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Professor Bob Reuter, Senior Lecturer in Educational Technology & Psychology and the University of Luxembourg, shared his sketch of a conceptual map of the Triple E Framework. We liked it so much, that we wanted to share it with our colleagues! Professor Reuter captures the essence of the Triple E with the foundation of research and effective teaching pedagogy, and the branches being the three key elements of a high quality lesson with technology (Engagement, Enhance and Extension of the learning goals). We would only add a large circle around all of it that says "learning goals/outcomes", which is ultimately why we are using technology in learning; to help students reach the learning goals.
Photo credit: http://techteamhub.weebly.com/
It is not unusual for schools to have a "tech team" to support the technology use inside the school building. However, Larry Baker, Associate Principal of Farmington Mercy High School took the tech team one step further. He made it international! He used Skype and website technology to create a collaborative PLN network amongst his tech team students and tech teams from all over the globe! The tech teams work together to solve problems and come up with innovative ways to do their jobs in their schools. The website has a link for each tech team and a "members only" section where the teams can collaborate. This is a project that meets all three levels of the Triple E Framework:
The students are co-engaging with other teams in the learning goals via Skype and the Weebly website. The technology also helps keep them focused on their task and allows them to share ideas.
The technology allows the student tech teams to share in "real time" and collaborate across oceans!
The technology helps to make their learning authentic and connects them to other students doing similar work.
Expanding Student's Understanding of Sea Turtle's Impact on Environment With a Virtual Trip to National Aquarium
A Michigan First grade teacher, Jenna Sperling, wanted her students to understand the impact that sea turtles had on their environment. She also wanted her students to understand why it is important to protect sea turtles (and other endangered animals). She also wanted to meet the ISTE-NETS student learning goal of an "Empowered Learner". Jenna decided that in order to meet her goal, and make it as authentic as possible, she would do a virtual field trip with the National Aquarium in North Carolina. She learned that that National Aquarium does free virtual field trips through Microsoft's Skype in the Classroom program. To begin the unit, she had the students read books and study about sea turtles. Before the virtual field trip Jenna made very careful instructional moves to make sure her students took an active and collaborative role in the virtual trip. First they brainstormed questions for the experts at the aquarium and deciding on their roles in the virtual field trip. Below is how Jenna (in her own words) scored the lesson on the Triple E Framework:
How does the technology engage students in learning?
The virtual field trip engaged students in learning by keeping them focused and interested in the learning goal. Using Skype to learn about a topic was new for all the students and was, therefore, exciting, engaging, and motivating. In addition, the virtual field trip allowed for joint engagement (social co-use), as the whole class participated all together, both in brainstorming questions beforehand as well as in the Skype call itself.
How does the technology enhance student learning?
Virtual field trips definitely add value to student learning, as they do something that traditional tools cannot. The technology allowed us to connect to an aquarium employee in North Carolina and to even see a live sea turtle. In addition, the learning was personalized to my first graders, and they had a lot of choice in the questions they asked and the information they gathered.
How does the technology extend student learning?
This virtual field trip did connect the learning to student’s everyday lives, because we talked about what we (as humans) do to potentially harm sea turtles and what we can do to stop that. We also connected with an authentic expert on our learning topic (sea turtles), which is an instructional strategy to elicit extension.
The pre-assessment for this lesson was a class discussion about prior knowledge about sea turtles. This way, I was able to get an idea of what they already knew before diving into our virtual field trip. As a post-assessment, students wrote down one new thing they learned about sea turtles after the virtual field trip. It was interesting to see their major takeaways. It was clear to me that they all learned something they did not already know, based on my comparison of the pre and post assessments.
Jenna's reflection: "I would definitely do another virtual field trip if given the chance. The students seemed to really enjoy it, and they definitely learned new things (as I saw in the post-assessments). I am glad that we brainstormed questions ahead of time and also talked about how I would call on students to ask questions. Overall, I would call it a success!"
Click here to watch the ISTE STEM Webinar on Learning First, Technology Second. Liz Kolb shares how research informed the development of the Triple E Framework and how we can put learning first and make sure that technology is enhancing the learning.
5th grade teacher, Sarah Godek, decided that she wanted to simulate the revolutionary time period through discussion. She chose to use Twiducate, a tool that is a kid-friendly microblogging tool like Twitter. This lesson is situated within the larger context of a unit on the events leading up to and the play out of the American Revolutionary War, with a focus on the various different perspectives of people living in and around the British colonies. In Twiducate, students each took on a different perspective during the American revolution, so that they would better understand why some colonists decided to become loyalists, patriots or indifferent to the revolutionary cause. Prior to this lesson, students have learned about the unfavorable acts passed by the British Parliament, retaliatory events such as the Boston Massacre and the Boston Tea Party, and about the factions of colonists that developed as a result (loyalists and patriots). Following this lesson, students will study how the American Revolution began, progressed, and ended. This lesson is intended to allow students to see the greater arc of the American Revolution in the context of the various perspectives that it affected, and how not every perspective experienced the arc of the Revolution in the same “patriotic” way. Below Sarah describes how technology helped to engage, enhance and extend her learning goals.
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