Evaluate or Assume: What is the Framework in your District? (Week 1 EDUC 5243)

    Hello! My name is Liz Henderson. I have about 20 years of teaching experience. The last six years have been spent working as an interventionist, with my most recent title being Intervention Curriculum Specialist. I am passionate about using data gathered from interventions to help drive student growth and help teachers maximize their time and effort by taking the data from our supplements and using it to guide explicit instruction. I also help teachers pivot when things aren’t working and am called to sit on RED (Review of Existing Data) meetings when needed. In my job, it is essential to review our technology and ensure it meets the needs of the students we serve and that we are integrating it appropriately for maximum student growth.

    Technology integration is crucial in all educational settings, especially considering the amount of technology students use daily. Technology is a must at my school because we are a virtual school. After checking with many in my organization, we do have a technology policy, but it leans more toward acceptable use and not the best way to use and evaluate the technology available. However, teachers do have to get approval if they want to use a curriculum (supplement or core) that has not been previously approved in our district. If that is the case in other districts, which is likely so, then we as teachers should take the initiative to find a way to incorporate a framework that allows us to determine if the curriculum is helpful toward achieving learning goals and be able to present that information to their principal for approval.

    For my particular school, I have been reviewing the Triple E Framework (Kolb, 2011). This framework, created by Liz Kolb, is intended to help teachers evaluate if the technology they are using is helping students achieve their learning goals. It also focuses on three things: Engagement, enhancement, and extension (see image below):

(Kolb, 2011)

With these three strategies focusing on students' learning outcomes and goal achievement, this framework is different from others that focus more on technology tools rather than outcomes. While the tools and ease of use are important, they will not matter if the learning goals are not achieved. 

    Since my district is almost entirely virtual, the three areas used in the Triple E Framework (Kolb, 2011) are important to consider when teachers are choosing the online core curriculum as well as any supplements. If the technology is not helping them reach their goals, it could be a waste of time for everyone. I was unable to obtain a technology framework for my district, but I believe that is likely because we almost exclusively use technology in our teaching (since it is virtual), and the teachers are given specific choices of things that are approved. Though I understand why this would be the case, there should still be a framework for when teachers would like to implement a technology that is not currently available within our district. They should be given the tools to evaluate the benefits of the technology on their own and be able to do so in a timely manner. An easy way is to use this rubric (Kolb, 2020): Triple E Framework Rubric

    In some districts, mine included, very little can be used without going through a vetting process. It takes time, so new initiatives can be challenging to start. We have an entire process to get approval for things and an innovations team that looks at it to determine if it is best for our district. Though this particular framework is not what they use, it is similar to what the innovations team is doing. Teachers do not have to go through this process to use supplements that have not been approved, but they do have to get special permission.  If we could provide this framework to our teachers, we would align with what is already in place, and those deciding if there should be a yay or nay would have data to help make the decision.

    The Triple E Framework (Kolb, 2011) is streamlined, which leads me to believe it would be reasonably easy to implement. The most significant obstacle would be buy-in from teachers and administrators. Most would argue that the technology already in place, as well as technology that is readily available, has plenty of data to back up how well it works. However, I find that most of the data and information found is research done by the company that is touting the technology. Since they want us to purchase their technology, they will not be presenting anything that would hurt their chances of a sale. By using the framework as we implement technology, we can avoid using things that do not reach the learning goals and stop wasting valuable time and money.

    Even with all of the information above, it would be remiss not to consider the ISTE alignment of any framework put in place for technology. The Triple E Framework (Kolb, 2011) aligns pretty well. I will focus on the Educator Standards, but you can check out how well they align with the others. As far as educator standards, here is a general breakdown of how the Triple E Framework (Kolb 2011) aligns (Standards can be found here):

• 2.1-Learner: The Triple E Framework (Kolb, 2011) covers this when used. In addition, the Enhancement sections require teachers to model and implement effective technology. 

• 2.2-Leader: By using this framework, educators can provide documentation to other teachers and administrators on whether or not the technology in use is effective in supporting student learning. 

• 2.3-Citizen: This standard is covered in the Extend section (building skills they can use in everyday life) of the Triple E Framework (Kolb, 2011).

• 2.4-Collaborator: The Triple E Framework (Kolb, 2011) covers this when the teacher uses the framework and shares their findings with other educators, but also in the Engage section by checking to see if the students can engage with the technology and each other.

• 2.5-Designer: The Triple E framework (Kolb, 2011) automatically meets this standard when teachers use it to determine if it is an effective technology.

• 2.6-Facilitator: If teachers use the Triple E framework (Kolb, 2011), they will evaluate the technology used, and in doing so, they will meet the ISTE Standards for Students. 

• 2.7-Analyst: This final standard is close to my heart. Teachers should use data to guide their instruction and to help achieve student goals. This is automatically done when using the Triple E framework (Kolb, 2011) to analyze their lessons and use of technology. 

(International Society for Technology in Education, 2024)

    An additional consideration is determining if the framework can be used in teacher observation. My district has developed its own Teacher Evaluation form, and due to the nature of our school (being virtual), technology is implied in all lessons. The Triple E Framework could easily be used for teacher evaluations, especially since it would be beneficial for students to have the most effective lessons. One specific item on our teacher evaluation form can easily be adapted: “The teacher demonstrates effective planning and preparation by designing organized, engaging, personalized learning plans. These plans are individualized to the needs of each student.”

    Finally, when deciding whether to use any framework, a district should consider how well it fits into its current evaluation tools. At my district, I was unable to obtain an evaluation tool for this blog post, so it either is not in use (doubtful when we are a virtual school), or I just have not been put in contact with the correct people. Our district is very large, and it can take a while to find the correct person or team. However, when I look at the teacher evaluation tool (created specifically for our unique district setup), this Triple E Framework (Kolb, 2011) will easily fit into our school (which is why I selected it). It is easily adaptable to the curriculum we already have, and we can have several teachers use it to review the ones they are using, along with the curriculum specialists assigned. 

    What do you think? Is it necessary to evaluate the tools used in your district, or should you trust that the administrators who chose what you use have looked at all angles? I feel that it is good to ask questions. We need to do what is in the best interest of our students. If we don’t understand the reason and benefit, how can we get our students to engage with us and each other, enhance their learning and understanding, and extend it beyond school? 

    Citations:

        ISTE. (2024). ISTE standards: For educators. ISTE. https://iste.org/standards/educators

‌ Kolb, L. (2020, December 9). Triple E Framework. Triple E Framework. https://www.tripleeframework.com/