While I often approach instruction in a low-tech approach, this post is intended to discuss how technology can be used successfully with students. If you are new here, I am Rachel Beckwith. I am a speech-language pathologist who works in a rural district that includes a relatively large
number of English Learners. I work primarily with upper elementary grades at this time. As such, I often focus on the intersection of executive functions (such as working memory, task initiation, etc.) and language, while meeting students with the level of support they require to be
successful. Sometimes, that includes incorporating high interest tasks into therapy. For example, I once had a student work on developing a written narrative based on a hunting trip the family took to Colorado. Students have used sports or favorite characters in order to demonstrate knowledge of content or concepts.
The International Society for Technology in Education includes standards and a timeline for mastery that is designed to empower students and ensure they have sufficient technological skills to compete in today’s world. These skills can be combined with the required standards each state has established for their students. For example, while working on the grade 4 standard of producing clear and coherent writing (4.W.4.P), a student in Arkansas could also include this in a digital portfolio that might include a shared google drive (6. Creative Communicator b, c, d). In doing so, the student demonstrates not only their ability to convey information in writing about a topic but also
their ability to create original works, communicate using varied products, and
publish content.
While education is notorious for constantly adopting the newest, shiniest methodology, the Triple E Framework is a method that allows educators to adjust to effective practices without worrying about the novelty nor the staying power of an approach. The Triple E Framework offers validity without relying on or being tied to any certain tool. The 3 E’s include 1) engage, 2) enhance, and 3) extend. In this case, the assignment blends well with both sets of standards, thus meeting the engage portion. The enhancement portion is met by allowing their product to be shared. Various tools could also be used to support scaffolding, such as breaking down the task into outlines, etc. Regarding the extension arm, this assignment could be adjusted to meet this component,
especially depending on which topic was assigned or chosen by the student. Therefore, the Triple E Framework supports this assignment for eliciting growth and meeting the required standards.
Sources
EnglishLanguage Proficiency (ELP) Standards with Correspondences to the K-12 Practices
and Arkansas Academic Standards Arkansas English Language Proficiency Standards
with Correspondences to K-12 English Language Arts (ELA), Mathematics, and
Science Practices, Arkansas ELA Standards for K-12, and Arkansas Disciplinary
Literacy Standards for 6-12 | Dec 2023. (n.d.). Retrieved June 27, 2024, from https://dese.ade.arkansas.gov/Files/Arkansas_ELP_Standards_Grades_K-12_FINAL_2.29.24_(1)_LS.pdf
Guest.(2019, November 4). The Triple E Framework for More EffectiveTechnology Integration in Adult Education. EdTech Center @ World Education.https://edtech.worlded.org/the-triple-e-framework-for-more-effective-technology-integration-in-adult-education/
International Society for Technology in Education. (2023). ISTE standards: For students. ISTE. https://iste.org/standards/students
