Assessing the use of Technology in my Classroom with the Triple E Framework

In learning about the Triple E (Engage, Enhance, and Extend)  Framework, I appreciated the purpose of this framework. The Triple E framework is intended for educators to "easily evaluate how to select tools to meet their learning goals, and ultimate design learning experiences so the tools have a positive impact on student achievement and learning outcomes." This research based framework is focused on learning goals instead of learning tools. "The framework draws on educational research concerning effective and ineffective practices with technology tools from the past two decades.  The Triple E rubric was developed specially for K-12 teachers and administrators to use in lesson plan development, evaluation of the potential effectiveness of educational apps in learning, and evaluation of the potential effectiveness of tech tools in lesson plans."

In measuring my own use of technology in the classroom, this rubric was insightful in highlighting what I am doing effectively and what I could do better. I really appreciated the focus of each area on the rubric too. How am I engaging students in the learning? How am I enhancing the learning goals? How am I extending them?

In the first area of measurement, engagement, I scored a 5. Students are overall effectively engaged when using technology. Students are able to master a specific standard or work on a specific skill that may be targeted at their level. This makes me think of how I utilize the learning tool, IXL, in my classroom. Students are overall motivated as well. We use a visual poster titled "IXL skills Mastered" where students receive stickers as they master skills. This really motivates students to work hard on IXL, even beyond the classroom. In a resource classroom, I struggle with students being passive learners. Sometimes technology can make contribute to that issue if I do not scaffold the learning to students. 

In the second area, enhancement, I scored another 4. While I am able to scaffold learning to students because of my special education understanding, I struggle with promoting higher order thinking. I sometimes do think my students would benefit form a more traditional approach in some areas such as writing. Many of my students avoid writing physically and do not practice correct writing mechanics digitally. This can be difficult to manage, and at times, enhancement may not be at its extent if I am not scaffolding properly. For example, I did a live Nearpod with my students recently. Students are used to self paced Nearpods in their general education classes such as science or social studies. In the resource setting, I was able to scaffold Figurative Language through various interactive feature with Nearpod. This was super engaging and enhanced my students understanding of figurative language. 

In the third area on the rubric, extending, I scored a 5. Students have access to learning outside of school at my school with our VILS program. Students are able to connect their experiences through various projects and assignments where student have choice. I could work on helping students authentically learn with technology tools that I use in my class. 

Overall, a score of 14 shows that I am capable of connecting learning goals with the technology tools students use. As a second year teacher, I do believe I can continue to grow in my understanding of technology in the classroom. This framework presented some important points such as the need of human interaction when learning with technology. I like how applicable and easy to use this rubric is with assessing the use of technology tools. I plan to use this rubric moving forward when incorporating tech.