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Learning First, Technology Second: The Educator's Guide to Designing Authentic Lessons
Learning First, Technology Second offers teachers a classroom-tested, easy-to-use framework to help them move from arbitrary uses of technology to thoughtful ways of adding value to student learning.
Learning with technology doesn’t happen because a specific tool “revolutionizes” education. It happens when proven teaching strategies intersect with technology tools, and yet it’s not uncommon for teachers to use a tool because it’s “fun” or because the developer promises it will help students learn.
This book
The companion jump start guide based on this book is Engage, Enhance, Start Creating Authentic Lessons With the Triple E Framework .
K-12 classroom teachers
Learning with technology doesn’t happen because a specific tool “revolutionizes” education. It happens when proven teaching strategies intersect with technology tools, and yet it’s not uncommon for teachers to use a tool because it’s “fun” or because the developer promises it will help students learn.
This book
The companion jump start guide based on this book is Engage, Enhance, Start Creating Authentic Lessons With the Triple E Framework .
K-12 classroom teachers
220 pages, Paperback
Published March 30, 2017
12 people are currently reading
112 people want to read
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Displaying 1 - 23 of 23 reviews
December 11, 2018
I'm not sure I would have finished this book if I had not joined the book study. Lots of research quotes, but overall sound basis for teaching with technology. Very useful for my job.
"Learning with technology doesn’t happen because a specific tool “revolutionizes” education. It happens when proven teaching strategies intersect with technology tools, and yet it’s not uncommon for teachers to use a tool because it’s “fun” or because the developer promises it will help students learn. Learning First, Technology Second offers teachers the professional learning they need to move from arbitrary uses of technology in their classrooms to thoughtful ways of adding value to student learning. This book includes: An introduction to the Triple E Framework that helps teachers engage students in time-on-task learning, enhance learning experiences beyond traditional means and extend learning opportunities to bridge classroom learning with students’ everyday lives.
Effective strategies for using technology to create authentic learning experiences for their students.
Case studies to guide appropriate tech integration.
A lesson planning template to show teachers how to effectively frame technology choices and apply them in instruction."
"Learning with technology doesn’t happen because a specific tool “revolutionizes” education. It happens when proven teaching strategies intersect with technology tools, and yet it’s not uncommon for teachers to use a tool because it’s “fun” or because the developer promises it will help students learn. Learning First, Technology Second offers teachers the professional learning they need to move from arbitrary uses of technology in their classrooms to thoughtful ways of adding value to student learning. This book includes: An introduction to the Triple E Framework that helps teachers engage students in time-on-task learning, enhance learning experiences beyond traditional means and extend learning opportunities to bridge classroom learning with students’ everyday lives.
Effective strategies for using technology to create authentic learning experiences for their students.
Case studies to guide appropriate tech integration.
A lesson planning template to show teachers how to effectively frame technology choices and apply them in instruction."
August 11, 2017
I'm the Triple E framework's latest disciple.
Goodbye SAMR and TPACK.
Goodbye SAMR and TPACK.
July 3, 2020
I found this book to be relevant and helpful for gaining more insight to selecting and incorporating technology into the classroom. There were case studies provided for all grades and content areas. Here is a link to a more detailed review: https://docs.google.com/document/d/1M...
June 30, 2018
Summary of Learning First, Technology Second: By Liz Kolb
The book begins with how technology alone will not increase student achievement when the technology is simply replacing materials such as books and worksheets (pg. 17). It is only when we use technology to help focus our students’ learning goals and on our lessons that students become actually engaged in the material we are providing. By getting students engaged in their learning and with one another “active learning” is taking place. In order to assist this active learning, co-use, which is having multiple entities working collaboratively to accomplish a specific task (pg. 16). These entities include parents, teachers or fellow students at any grade level.
In the next chapter Kolb describes various frameworks that are/can be utilized to assess technology use in the classroom. “TPACK (which) asks educators to use their content knowledge, pedagogical knowledge, and technology knowledge to guide their students in meeting specific classroom learning goals” (pg. 21). However, according to Kolb, TPACK lacks transparency and a more transparent tool is needed. Next, Kolb discusses the SAMR model, which she sees confusion among educators whether or not this is a hierarchical model of levels or simply labels of different uses of technology. Lastly, the Triple E model becomes Kolb’s framework of choice, she insists that “Technology in schools should be integrated mindfully with time-on-task active learning, stressing quality over quantity, co-use over individual, creating, problem-solving, and connecting prior real-world knowledge to learning.” (pg. 29).
Being that the triple E model is Kolb’s method of choice she goes on to explain this method in detail and uses three different chapters breaking down the Triple E Framework; Engagement, Enhancement and Extension are the learning goals of this method.
(Figure 3.1, pg. 32)
The last chapter, which defines the Triple E Framework, explains how this tool should be utilized to critique their own lessons to make sure that active learning is occurring and simple replacement is not occurring.
(pg. 86)
The book’s final chapters are a multitude of real-world examples of lessons that the Triple E Framework has been used to assess their thoroughness of implementing this framework, along with instructional support strategies and ways to use this framework to also evaluate the plethora of educational software programs, apps and, websites that are available.
Critique of Themes and Intent
Kolb’s understanding of what is important in education is highly commendable as it was the title of this book that captured my attention. There are many in education that believe that technology by itself will create a better education system. Creating “active learners” is the true key to engagement and inquiry-based learning. Without true engagement and someone to direct students towards a path, some of the adolescents that we are trying to educate will find other uses for the technology that they have at their fingertips.
The first framework that Kolb discusses, TPACK, I completely agree with her assessment that it lacks transparency as it can be highly interpretive from one educator to another. The SAMR model however, I would have to disagree with her opinion that some educators are confused whether or not these are different level are hierarchical or if they are simply labels. By what the students are completing through the “higher” levels of the SAMR model requires higher order thinking skills to accomplish. I find that the SAMR model and Bloom’s Technology Taxonomy are very similar in nature and both imply that students need to be able to perform at a more advanced level using technology and content knowledge at the high levels of both models.
The Triple E Framework that Kolb is promoting throughout her books is very useful and simplifies the process of both assessing lessons for the usefulness of technology in a teacher’s curriculum and the various technologies that exist. The chapters that define this framework tend to be lengthy in nature as the chart Kolb provides is probably enough for an educator to understand this method’s value.
The final chapters have many great examples of real-world scenarios of lessons from various grade levels, which is quite rare in any text, as most authors do not typically have examples of different grade levels. However, some of the examples would be cumbersome for many teachers who have high numbers of students. The instructional strategies that are offered by Kolb are refreshing and are well used by many teachers, I feel that this section would be highly valued by many beginning teachers.
Author's Qualifications
Liz Kolb is a professor at The University of Michigan in Ann Arbor where she teaches both Primary and Secondary Teacher Education classes. Her background prior to becoming an associate professor was a technology and social studies teacher. She also spent fours years a technology specialist in the state of Ohio.
Besides this book she has published on three different occasions by ISTE and has written many articles for; Edutopia, Scholastic, ISTE’s Edtekhub, School Administrator Magazine, Learning and Leading with Technology and Education leadership.
She is the creator of the Triple E Framework and coordinates this online digital resource, which is free for educators to use to assess their lessons and other digital technologies.
Some of the pics that I had for this review didn't copy over.
The book begins with how technology alone will not increase student achievement when the technology is simply replacing materials such as books and worksheets (pg. 17). It is only when we use technology to help focus our students’ learning goals and on our lessons that students become actually engaged in the material we are providing. By getting students engaged in their learning and with one another “active learning” is taking place. In order to assist this active learning, co-use, which is having multiple entities working collaboratively to accomplish a specific task (pg. 16). These entities include parents, teachers or fellow students at any grade level.
In the next chapter Kolb describes various frameworks that are/can be utilized to assess technology use in the classroom. “TPACK (which) asks educators to use their content knowledge, pedagogical knowledge, and technology knowledge to guide their students in meeting specific classroom learning goals” (pg. 21). However, according to Kolb, TPACK lacks transparency and a more transparent tool is needed. Next, Kolb discusses the SAMR model, which she sees confusion among educators whether or not this is a hierarchical model of levels or simply labels of different uses of technology. Lastly, the Triple E model becomes Kolb’s framework of choice, she insists that “Technology in schools should be integrated mindfully with time-on-task active learning, stressing quality over quantity, co-use over individual, creating, problem-solving, and connecting prior real-world knowledge to learning.” (pg. 29).
Being that the triple E model is Kolb’s method of choice she goes on to explain this method in detail and uses three different chapters breaking down the Triple E Framework; Engagement, Enhancement and Extension are the learning goals of this method.
(Figure 3.1, pg. 32)
The last chapter, which defines the Triple E Framework, explains how this tool should be utilized to critique their own lessons to make sure that active learning is occurring and simple replacement is not occurring.
(pg. 86)
The book’s final chapters are a multitude of real-world examples of lessons that the Triple E Framework has been used to assess their thoroughness of implementing this framework, along with instructional support strategies and ways to use this framework to also evaluate the plethora of educational software programs, apps and, websites that are available.
Critique of Themes and Intent
Kolb’s understanding of what is important in education is highly commendable as it was the title of this book that captured my attention. There are many in education that believe that technology by itself will create a better education system. Creating “active learners” is the true key to engagement and inquiry-based learning. Without true engagement and someone to direct students towards a path, some of the adolescents that we are trying to educate will find other uses for the technology that they have at their fingertips.
The first framework that Kolb discusses, TPACK, I completely agree with her assessment that it lacks transparency as it can be highly interpretive from one educator to another. The SAMR model however, I would have to disagree with her opinion that some educators are confused whether or not these are different level are hierarchical or if they are simply labels. By what the students are completing through the “higher” levels of the SAMR model requires higher order thinking skills to accomplish. I find that the SAMR model and Bloom’s Technology Taxonomy are very similar in nature and both imply that students need to be able to perform at a more advanced level using technology and content knowledge at the high levels of both models.
The Triple E Framework that Kolb is promoting throughout her books is very useful and simplifies the process of both assessing lessons for the usefulness of technology in a teacher’s curriculum and the various technologies that exist. The chapters that define this framework tend to be lengthy in nature as the chart Kolb provides is probably enough for an educator to understand this method’s value.
The final chapters have many great examples of real-world scenarios of lessons from various grade levels, which is quite rare in any text, as most authors do not typically have examples of different grade levels. However, some of the examples would be cumbersome for many teachers who have high numbers of students. The instructional strategies that are offered by Kolb are refreshing and are well used by many teachers, I feel that this section would be highly valued by many beginning teachers.
Author's Qualifications
Liz Kolb is a professor at The University of Michigan in Ann Arbor where she teaches both Primary and Secondary Teacher Education classes. Her background prior to becoming an associate professor was a technology and social studies teacher. She also spent fours years a technology specialist in the state of Ohio.
Besides this book she has published on three different occasions by ISTE and has written many articles for; Edutopia, Scholastic, ISTE’s Edtekhub, School Administrator Magazine, Learning and Leading with Technology and Education leadership.
She is the creator of the Triple E Framework and coordinates this online digital resource, which is free for educators to use to assess their lessons and other digital technologies.
Some of the pics that I had for this review didn't copy over.
July 26, 2018
A very quick, easy-to-read text that is applicable to any teacher at any level. She encourages readers to reflect on WHY they're using technology and promotes her own framework for technology integration: The Triple E Framework.
After an overview of previously released technology frameworks (TPACK, TIM, and SAMR), she introduces the framework early on in the text and then uses the rest of the text to provide clear illustrations of how to use it, how to evaluate technology, and how to create successful lessons in a classroom.
The framework is based on 3 components: Engagement in learning goals, Enhancement of learning goals, and Extension of learning goals. Engagement considers "how the technology tools are helping students focus on the learning goals and tasks" (p. 30). Enhancements considers "how technology tools help students develop an understanding of the learning goals that they could not have otherwise achieved" (p. 31). Finally, extension "reflects how well technology creates a bridge between classroom learning and everyday lives" (p. 31).
She also offers some great technology resources for each of the three areas: (1) engagement on pages 43-45, enhancement on pages 59-60, and extension on pages 74-75.
I also like how she included an interactive measurement tool on page 86 to evaluate technology integration in a lesson plan.
Overall, I would highly recommend this book to any teacher (current or future) to evaluate why they are using technology in their lessons and how technology can support good teaching.
After an overview of previously released technology frameworks (TPACK, TIM, and SAMR), she introduces the framework early on in the text and then uses the rest of the text to provide clear illustrations of how to use it, how to evaluate technology, and how to create successful lessons in a classroom.
The framework is based on 3 components: Engagement in learning goals, Enhancement of learning goals, and Extension of learning goals. Engagement considers "how the technology tools are helping students focus on the learning goals and tasks" (p. 30). Enhancements considers "how technology tools help students develop an understanding of the learning goals that they could not have otherwise achieved" (p. 31). Finally, extension "reflects how well technology creates a bridge between classroom learning and everyday lives" (p. 31).
She also offers some great technology resources for each of the three areas: (1) engagement on pages 43-45, enhancement on pages 59-60, and extension on pages 74-75.
I also like how she included an interactive measurement tool on page 86 to evaluate technology integration in a lesson plan.
Overall, I would highly recommend this book to any teacher (current or future) to evaluate why they are using technology in their lessons and how technology can support good teaching.
August 10, 2021
In her book, Learning First, Technology Second: The Educator’s Guide to Designing Authentic Lessons, Liz Kolb discusses the Triple E Framework reminding teachers that students need to be actively learning and involved with the lesson’s learning goals and not just using technology for the sake of using technology. The Triple E Framework makes sure a teacher’s lessons include engagement, enhancement and extension. Each E is broken down in its own chapter to explain more in depth. If you thought you understood engagement…...think again and be sure to check out chapter 4. Kolb includes a Triple E measurement tool so teachers can see if their own lessons follow the framework along with scenarios for the reader to see how engagement, enhancement and extension fit into different sample lessons. Kolb even mentions how sometimes the lesson is best taught in a traditional manner without technology. Read Learning First, Technology Second: The Educator’s Guide to Designing Authentic Lessons to find out more.
October 1, 2021
Liz Kolb does a great job nailing down the idea of using technology effectively and not just for technology's sake. IF the technology isn't going to make an impact on student learning, then it isn't necessary. Learning goals and strategies should always come first. Then the technology can follow. She backs her ideas with lots of research. Instead of using the SAMR or TPACK model, she suggests the Triple E model. This model is based on student engagement, enhancement in learning goals, and extension of learning goals into real world application. The first part of the book deep dives into what this looks like in a classroom. Excellent, fair, and poor examples of these are shared. The rest of the book is dedicated to examples from the field complete with lesson plans. Ideas of tools are shared as well as the integration of the ISTE standards. I think this book would be a great one for who have good educational practices already but are starting out on their journey of technology.
March 8, 2021
I read this for IS 581 EYO SP21: Ed Tech and Youth at University of Illinois, Urbana-Champaign.
A very good resource for educators struggling to apply technology to their lesson plans. I found myself cringing at some lessons I've created in the past and how I used technology just because it was technology, not because it added anything of value to the lesson. I look forward to applying the Triple-E framework to future lessons and trying new resources I haven't been brave enough to sign up for before.
I am interested to know what the author would edit out/ change after the pandemic. There are some portions that are "outdated" now just because they involve students sharing devices or sitting by a student and monitoring their progress.
A very good resource for educators struggling to apply technology to their lesson plans. I found myself cringing at some lessons I've created in the past and how I used technology just because it was technology, not because it added anything of value to the lesson. I look forward to applying the Triple-E framework to future lessons and trying new resources I haven't been brave enough to sign up for before.
I am interested to know what the author would edit out/ change after the pandemic. There are some portions that are "outdated" now just because they involve students sharing devices or sitting by a student and monitoring their progress.
July 9, 2021
This book focuses on the Triple E framework (Engagement, Enhancement, Extension) which helps educators evaluate the extent to which a technology tool will help students meet a learning target and engage in authentic learning.
There are lesson examples from a wide range of grades and subjects and a few ideas of tools to try.
I found the book was well organized for use and the chapter take aways at the end of each chapter make for quick references in the future.
* originally read this book as part of a Master’s of Education class on Motivating Students via Technology
There are lesson examples from a wide range of grades and subjects and a few ideas of tools to try.
I found the book was well organized for use and the chapter take aways at the end of each chapter make for quick references in the future.
* originally read this book as part of a Master’s of Education class on Motivating Students via Technology
October 11, 2021
If you are a Technology Integration Specialist for your school district, this is a MUST READ. It is easy to follow and provides classroom scenarios, estimated times for completing lessons, and even a lesson template to support teachers as they begin developing a deeper understanding of technology integration. ISTE (International Society for Technology in Education) standards provide the context and frameworks. You will want extra copies to share with your teachers after you finish reading this book!
July 1, 2020
I would recommend this book to all elementary school teachers and administrators. It highlights a topic that needs to be focused on more closely. As an industry we are moving to increased technology integration, but do we focus on the learning goals or technology itself. Are students engaged with the right topic? Using the Three E Framework developed by Kolb provides practical ways to implement technology focusing on the learning content.
October 20, 2024
A solid plan for teachers implementing technology in purposeful ways into the classroom. The first chapter is full of research and theory, but the rest of the chapters have lots of examples to show teachers and suggestions for improving technology use. This book can be used by teachers, coaches, and admin.
July 22, 2018
This is a good book for educators. It serves to remind us that technology is great, but it should be used judiciously and teachers should evaluate its use to determine whether it enhances, engages, and extends the lesson.
December 14, 2019
A detailed look at how to effectively integrate technology into educational settings. The Triple E Framework works well in conjunction with TPACK and SAMR. This is a solid resource if you are looking into improving your teaching.
February 19, 2021
Excellent book for people in the role of Instructional Technology. Provides a solid framework to use for evaluating tech tools in the classroom. This year has caused a flood of tools to enter the classroom and I plan to use this tool to help decided which tools should stick around.
October 15, 2017
A very useful book.
December 31, 2018
I loved how the three E's help decide if a lesson is innovative.
March 11, 2019
Love the Triple E Framework for technology integration in the classroom! Great questions for teachers to consider before incorporating technology--picking up where SAMR or T-PACK models leave off!
March 13, 2019
I loved this book on how to teach using tech tools instead of finding a cool tech tool to use then trying to form a lesson around it.
March 13, 2019
Interesting thoughts for all teachers about the definition of engagement. Examines technology and its uses in the classroom and with students - not your typical insights. research-based. Current
April 14, 2019
Fantastic book, highly recommend to all of my teaching colleagues!
December 7, 2020
Good resource.
June 15, 2022
Great knowledge on using Triple E in the classroom—what each E is, how to use it, and some examples of tech being used with the Triple E rubric examined against it. Glad I read this for my class!
Displaying 1 - 23 of 23 reviews