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SAMR does not specifically measure learning outcomes. The Triple E framework helps extend SAMR by making the connections between how technology tools are being used in the classrooms and learning goals (Kolb, 2017, p. 25).

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The matrix does not tell educators how effective technology is at meeting learning goals. "Therefore the Triple E Framework helps extend this model by integrating some of the meaningful learning strategies..." (Kolb, 2017, p.23).

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The TPACK does not offer teachers a tool that tells teachers how to connect and distinguish effective areas of knowledge. The Triple E framework "was created based on this weed to extend TPACK to a measurable framework" (Kolb, 2017, p.23).

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SAMR uses four types of technology use to determine how technology is being used in the classroom. First there is substitution, (is technology being used in place of a traditional tool?), second there is augmentation (is technology adding tools that make work easier?), third there is modification (is technology providing students another way to do tasks?) and fourth there is redefines (is technology changing the task?) (Kolb, 2017, p. 24).

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Helps extends the current frameworks. "Takes the strongest pieces of these frameworks and weaves them into a practical measurement tool that focuses on the learning goals before technology tool" (Kolb, 2017, p. 27).

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Developed by Dr. Ruben Puentedura in 2012 (Kolb, 2017, p. 24).

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"TIM includes five characteristics of meaningful learning environments: active, constructive, goal- directed, authentic and collaborative ... the model also considers five levels of technology integration: entry, adoption, adaption, infusion and transformation" (Kolb, 2017, p. 23). TIM mainly focuses on how technology is being used in classrooms.

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"Developed around 2005 by a team at the University of South Florida College of Education" (Kolb, 2017, p. 23).

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"The TPACK framework models the type of flexible knowledge needed to successfully integrate technology use into teaching (Mirshra & Koehler, 2009)" (Kolb, 2017, p.22). TPACK asks educators to combine three areas of knowledge which are content knowledge (subject), pedagogical knowledge (how instruction will happen) and technology knowledge (technological tool that will be used). The framework suggest that the area where all three areas of knowledge meet "will help guide teachers to effectively integrate technology into their lesson plan" (Kolb, 2017, p.22).

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"Developed by Punya Mishra and Matthew Koehler at Michigan State University" (Kolb, 2017, p. 20).