As
a teacher educator, I spent the past decade struggling to help my pre-service
and in-service teachers understand the difference between randomly using flashy
technology in lessons and integrating technology with a purpose towards enhancing
the learning goals. We talk about the philosophical model of what how we should
be thinking about integrating technology in the classroom (TPCK), yet it is purely a theoretical
framework without a clinical core. TPCK
does not give any specifics on exactly what technological, pedagogical and content
knowledge looks like in the classroom. There
have been other frameworks that have tried to fill in this gap such as ADDIE and SAMR.
Both of these models focus more on “how” the technology is being used to
modify or change the traditional teaching.
For example, in SAMR, the focus for the technology in the model is about
how the technology is replacing or modifying a teaching tool (such as a Google
document being used to modify a traditional worksheet). These are helpful
models. However, we are missing a
necessary framework.
Triple E:
Framework
When
I work with teachers their main struggle is to keep focused on the learning
goals. Thus, it is necessary to have a framework that involves TPCK but
with a focus on how the technological, pedagogical content knowledge is
changing the student's interactions with their learning goals. This is
why I developed the Triple E Framework. I wrote about
this framework in ISTE's May 2013's Learning and Leading. This framework
is used to help teachers focus on how technology is meeting and
possibly exceeding the learning goals. I have been using this simple
framework with both in-service and pre-service teachers for over three years
now and have found that it has given them guidance for making careful and purposeful
choices about the technology in their classrooms. I wanted to share the
framework here in hopes that others would find it useful.
The
framework has three levels:
Engagement into the
learning goals
The
most basic level is engagement. Digital technologies tend to
"engage" or get students excited about the learning activity, simply
because they are digital. While this is often the reason why educators
say they integrate technology, engagement with technology does not necessary
have a large effect on the student’s learning.
But it is a start, a way “into” the content.
- Does
the technology help student's engage in learning about the content?
- Does
the technology help student's focus their attention on the content?
- Does
the technology help move student's from passive to active learners in the
content?
Enhancement of the
learning goals
It
is important that teachers look beyond engagement and into how the technology
tools can enhance the learning goals. Enhancement considers how well the
technology tools are helping students meet the learning goals and possibly
enhance the learning goals.
- Does
the technology help students develop a more sophisticated understanding of
the content?
- Does
the technology create a way to make it easier for the students to
understand or interact with the content?
- Does
the technology allow students to demonstrate an understanding of the
content that they could not do without traditional tools?
Extension of the
learning goals
The
final level is to extend the learning in the real world. Extension considers how the technology bridges
learning inside of the classroom into student's everyday lives.
- Does
the technology help students learn outside of the school day?
- Does
the technology help student's bridge their school learning with their
everyday lives?
- Does
the technology help student's gain skills to become independent life-long
learners?
Put the
framework to work!
Below are three different
scenarios of social studies teachers who have the same learning goals but
choose to use technology differently to meet the goals. After reading each
scenario complete the form according to which of the Triple E levels were met
(remember it's about how the learning goals were or were not met via the
technology). The forms are set up so you can see what everyone else
answered after you complete your answers!
Learning
Goals:
1) To understand the
purpose of the 2nd Amendment and how it can be interpreted differently by
people.
2) To understand how
to use evidence to support an argument.
Scenario
#1:
Scenario
#2:
Scenario
#3:
Triple E Framework by Liz Kolb is licensed under a Creative Commons Attribution 4.0 International License.
Based on a work at http://cellphonesinlearning.blogspot.com/2014/05/triple-e-framework-integrating.html.
3 comments:
Hi Liz,
I feel you or your Graduate Student did not see the error of inserting two (2) sets of ENGAGEMENT QUESTIONS for each of the three Scenarios. Also it looks like the responses are not being monitored so I am not going to leave my name and email. I would have deleted ALL but maybe one of the comments as inappropriate. . . and that happened on other posts as well.
Triple E Framework Scenario I
Engagement - duplicate
Engagement
Enhancement
Extension
Triple E Framework Scenario 2
Engagement - duplicate
Engagement
Enhancement
Extension
Triple E Framework Scenario 3
Engagement - duplicate
Engagement
Enhancement
Extension
I appreciate the detailed, insightful and useful information you posted. I am taking a non-college credit course for Professional Development to acquaint me with the use of numerous new forms of new media for evangelization and teaching religion. Your books and this website have been helpful in understanding the challenge K-12 Librarian
Great post! This has helped me out so much. Thanks for sharing!
I think the concepts presented here are spot on. Eventually, the bandwidth that is available within our school's context will be able to support strategic and comprehensive use of this under ultulized resource.
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