Liz Kolb, the originator of the Triple E Framework, visited us over the summer delivering this year's WiredTC keynote. The TechNollerGist gives his own practical take on the "Framework" and how best to apply it to your technology use in the classroom. 

 

Show Transcript:

Larry Burden 0:00 What is this app with the little things poking out of it?

Larry Burden 0:05 Like, uh-oh, uh-oh something has gone amiss.

Larry Burden 0:15 All right, here we go. It's Episode 12 of the TechNollerGist podcast. The number is still correct. I know you debate. I'm Larry Burden, and he's been actively developing a framework to avoid frameworks. It's the TechNollerGist, David Noller.

David Noller 0:28 That's not inaccurate right there.

Larry Burden 0:30 You are the agent of chaos.

David Noller 0:33 I am an agent of chaos. That's great.

Larry Burden 0:34 Today's topic, should he, should he choose to accept it? practical Ed Tech, with the Triple E Framework?

David Noller 0:40 Yeah.

Larry Burden 0:41 So Liz Kolb, the originator of the Triple E Framework visited us over the summer. Did a little WiredTC keynote, which I thought was fabulous. We kind of discussed it a little bit in an earlier EdTech Loop podcast regarding the fact that she just got right into it, and went into the research it was your professional, I'm a professional, let's talk about professional stuff.

David Noller 1:04 Right, right.

Larry Burden 1:05 Um, but for those of us that did not attend the keynote, what is the Triple E Framework?

David Noller 1:12 So, I like to slow roll it in terms of just providing, like just the, the bare bones of the framework, right? Because I think in many ways, the framework reflects what has been good teaching all along. But highlights in a way that's, that's certainly useful for our teachers to know, and is great as a way to reflect on our practice. So the three big things of the framework are that we use, whatever resources we're using, whether it's a technology piece, a website, a tool, whatever it happens to be to engage, enhance, and extend learning. Those terms are pretty self explanatory. In terms of extending, we want to build a bridge to real world experience with the kids with the things we're doing with them. And if we can use a technology tool to do that, then we've met our duty to extend. We want to enhance the kids experience by helping them build to a more sophisticated understanding. And we do that through scaffolding. And that's where I keep coming back and saying, and that's always been good teaching. We've always tried to scaffold from simple to complex. But with some of the available tools we have, we can go higher than we could without those tools. When we're talking about paper and pencil, you can only go so far. If you can run a simulation, online, using these tools, we're taking this scaffold and we're building and higher.

Larry Burden 2:43 I hadn't thought about this before. But not only are you creating, and I think we lose this sometimes when we talk about using technology, you're creating scaffolding that goes higher, you're also creating scaffolding underneath. Because there's foundational skills that you need to have developed in yourself and in the students to get to the stuff up high.

David Noller 3:09 Sure. Sometimes we throw kids into the practice of the high stuff. And they learn those foundational things as they go. So the next time they encounter that tool, it's easier for them to use. There's no way around, you're going to have to use, you know, this library media research tool, the first time once. Once you've used it the first time once, then it's no longer the first time and you build those foundation, as you go through that process. When we do our senior research project in the spring. By the time they're seniors, they've used that library tool so many times that it's, I have to spend less time building the basement, and we can spend more time being intentional about our information gathering.

Larry