What is the Triple E?

The Triple E Framework attempts to define what it should look like, sound like and feel like to integrate technology tools into teaching in order to meet and exceed learning goals.

The framework is based on three levels, Engagement in learning goals, Enhancementof learning goals, and Extension of learning goals.

While these terms are often used interchangeably, they are distinct and different.

The Triple E Framework defines each term and show examples of what makes each one unique and measurable.

The Triple E Framework is based on a considerable amount of research about what works and does not work when it comes to technology in learning.

In particular it emphasizes...

• Pragmatism: Active, social, creative, and authentic learning (Dewey, 1897)
• Focus on the learning goals (Linnenbrink &Pintrich, 2003)
• The importance of time-on-task active engagement (Wartella, 2015)
• The quality of technology use rather than quantity (Wenglinsky, 2006; Wenglinsky, 2008)
• Technology itself does not lead to positive effects in student learning but can be an ‘intellectual and social amplifier’ which can help make good schools better but also can increase problems at less successful schools when not implemented strategically. (Warschauer, 2006)
• The type of use--avoiding "drill and practice" which can have negative effects on learning outcomes and integrating more real world problem-solving and creating (Vaala et al., 2015)
• Helping students connect existing knowledge with new knowledge (Wartella, 2015)
• Co-use of technology devices and software (Darling-Hammond et al., 2014)
• Social aspect of learning through technology tools (Vaala et al., 2015; Guernsey, 2012)
• Value-added strategies such as promoting student self-reflection, self-assessment, and self-explanation (Means et al. 2009)

Read more about the research and links here

The Triple E Framework was developed in 2011 by Professor Liz Kolb at the University of Michigan, School of Education. The Triple E was created to fill a gap that has been pervasive in educational technologies---How to effectively integrate technology tools in K-12 learning so they have a positive impact on student achievement and learning outcomes.

WHY Triple E? The research on technology and learning over the past decade is fairly clear, technology should be integrated based on what we already know about good teaching and pedagogical practices. Dating back to the late 19th century, the foundation of current teaching practices is based on the work of pragmatism. Pragmatists like John Dewey (1897) pushed for learning to be embedded in the student's authentic everyday lives, socially constructed knowledge, active/hands-on learning and full of choice. Since the early 1990s Research has found that educational technology with a "drill and practice" approach often has no effects on learning or cognition. Yet, most technology tools created for education are still drill and practice and in the lower-order of Blooms Taxonomy.

Despite media often claiming a new piece of technology as a way to "revolutionize" learning, that is almost never the case. The Triple E framework takes this fallacy of technology as the magic bullet learning into account, and allows teachers to become critical consumers of making mindful choices around technology tools in their teaching. It is a simple framework, based on research, that helps educators create lessons that allow students to use technology to meet and add value to learning goals as active, social, creative learners, in authentic ways.

How Triple E is Different than other Tech Integration Models
Some educators tend to be haphazard with technology tools, often trying new hardware or software because it's shiny or new, dismissing older technologies with an assumption that older=poor technology use. Today, few educators would argue that technology is a TOOL to help students reach learning goals. So how do educators measure a tools ability to help students reach learning goals? There are a number of frameworks that teachers use for integrating technology (SAMR, ADDIE, TIMS, TPACK), while all of them have benefits, none directly focus on how technology helps students achieve learning goals. Most frameworks focus on how technology substitutes for traditional tools or if the technology use is creative, but not if the tools were able to enhance or extend the learning goals. As the U.S. has become focused on standards (CCSS, NEXTGEN...etc) and standardizing learning, making sure that students are using their time to meet learning goals is even more vital when integrating technology. This is where the Triple E Framework can fill this void.

Triple E Level 1: Engaged Learning