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Learning First, Technology Second: TripleE Framework to Design Effective Lessons With Technology

Location: W196a

Explore and create
Pre-registration required

Explore and create : Workshop

Sunday, June 24, 12:30–3:30 pm
Location: W196a

Dr. Liz Kolb  
This workshop will help educators understand the actual research behind what is and is not effective when designing lessons that integrate technology tools. Participants will learn how to use the simple Triple E Framework (informed by research) to design lessons that put the learning goals before the technology tools.

Skill level: Beginner
Attendee devices: Devices useful
Attendee device specification: Smartphone: Windows, Android, iOS
Laptop: Chromebook, Mac, PC
Tablet: Android, iOS, Windows
Participant accounts, software and other materials: None
Focus: Leadership
Topic: Technology planning and evaluation
Grade level: PK-12
ISTE Standards: For Coaches:
Teaching, Learning and Assessments
  • Coach teachers in and model design and implementation of technology-enhanced learning experiences using a variety of research-based, learner-centered instructional strategies and assessment tools to address the diverse needs and interests of all students.
  • Coach teachers in and model engagement of students in local and global interdisciplinary units in which technology helps students assume professional roles, research real-world problems, collaborate with others, and produce products that are meaningful and useful to a wide audience.
  • Coach teachers in and model design and implementation of technology-enhanced learning experiences addressing content standards and student technology standards.
Additional detail: ISTE author presentation

Proposal summary

Purpose & objective

Participants will leave the session with the following new skills:
1) . An understanding of the peer-reviewed research from the last two decades on technology and learning. What the research says is effective and not effective when using technology in learning.
2) . An understanding of how the Triple E Framework can be used to design lessons that integrate technology to leverage learning.
3) . An understanding of how the Triple E Framework can be used to evaluate and select technology tools that will be "better" choices for learning.
4) . An understanding of how administrators can use the Triple E Framework to evaluate the lessons their teachers are teaching with technology tools.
5) . Many real world examples of lessons that integrate all three levels of the Triple E Framework in K-12 teaching.
6) . Resources and handouts to support teachers integrating technology moving forward.


Process: We will use an interactive lecture format with Peardeck, so participants are active in the learning.

15 minutes: Introductions and Ice Breaker "how have you used technology as a gimmick in your teaching?" (hands-on activity with devices)
10 minutes: Case study analysis of a teaching case (hands-on activity)
50 minutes: Overview of the research on effective versus ineffective use of technology in teaching. This will include small group discussion and "turn and talks"
15 minute: BREAK
40 minutes: Learning to use the Triple E Framework with case studies (hands-on activity with devices and group discussion)
40 minutes: Learning to use the Triple E Framework to evaluate a learning tool (hands-on activity with devices and group discussion)
10 minutes: Tour of the Triple E Website and free resources, debrief

Supporting research

The Triple E Framework is based on a considerable amount of research that has been conducted over the past decade about what works and does not work when it comes to technology in learning. While based on all the research listed in the references, in particular it emphasizes...
At the core of any technology-enhanced lesson should be the learning goals (Linnenbrink & Pintrich, 2003).
Meaningful use of technology in the classroom requires teachers to integrate technological affordances with pedagogical approaches for the specific subject matter to be taught (Mishra & Khoeler, 2006).
The importance of time-on-task active engagement (Kay & Lauricella, 2011; Wartella, 2015)
The quality of technology use rather than quantity (Wenglinsky, 2006; Wenglinsky, 2008; OECD, 2015)
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 and/or joint-media engagement of technology devices and software (The American Academy of Pediatrics, 2013; Darling-Hammond et al., 2014; Zach & Barr, 2016)
Significance of a "human" as part of co-use (The American Academy of Pediatrics, 2013; Zach & Barr, 2016)
Value-added strategies such as promoting student self-reflection, self-assessment, and self-explanation (Means et al. 2009).
Social aspect of learning through technology tools (Vaala et al., 2015; Guernsey, 2012)
Learning should be situated in authentic contexts (Brown et al., 1989; Lave & Wenger, 1990)
Key to success when integrating technology is the teacher's use of instructional strategies and pedagogical supports when integrating digital technologies, not the tool itself. (Pane et al., 2017; Kay & Lauricella, 2011; Bebell & Kay, 2010; Montrieux et al., 2015; Okojie et al., 2006)
Specific links to research can be found at:

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person photo
Dr. Liz Kolb, University Of Michigan

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