Technology Integration Framework

"No Digital Tool is a Magic Bullet for Learning" -Dr. Liz Kolb

Logo Attributed from Triple E Framework

This week, I explored the Triple E Framework. I felt most compelled to research this framework since it focuses on how to use technology effectively. In last week's blog, many of my peers describing that they felt controlled by technology. The Triple E Framework encourages educators like myself to recenter the focus back on learning goals and prevent feeling overwhelmed with the ever-growing list of educational technology.

Summary

The Triple E Framework was developed by Dr. Liz Kolb. The Framework is broken down into three components to inform our instruction: Engagement, Enhancement, and Extension. 

Engage: Does the technology motivate and help our learners focus?

Enhance: Does the technology help accommodate and scaffold instruction?

Extend: Does the technology promote generalization of skills?

The Triple E Framework stands apart from other frameworks as focuses on learning goals and how technology can be integrated to strengthen the three components. The visual aid I created below highlights how the components work off of one another to create a cohesive lesson:

Adapted from Dr. Liz Kolb's Triple E Framework

Below is a video from Dr. Liz Kolb, the developer of the Triple E Framework:

 

 Self-Ratings

To complete my self-rating, I used one of my past Social Studies lessons. The lesson was based on the Scholastic article, "The Teens Who Feed America". Activities we did after reading used digital tools such as Padlet, YouTube, and a Digital Frayer Model. 

My Triple E Framework Rubric

Engagement in the Learning (5 out of 6 Pts)

Having a Padlet encourages student to stay on task by housing both initial posts and peer replies without switching tabs. The Padlet board can include instructions to ensure students know the activity expectations at all times. Showing a YouTube video helps re-engage learners by giving them a break from reading fatigue. The aforementioned YouTube video interviews teenagers, which gives an appeal to my similar-aged students. The online Frayer Model outlines what needs to be included in the student's analysis of an assigned vocabulary word. 

I took off a point because although most of my students were active, the act of using individual devices creates the possibility for distractions throughout the lesson. It made me wonder: How can I decrease the chances of my students becoming distracted while accessing the digital tools?

Enhancement of the Learning Goals (4 out of 6 Pts)
The Frayer Model provides them the ability to embed YouTube videos or photographs, which would be difficult in traditional formats. Within their Padlet discussion, students were able to embed articles of sweatshop investigations or photographs of child labor internationally, which demonstrates their understanding of child labor in international contexts. This demonstration would be difficult to share and store without Padlet.

However, I did not adapt the tools to be scaffolded, which is why I took a point off. The tools were shared with students without any adaptation, so technological-centered activities tended to be overwhelming for some students who needed extra support. Another point was deducted for not using the tools to encourage students to share real life experiences.

Extending the Learning Goals (4 out of 6 Pts)

Giving students access to resources on YouTube allows them to re-watch content. Here is a tutorial to remove ads or suggested videos to remove distractions on YouTube. The article read in class is also available online, so students can reference the text and spark discussions at home.

I neglected to include a component of connecting the lesson to real life experience using the tools, which resulted in taking a point off. Students were simply asked to use Padlet to post their reactions to the article. It would have elevated the lesson to use Padlet to create connections between the article and real life experiences. How can I get students to share personal experiences in relation to the content? Do I offer the option to remain anonymous?

An additional point was taken off when it came to rating the integration of soft skills in my lesson. Providing a video of teen workers fosters empathy, and working in groups on the Digital Frayer Model develops communication and teamwork. However, I could have enhanced the lesson to include a critical thinking component.

Total Score (13 out of 18 Pts)

There are three tiers to the Triple E Framework: Red Light, Yellow Light, and Green Light. The connection between my technological tools and learning goal was categorized on the lower end of the Green Light, which would be considered exceptional. This means that the tools I used for this lesson enriched the student's ability to understand and demonstrate knowledge. For example, the digital Frayer Model allowed students add photographs instead of drawing, and type instead of handwriting. This benefited my students who perseverate on assignments due to being self-conscious of their writing and/or drawing abilities. It also allows students to share their work in real time into one webpage, which would take time to copy, print, and redistribute in a traditional setting.

Result Reflections

(GIPHY)

I believe this rubric is accurate because I used the technology as a means to access the content and demonstrate understanding. However, I did not score perfectly since I had issues with sustaining engagement, neglecting to use the tools to facilitate personal experience sharing, and not informing students how the tools can be used outside of the classroom. A consistent trend I face as an inexperienced educator is having loose ends, so referencing rubrics like the Triple E Framework ensures my lessons with supplemental technology both challenges and supports my students.

Although I scored under the Green Light category for my lesson, I strive to earn a perfect score to ensure I am using digital tools effectively. In order to elevate my scores to a 18/18 based on the rubric, I would do the following:

• Offer sentence templates on Padlet to scaffold writing prompts
• Offer other modes of knowledge demonstration: Speech, Video, or Art Piece
• Inform students on how digital tools can be used in non-school situations
• Offer opportunities for students to share their real life experiences using Padlet or a similar discussion platform such as Flip

 

Takeaways

(GIPHY)

Teaching during the digital age has pressured me to try the newest and/or trending technology. I feared students becoming bored if I didn't have a Kahoot or YouTube video at the ready. As a result, I was simply adding technology to my lesson instead of integrating it with intention. Has anyone else done this before?

Thankfully, the Triple E Framework has helped ground me to reflect choosing when technology would be appropriate versus traditional methods. For future lessons, I can see myself using the Triple E Framework rubric to ensure my tools can be used to differentiate content delivery, scaffold supports and allow students to engage in critical thinking. At the end of the day, I hope to curate digital tools that students will save to their phones or share with their peers because they felt it was relevant to their lives.

Do you have digital tools your students love to use? Please share below, especially if they can be used outside of the classroom!

Image References:

Triple E Framework Icon [Image]. (2011). Retrieved from https://www.tripleeframework.com/

Millie Bobby Brown Reaction [GIF]. (2017). Retrieved from https://giphy.com/gifs/converse-3o8dFn5CXJlCV9ZEsg

Season 11 Cooking [GIF]. (2021). Retrieved from https://giphy.com/gifs/masterchef-reality-foxtv-legends-jCgTqOocElrliOSDbv