Week 1 - Technology Integration Framework

 

A technology integration framework that could be used by my district, the Pittsburg Unified School District in California, is the Triple E Framework by Kolb (2020). This framework focuses on ways that technology will engage students, enhance learning beyond what could be done without it, and extend learning beyond the classroom. If technology does not do these things, it is likely not helpful to use it in a lesson.

For example, if a teacher has students use technology to fill out an online worksheet instead of a paper one, that does not add much in terms of engaging them, enhancing the learning, or extending it. It simply provides a different format. There may be some small enhancements, such as the ability for students to access spell checking or other word processing tools. If they use technology to play an interactive game that engages students, or to use a tool that helps students model and manipulate a concept they are learning. If they use it to facilitate having students work in groups on a shared document, research online, or communicate with students in another place, those are ways the technology could contribute much more to the learning.

Pittsburg Unified School District has 1-1 technology access for students. It provides a Chromebook for each student. In its "Vision 2027" document, it asserts that "Equitable and accessible technology will connect the world to every student." (Pittsburg Unified School District, n.d.) They also emphasize making sure students have access to high-speed internet. While there has been this investment and commitment to provide the equipment, there has been very little guidance from the district about how the technology should be used. During the COVID-19 Pandemic, the district provided teachers with Google accounts, and our high school teachers were to use Google Classroom. The district also uses Clever as a single sign-on, where some other tools are available, such as iReady for district assessments, some online textbooks, and other administrative and educational tools. Teachers are largely left to their own devices in terms of how they use the technology in their lessons. Because of this, some use technology in ways that do not add much to a lesson, such as filling out online worksheets or turning in assignments via Google Classroom. Other teachers are much more creative, and some tend to avoid the technology, particularly since students are increasingly using AI to cheat on assignments.

The Triple E framework would provide a good guide in this context, so that the technology the district spent so much to provide would be used to enrich lessons and increase learning.

The Triple E framework would be relevant to the District's Vision 2027 goals, to effectively connect the students to the world, and to encourage critical thinking, strong communication, and collaboration, which are also emphasized. It would also fit with this year's focus initiatives in the district, which include efforts to increase equity and student discourse.

Clear connections can be made from this Framework to the ISTE Standards. For example, all of the ISTE standards for students (2016) are focused on how the use of technology can enhance learning. They provide a guide for students to become empowered learners, digital citizens, knowledge constructors, innovative designers, and creative communicators. They also extend the learning in the focus on being global collaborators. These activities would also engage students much more than passive technology use.

This Framework lines up with the evaluation tool used in the district. Teachers are evaluated using a district tool based on the California Standards for the Teaching Profession (2024), which includes standards for "Engaging and Supporting All Students in Learning" and "Planning and Designing Learning Experiences for All Students". It doesn't explicitly mention technology, but the Triple E framework would be a good fit to address the competencies when technology is included.

The Triple E Framework is simple for teachers to remember, fits well with the current district guidance and evaluation, and would provide a valuable guide for any teachers using technology in the classroom. It is likely that some training may be required to help some teachers apply it in the classroom.

References

California Commission on Teacher Credentialing. (2024). California Standards for the Teaching Profession (CSTP). Sacramento, CA: Author. 

Kolb, L. (2020). Triple E Framework. Retrieved from: https://www.tripleeframework.com/

Pittsburg Unified School District. (n.d.). "PUSD vision 2027: Graduate profile & design principles." https://pittsburgusd.net/documents/PUSD_Vision_2027.pdf

Integration Graphic by Gerd Altmann/geralt on Pixabay: https://pixabay.com/photos/integration-migration-refugee-2489613/