In this lesson, a high school ELA teacher describes how she integrated technology to meet the learning goals of a unit about the Holocaust. What is significant in this video is how well the teacher used instructional moves with the technology to keep the students on-task. Rather than allowing them to just "Google", she sent them to pre-selected websites that were authoritative and focused the students on the learning goals. The teacher also had the students working individually, but integrated share-alouds and reflective thinking opportunities to work as a class to come up with a project to support Darfur.
We are hearing from teachers and schools that have been using the Triple E Framework. We love hearing the stories and hope to hear more! Please share how you are using the Triple E, projects that you have done that integrate technology and meet the components of the Triple E. Please let us know if we can share your stories on our blog!
A web-based project called the Michigan Student Caucus is a collaborative project between university students and middle and high school social studies students. The project supports a deep dive into politics, government and advocacy work. University students help to scaffold and support secondary students on their understanding of state government, by using authentic policies and real life issues in Michigan and the state government of Michigan. The secondary students are able to research policies, and even draft their own bill, which they introduce to the Michigan state government at the end of the semester long project. Students form all over the state of Michigan collaborate through the website, and through their co-construction of their own bills and policies based on authentic information from the state of Michigan.
Engagement: The website allows students to co-engage with other students in learning about government and drafting bills. The website helps them focus on the learning goals.
Enhancement: University students are able to help scaffold and support the learning through the website discussion boards and private messaging. They can also personalize the learning for the secondary students through the website.
Extension: The website allows the students access to work on real world policy.
This assignment by Sara Romeyn of Bullis High School has always stood out as an extremely effective use of technology to meet learning goals. Sara has the students do a deep-dive into a historical character. They research the character's thoughts, ideas and writings. Then they create a Facebook FanPage about their character, updating it often and responding in character to other historical characters of their classmates. Sara encourages them to work outside of school hours, when they are already on Facebook to extend the learning. She also encourages them to consider how their character would respond current political issues. In the end, the students participate in a virtual salon, where they are all online, in character responding to each other's posts.
Engagement: The students are co-engaging through their characters by both asynchronously and synchronously responding to each other's Facebook posts. While Facebook can be distracting, by using a tool that the students are already engaging with outside of class, they will see their classmate's character's posts show up in the general feed and prompt them to respond.
Enhancement: Facebook allows students to post different types of multi-media about their character and share their thoughts with others. It also allows the teacher to weigh in through replies and push the student's thinking. Facebook gives students an opportunity to be reflective and monitor their thinking. Note, the teacher should be modeling how to do this. Finally, Facebook allows a lot of conversation to be happening at one time, something that would be difficult to capture with only traditional learning tools.
Extension: The way that Sara set up the assignment, allows students to connect with everyday political culture and historical character's perspectives. In addition, students can participate 24/7. Finally, the students learn how to have a positive but constructive dialog online about politics.
The high school ELA teacher in this video (via The Teaching Channel) shares how she is using Google Hangouts to help her students extend learning by connecting with other students across the U.S.. They are able to share ideas, cultural experiences, and most importantly practice speaking to an audience. She hopes that by these informal conversations, students will become more confident with speaking to people they do not know and may be different from themselves. In addition, she uses Google Hangouts to hold informal and optional video meet ups with her in the evenings and on weekends. This allows students to ask questions and get more personalized feedback on their class work and learning objectives. In addition, it allows the students another opportunity to work on their speaking skills.
In this lesson (via the TIMS website), middle school students studying animal habitats and behaviors were able to extend their learning by selecting the appropriate technology to document different animals in their natural habitat.
Engagement: Students co-use the technology tools. They are purposely selecting tools that help them meet their end goal (focus on the time-on-task).
Enhancement: The tools allow the students to collect the data, as well as scaffold their understanding of the data (putting it into easy to read charts/graphs).
Extension: The technology tools allow students to document the animals in their natural habitat and study them, using the authentic data that they collect.
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