning, as well as opportunities to co-construct knowledge together. The software focused on the task at hand (no major bells and whistles to distract the students from the learning goals).
Excel allowed students to display data (and use various formulas to analyze the data) and come up with evidence, the web-research allowed the students to come up with data and evidence. This would be more difficult to do without the technology tools.
The teacher selected a real world problem (local and recent hurricanes that impact their lives), as well as teaching them how to analyze real data and solve a problem.
Liz Kolb is a clinical associate 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