The Triple E Framework

 Considering that I'm not a teacher, it's not often that I get to integrate technology into a learning environment, or evaluate how technology is operating in a teaching situation that I'm involved in. When creating or running programs, my ultimate goal is to make sure the program is not only fun, but educational. If technology can aid in that, I try to prioritize its integration and make sure it can work seamlessly. However, if it doesn't, then I need to be able to analyze why and make corrections appropriately. This is where analyzing frameworks and rubrics for technology integration come into play. 

Analyzing the Framework

When looking at all of the possible frameworks I could potentially use, I wanted to find one that was the most flexible and that can be used for many different age groups and situations. As a Youth and Teen Services Associate, I work with a variety of age groups, from babies all the way up to high schoolers. A technology might work for babies but not teens; conversely, a framework that might work for analyzing programs for babies might not work for programs designed for teens. After skimming the general concepts of technology frameworks often used in education and instruction, I found that the Triple E framework was the most flexible and applicable to me. 

Photo credit: tripleeframework.com

The basics of the Triple E framework are this: Engage in learning goals, Enhance learning goals, and Extend learning goals. To use this framework, the example I used from my own experience in the workplace. 

I've recently attempted to integrate PowerPoint presentations into my storytimes. I run the baby and toddler storytimes at my public library, which is the lowest age group that we provide programs for. By introducing PowerPoints of photos and videos corresponding to the storytime, my intention was to create a better visual of the storytime. Sometimes I would put lyrics of the songs I would use or parts of a book I read so it was easier for caregivers to read and follow along with. However, as I attempted integration of this technology, I noticed it was used or noticed less by the babies and more by their caregivers. I tried to pivot and use it as a technology resource solely for caregivers, hoping that the resource would trickle down to the babies (by considering the caregivers' experiences as an extension of the babies'). However, I found that the result on the babies' experience was minimal enough that it did not warrant integrating the technology on a regular basis. Despite engaging actively in the learning goals, I found that the new technology integrated did not extend or enhance learning goals enough to make a meaningful impact on the storytime.