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 visual representations of learning, turn and teach activities, and self-reflective practices (Kolb, 2020). The technology used in the classroom should extend to students’ lives, giving them opportunities to be life-long learners beyond the classroom (Kolb, 2020). This means learning that centers real-world experiences, authentic experts, and students directing their own learning (Kolb, 2020).
Framework Appropriateness
This model aligns well with other initiatives at Weatherford Public Schools. Weatherford is a 1:1 district that expects teachers to integrate technology along with more traditional learning. In their Board Policy Handbook, they purport to establish an atmosphere of intellectual freedom where students “can develop attitudes and skills for effective cooperative living” (Weatherford, 20204, p. AEC). Students typically find intellectual freedom to be motivational, a key element of the engagement part of the model. WPS’s focus on cooperative living aligns well with both the enhancement and extension portions of the model. Current practices within the district, though, are not necessarily in alignment with the framework. Students complete worksheets using Kami and submit work on the LMS; IXL is often used for reviews, remediation, and fast finisher work; programs such as WayGround and EdPuzzle are used for review and bellwork. Teachers do have NewLine TVs in their classrooms and can use those to broadcast videos and lessons, and they can be used like whiteboards.
Framework Relevance
A 2018 study showed strong evidence that the Triple E Framework is a reliable and valid framework for planning lessons that integrate technology (Schatzke, 2019). Because it focuses first on good instruction and second on technology, even reluctant educators may be encouraged to incorporate technology into their lessons using a framework with such pedagogical grounding.
ISTE Alignment
This is a promising model for districts looking for concrete ways to operationalize the ISTE standards. Learning designed to meet the Empowered Learner standard might include co-use of technology (engagement), self-reflective practices during the activity (enhancement) or students choosing technology and directing their own projects (extension) (Kolb, 2020; ISTE, 2025). Activities that meet the Knowledge Constructor standard might begin with the teacher modeling thinking (engagement) and include visual representations of learning like infographics (enhancement) and a focus on real world issues (extension) (Kolb, 2020; ISTE, 2025).
Evaluation
Weatherford uses the Tulsa TLE evaluation rubric. Indicator 1 focuses on preparation and speaks to using instructional strategies that “that encourage the development of critical thinking, problem solving and performance skills” (Tulsa Public Schools (TPS), 2014-2015, p. 2). Just like the Triple E Framework, the first focus for teachers is instructional strategies that support diverse learners in developing 21st century skills. Indicator 5 includes a discussion of students being involved in the development of their own learning goals (TPS, 2014-2015). Indicator 7 addresses student use of technology to demonstrate understanding (TPS, 2014-2015). These values align well with the values of the Triple E Framework, which focuses on using technology in ways that support sophisticated understanding of the content, moves students from passive to active learners, and builds a bridge between school and their lives away from school (Kolb, 2020).
References
Kolb, L. (2020). Triple E Framework. https://www.tripleeframework.com/
International Society for Technology in Education (ISTE). (2025). ISTE Standards for students. ISTE. https://iste.org/standards/students
Schatzke, S. E. (2019). A validation study of the Triple E rubric for lesson design: A measurement tool for technology use in the classroom [Doctoral dissertation, University of North Texas]. UNT Digital Library. https://digital.library.unt.edu/ark:/67531/metadc1505198/
Tulsa Public Schools. (2014–2015). Teacher evaluation and observation rubric. Oklahoma State Department of Education. https://oklahoma.gov/content/dam/ok/en/osde/documents/divisions/teacher-recruitment-and-retention/teacher-year/tle-qualitative-components/Tulsa_Framework_2014-2015.pdf
Weatherford Public Schools. (2024). Board policy book [PDF]. https://files-backend.assets.thrillshare.com/documents/asset/uploaded_file/4316/Wps/34a5b6ac-a4b2-4888-968c-6f097c10e07b/WPS-Board-Policy-Book-%281%29.pdf
Hello Robin!
ReplyDeleteI like your point that the Triple E Framework centers on the learning goal instead of the technology being implemented. I concur, and in my experience, having technology is never enough to enhance teaching. Your Weatherford Public Schools examples beautifully capture this idea. For me, while technology tools such as Kami, IXL, and EdPuzzle can enhance student learning and development, simply digitizing a worksheet or activity won't necessarily increase the depth of the learning.
Additionally, I greatly admired your ties to the Triple E Framework with the ISTE Standards. I can see how students, through technology, can become more student-driven and take ownership of their learning. By allowing students the flexibility to select tools, monitor their learning, and engage in activities that help them to make connections to the real world through the use of technology will allow for far more meaningful engagement to take place. Your references to the TLE evaluation rubric make the framework a useful addition to the array of teacher-led frameworks rather than another add-on that educators would need to support.
I agree that Kolb's Triple E Framework puts emphasis on education over technology. We should not just be using technology just for the sake of using it. As far as frameworks go, I feel that Kolb's would be easy for teachers to implement and is practical. At its core, it is a framework that many teachers can get behind and move forward with in implementation in their classrooms.
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