# data[].attributes.body
consider the learning outcomes and not just the unique ways that the tech tools are changing the way classroom activities happen

TRIPLE E helps extend the SAMR model by making these connections

# data[].attributes.body
ASMR does not directly address how learning goals play a roll in the technology choice

# data[].attributes.body
confusion concerning whether the model is meant to be hierarchy of levels or a straight line

# data[].attributes.body
helpful in explaining how the tech is utilized differently

# data[].attributes.body
1st = substitue; a traditional tool

2nd= augmentation; tech acts a direct substitution with functional improvement

3rd= modification; tech allows for significant task redesign

4th= redefinition; technology allows for the creation of new tasks

# data[].attributes.body
model considers how the technology took is being used in the classroom based on four types of tech use ... substitution, augmentation, modification, and redefinition

# data[].attributes.body
teachers quickly embraced it

simpler model to follow, teacher can plug specifics tech tools into the models various levels

# data[].attributes.body
founded by Dr. Rueben Puentedura in 2012

# data[].attributes.body
Substitution, Augmentation, Modification and Redefinition

# data[].attributes.body
difficult to measure how effective the technology is at meeting the content-specific learning goals and outcomes

TRIPLE E helps extend this model by integrating some of the meaningful learning strategies from the model to a framework

# data[].attributes.body
useful what to consider technology adaptations levels and how they relate types of use in the classroom

# data[].attributes.body
to be reaching the transformation level of technology integration and meeting all 5 characteristics

# data[].attributes.headline
5 Characteristics of meaningful learning environments

# data[].attributes.subject
5 Characteristics of meaningful learning environments

# data[].attributes.body
active, constructive,goal- directed, authentic, and collaborative

# data[].attributes.body
approved 2005 by a team at the University of South Florida College of Education

# data[].attributes.body
Technology Integration Matrix

# data[].attributes.body
educators are getting stuck at what TRACK looks liked in the k-12 classroom and how to measure success in the tech-infused lessons

it need the addition of practical tool to help teachers make transparent the connections

TRIPLE E Framework was created based on this need to extend TRACK

# data[].attributes.body
made for thinking about the "big picture"

# data[].attributes.body
meaningful use of technology in the class

Asks educators to use their content, pedagogical and technology knowledge to guide their students in meeting specific classroom learning goals

master all 3= effective integration of technology

# data[].attributes.body
conceptual view of how technology could be used in a class

# data[].attributes.body
Founded in 2005-2006 by Punya Mishra & Matthew Kaeliler at the University of Michigan

# data[].attributes.body
Technological Pedagogical Content Knowledge