Increasing Independence in Emergent Readers Through Technology

Resource Materials:

In this section of the Resources Page you will find reference materials, tutorials and how-to information that will help you review or extend your knowledge from the presentation.

Triple E Framework

Triple E Model

Liz Kolb

Triple E Level 1: Engaged Learning

Engagement is one component of technology integration. Often by putting a piece of technology in front of the students or in their hands, they become interested or “engaged” in the activity. However, we can look a little more deeply at engagement by considering if the technology is not just capturing the interest of the student, but if it is actually engaging them actively in the content (not just the bells and whistles of the software). It is important to look for “time on task” engagement. In addition, engagement should include social or co-use of the technology tool rather than isolated learning with a tool. Students should be working together through the tool (eg…synchronous collaboration) or with the tool (eg…in pairs or groups with a device). Below are three questions to ask when measuring for engagement in learning goals through a technology tool.

The technology tool helps students engage in the learning goals

  1. Does the technology allow students to focus on the task of the assignment or activity with less distraction (Time on Task)?
  2. Does the technology motivate students to start the learning process?
  3. Does the technology cause a shift in the behavior of the students, where they move from passive to active social learners (co-use or co-engagement)?

Engagement Checklist

  1. Does the technology allow students to focus on the task of the assignment or activity with less distraction? Students are focused on the task because the software is helping them create the code that represents their content learning goals (characterization, setting, plot..etc). There are no games or rewards at the end of using the software that distract from the process of learning.
  2. Does the technology motivate students to start the learning process? Students are interested to connect their code to their complex novel. They are not just “swiping through” their iPad, rather they are carefully planning a code that is representative of their goal so they can see the physical results in the programmable ball that moves.
  3. Does the technology cause a shift in the behavior of the students, where they move from passive to active social learners (co-use)? ​Students are working in groups co-using the devices (rather than 1 device per child). Collaboration and constructing knowledge together.

https://www.tripleeframework.com/engagement.html

Triple E Level 2: Enhanced Learning

Technology can create opportunities for students to move beyond engagement in content, where the technology may simply be replacing a traditional method of instruction, but it is not actually doing anything different than the traditional method was doing. We call this the “value-added” aspect of technology. Value-added enhancement of learning through technology is when the tool is somehow aiding, assisting, scaffolding learning in a way that could not easily be done with traditional methods. This is the level where learning can become personalized and more relatable to the learner. This is when technology is really starting to change how learning occurs to make it more meaningful to the learner. Below are three questions that should be asked when measuring for enhancement of learning through technology tools.

  1. Does the technology tool aid students in developing or demonstrating a more sophisticated understanding of the content? (creates opportunities for creation/production over consumption)
  2. Does the technology create scaffolds to make it easier to understand concepts or ideas?
  3. Does the technology create paths for students to demonstrate their understanding of the learning goals in a way that they could not do with traditional tools?

Enhancement Checklist

  1. Does the technology tool aid students in developing or demonstrating a more sophisticated understanding of the content? (creates opportunities for creation/production over consumption) By students using technology to research their road trip (using authentic websites to reserve hotels, pay for meals, gas…etc), they are able to assess their understanding of rates, proportions, percents in mathematics with authentic data that connects to the real world (rather than a worksheet). They are using their higher order thinking cognitive skills of analysis, creativity and evaluation.
  2. Does the technology create scaffolds to make it easier to understand concepts or ideas? The students were able to use technology to better see and experience the connections between math, geography, and social studies in everyday life. They are no longer isolated workbooks or class activities.
  3. Does the technology create paths for students to demonstrate their understanding of the learning goals in a way that they could not do with traditional tools? There was a lot of choice available because the students could select where to go, what websites and digital resources to use to help aid in their development of the trip. Creation, critical thinking, and construction were all important skills that were enhanced with the aid of technology tools.

Triple E Level 3: Extended Learning

Educators are always looking for ways to connect student learning to the authentic world. If technology can somehow aid or enhance the ability to create these real-world connections, than learning is being extended outside of the classroom walls and into student’s everyday lives. In addition, another piece of extension are non-content related skills (often called “soft skills”). In the digital age, educators are often looking to help their students to start developing grit and P21 skills, that many employers are asking for. In order to measure if technology tools are extending learning goals, the following questions can be used for analysis.

  1. Does the technology create opportunities for students to learn outside of their typical school day?
  2. Does the technology create a bridge between school learning and everyday life experiences?
  3. Does the technology allow students to build skills, that they can use in their everyday lives?

*Click here to see examples of instructional strategies that can be employed to help elicit extension when using the digital tool.

Extension Checklist

  1. Does the technology create opportunities for students to learn outside of their typical school day? Students are able to connect with other students to compare and contrast their own lives with those of students in Massachusetts. They are collaborating in real time and choosing tools to help them better connect with their individual pen pals (such as Google Translator or Google Documents)
  2. Does the technology create a bridge between school learning and everyday life experiences? Students learn to use to technology to connect with other people that are different from them, learn from them and share what they know.
  3. Does the technology allow students to build skills, that they can use in their everyday lives? Students are learning to use digital tools to build positive digital footprints and make new friends.

Reading Resources

WriteReader

You might have some descriptive information that you put together that doesn’t have links. It might include a numbered or bulleted list. There are so many possibilities.

Tutorial Videos

Sway

 

 

 

Flipgrid

Jamboard

 

Adobe Spark

 

In-the-Classroom:

Our In-the-Classroom section is where you will find ideas and examples on how to integrate the tools shared into classroom instruction.

Sway

 

Jamboard

 

 

6 Google Jamboard activities your students will love!

  • Wakelet Collection: Jamboard Templates and Ideas
  • https://wke.lt/w/s/A8At1b
  • https://teachersbooksreaders.com/2020/08/25/jamboard-on-zoom-with-small-groups/
  • http://primarilygoogle.blogspot.com/2020/03/googles-jamboard-in-primary-grades.html
  • https://ditchthattextbook.com/jamboard/
  • https://ditchthattextbook.com/jamboard-templates/
  • https://digital.bu.edu/5-reasons-to-use-google-jamboard/

Flipgrid

 

 

 

 

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