3E & RIGOR

FRAMEWORK
MODEL
Sharifah Nuraini binti Syed Fesal
 WHAT IS TRIPLE E?
• a practical framework that measures the degree to which the technology in a lesson is
helping students meet the learning goals
• focus is on the learning goals, and not specific technology tools.
• draws on educational research concerning effective and ineffective practices with technology
tools from the past two decades
• measurement tool 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
The Triple E Framework helps to expand upon current frameworks (TPACK, TIM,
SAMR) that educators already use to guide their technology use in the classroom
THE COMPONENTS OF 3E
FRAMEWORK
 3E EMPHASIS
agmatism: Active, social, creative, Focus on the learning goals Meaningful use of technology in the The significance of instructional
and authentic learning (Dewey, (Linnenbrink & Pintrich, 2003) classroom requires teachers to strategies in cooperation with using
1897) integrate technological affordances technology tools (Pane et al., 2017;
Khoeler, 2006). with pedagogical approaches for the Montrieux et al., 2015; Okojie et al.,
specific subject matter to be taught 2006)
(Mishra &

Knowledge needs to be situated in Helping students connect existing Technology itself does not lead to The quality of technology use rather
authentic contexts (Brown, Collins, knowledge with new knowledge positive effects in student learning but than quantity (Wenglinsky, 2006;
and Duguid, 1989; Lave & Wenger, (Wartella, 2015) can be an ‘intellectual and social Wenglinsky, 2008)
1990) amplifier’ which can help make good
Social aspect of learning through schools better but also can increase
technology tools (Vaala et al., 2015; problems at less successful schools
Guernsey, 2012) when not implemented strategically.
(Warschauer, 2006)
The type of use--avoiding "drill and Value-added strategies such as Co-use and Joint-Media Engagement The importance of time-on-task active
practice" which can have negative promoting student self-reflection, self- with technology devices and software engagement (Wartella, 2015)
effects on learning outcomes and assessment, and self-explanation (The American Academy of Pediatrics,
integrating more real world problem- (Means et al. 2009) 2013; Darling-Hammond et al., 2014;
solving and creating (Vaala et al., Zack & Barr, 2016)
2015)
 DEVELOPMENT OF 3E
FRAMEWORK
• developed in 2011 by Professor Liz Kolb at the University of Michigan, School of Education
• was designed 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
• clearly points out that effective technology integration begins with good instructional
strategies and not fancy tools
• reliable and useful research that provides guidelines on effective practices when using
technology tools for eliciting learning growth
 WHY 3E?
• takes this fallacy of technology as the magic bullet learning into account, and allows
teachers to become critical consumers of making mindful choices around technology tools in
their teaching
• intended to help educators create lessons that allow students to use technology to meet and
add value to learning goals as active, social, creative learners, in authentic ways
• helps K-12 administrators evaluate the connection between potential learning outcomes and
the technology they are seeing in their teacher's classrooms
 HOW TRIPLE E IS DIFFERENT THAN
OTHER TECH INTEGRATION MODELS?
• The Triple E Framework helps to expand upon current frameworks (TPACK, TIM, SAMR)
that educators already use to guide their technology use in the classroom
 SIGNIFICANCE OF
INSTRUCTIONAL STRATEGIES
• teachers who use technology effectively are able to integrate instructional moves to leverage
better learning with the digital tools
• makes certain to consider that while a tool may be "drill and practice", the teacher can create
structures around the tool to help meet the three different components of the framework
• Eg: students could participate in reflective thinking practices such as making predictions
while they are using the technology tools, so they can reflect upon their learning
INSTRUCTIONAL STRATEGIES
EXAMPLES
Rigor and Relevance
Framework
 THE CONCEPT
• a tool developed by the International Center to examine curriculum, instruction, and
assessment along the two dimensions of higher standards and student achievemen
• used in the development of both instruction and assessment
• teachers can use it to monitor their own progress as they add rigor and relevance to their
instruction, and to as they select appropriate instructional strategies for differentiating
instruction and facilitating higher achievement goals
• serves as a powerful instructional leadership tool to ensure learning is at the forefront with
technology initiatives. It assists leaders in the following ways:
• Provides a common language for all
• Constitutes the lens through which to examine curriculum, instruction, and assessment
• Creates a culture around a common vision
 A LESSON WITH RIGOR ASKS STUDENTS TO:

RIGOR means framing lessons at the high end of the knowledge taxonomy

EXAMINE PRODUCE
CLASSIFY DEDUCE

GENERATE ASSESS

CREATE PRIORITIZE
SCRUTINIZE DECIDE
RELEVANCE IS THE
PURPOSE OF THE LEARNING:

ACQUIRE KNOWLEDGE
APPLY KNOWLEDGE
INTERDISCIPLINARY
REAL WORLD PREDICTABLE
REAL WORLD UNPREDICTABLE
A LESSON WITH RELEVANCE
ASKS STUDENTS TO:

USE THEIR KNOWLEDGE