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 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.
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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..
Engagement
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.
In this lesson (via the Teaching Channel), the instructor is able to use technology to differentiation learning around poetry. Differentiated learning allows teachers to find ways for students to learn the same content as their peers but in their own leveled Zone of Proximal Development (ZPD). Notice in this lesson that the teacher integrates technology to allow students to listen to poetry, make poetry visual, allow students to create their own poetry and collaborate with others on poetry. Technology gives students opportunities to differentiate the content, the process of learning and the product.
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AuthorLiz 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. Categories
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October 2020
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