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The purpose of the Triple E Framework is to evaluate the use of technology in your teaching. It involves reflecting and evaluating technology and pedagogy using the three E's - Extend, Enhance, and Engage.

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-Developed Liz Kolb (2011)
Professor at University of Michigan
School of Education
--For more information on Liz Kolb see:
https://www.edutopia.org/profile/liz-kolb

-Created to help K - 12th grade educators implement technology in their classroom practices as an extension of current research in the field

-Developed to assist educators select and integrate appropriate technology tools that enable the accomplishment of learning goals

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Underlying Theories of Learning & Technology

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Underlying Theories of Learning & Technology

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-Tool designed in support of the belief that technology should be integrated into teaching practices that support and follow what "we already know about good teaching and pedagogical practices"

- The Triple E Framework was developed with the underlying beliefs of Dewey's (1897) theory of learning and pragmatism
--Dewey's theory is summarized here:
https://www.teachthought.com/learning/pedagogy-john-dewey-summary/

-Learning is viewed as an opportunity for students to apply learning to their everyday lives

-Opportunities for hands-on learning are essential to create more meaningful learning through appropriate application

-Kolb saw that a large majority of technology tools are created and implemented as "drill and practice" tools which only utilize lower level learning based on Bloom's Taxonomy
--See a summary of Bloom's Taxonomy here:
http://www.celt.iastate.edu/wp-content/uploads/2015/09/RevisedBloomsHandout-1.pdf

-This lack of meaningful learning created a larger need for more appropriate and productive technology use in educational practices; therefore, the Triple E Framework was born

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- Student achievement is the heart of this model

-Tool designed for lesson planning and evaluating the effectiveness of technology integration in learning

-Framework is for educators to create more meaningful learning experiences for students while adding authentic value to their learning with technology

-Provides an evident connection for administrators to see the correlation between learning goals and the technology implementation in teachers’ classrooms

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Associated Teaching Approaches, Products, Tasks, Activities

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Associated Teaching Approaches, Products, Tasks, Activities

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-No digital tool is a magic bullet for learning

-The type of tool selected is not nearly as significant as the instructional strategies a teacher creates when using the tools

-Instead of tossing out effective teaching strategies when using technology tools, teachers who use technology effectively are able to integrate instructional moves to leverage better learning with the digital tools

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- Examples - I do, we do, you do; Guided practice

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- Examples - Graphic organizers; Differentiation

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- Examples - Real world issues; Students investigate and direct their own projects

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Challenge

- Fashion students developed connections with others related to the field of fashion using online platforms such as Pinterest and e-mail communication

- Through these relationships, students learned about current issues that were relevant to today's members of society, such as the implications of "fast fashions"

- Students were challenged to cultivate this new learning into something new through a demonstration

- They chose to use their new knowledge to create a classroom display that included components such as re-purposed clothing and accessories

Extend

- The use of technology, in this case, served as an extension of learning for students because they were able to relate their classroom learning to the outside world

-Technology provided a pathway for students to learn about current issues in the world and to begin examining their own personal habits as contributing factors to the issue

Enhance

- The use of technology platforms provided a means for students to communicate and collaborate with people that they would not normally have had the opportunity to with otherwise

- The use of technology made the learning for students more applicable and relevant which resulted in a deeper understanding of the issues

Engage

- Students were driven by their interest in the fashion field and ultimately determined the path of their own learning

- Students were actively engaged due to the personal relationship that they had developed with the content and the learning process from the planning through creation stage

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http://www.tripleeframework.com/about.html