Robin Green EDUC 5333

My partner teaches in an alternative school setting and noted that many of her students lack basic computer skills needed to even begin using technology in creative ways that would allow them to be self-directed learners. Darvin notes that accessing information and creating knowledge are central to accessing power, and marginalized groups, like those that are often overrepresented in an alternative school setting, need educational structures that prepare them to use technology for “sustainable social futures” (2019, p. 225). This knowledge guided the development of the SMART goal :  “By the conclusion of Block 1 (9 weeks), I will increase students’ independent and authentic use of technology by providing explicit instruction, modeling, and scaffolding aligned with the ISTE Standards for Students, specifically Empowered Learner substandard 1.1.d, and the Triple E Framework. Students will gradually assume responsibility for selecting, using, and applying digital tools to produce a fi...

Kolb's Triple Framework and Weatherford Middle School Framework Kolb’s Triple E Framework is an accessible structure based in Pragmatism designed to support teachers as they make instructional choices around technology tools. The focus of the framework is on the learning goals, not the technology (Kolb, 2020). The triple Es in the framework are Engagement, Enhancement, and Extension (Kolb, 2020). Teachers who choose technology to engage students are mindful that they are choosing options that motivate students, help them spend more time on task, and provide opportunities for them to be active, social learners (Kolb, 2020). This might include strategies like co-use of technology, modeling, and gradual release of learning (Kolb, 2020). Technology should enhance student experiences, scaffolding learning experiences and allowing them to demonstrate a more sophisticated understanding of the content in ways they couldn’t do with traditional tools (Kolb, 2020). This might look like using ...