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The Triple E Framework for educators is used to measure how well technology tools integrated into lessons are helping students engage in, enhance and extend learning goals. Developed in 2011 by Professor Liz Kolb at the University of Michigan, School of Education, the Triple E Framework was created to address the desire for K-12 educators to bridge research on education technologies and teaching practice in the classroom. The Triple E Framework is meant to be used as a coaching tool to support teachers in their instructional choices around and with technology tools.


Engagement in technology-enhanced lessons does not necessarily correlating with achievement. 

  • Studies on engagement uncovered that while students may be physically present and appear to be actively involved in using the technology tools, in reality they might still be cognitively disengaged from the learning goals (Linnenbrink &Piintrich, 2003).  


Engagement should create an environment of active time-on-task learning.

  • The tool should help focus student’s attention on the learning goals and the task at hand and not distract from it (Wartella, 2015). 

  • Active learning is when students are actively focused on the learning goals and not just “busy” doing what looks like learning.  “active learning occurs when children are “minds-on”—that is, engaged in thinking, reflecting, and effortful mental activity…swiping, tapping, and physically engaging with an app is not the same as “minds-on” activity. “ Ellen Wartella (2015).


Engagement should create an environment of co-use or joint media engagement.

  • A recent report by the Joan Ganz Cooney Center (Vassy et al., 2015) emphasized the importance of social in learning with technology devices for children. 

  • Researchers have promoted the ability to connect with others through media or while using media together as key ways children deepen their learning (e.g., Hirsh-Pasek et al., 2015; Guernsey,2012; Takeuchi & Stevens, 2011).

  • “joint media engagement, and socially interactive learning more generally, offer young children an environment that can help them learn through the Vygotskian notion of scaffolding, or extending children’s learning beyond what they would learn left on their own.”  Ellen Wartella (2015) .

  • American Academy of Pediatrics recommends that parents co-use technology with their children in limited quantities.  (The American Academy of Pediatrics, 2013)

  • Significance of a "human" as part of co-use in early learning with technology tools.  "Co-using media together allows parents to bridge the gaps in their child’s knowledge of the media content and use of the media device." (Zach & Barr, 2016).

Triple E Research
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