Podcasts about triple e framework

This conversation explores new findings on the critical thinking divide fueled by Gen AI, What does this mean for teaching and learning? This deeply informed group discusses their experiences with Gen AI in the classroom, the pivotal role of foundational knowledge, and the need for a deeper understanding among students and educators alike. The conversation explores how AI in education is shifting the balance between control and creativity, driving some to new cognitive heights and others to new lows. Follow on Twitter: @CFKurban @sparvell @hcrompton @lkolb @punyamishra @jonHarper70bd @MicrosoftEDU @bamradionetwork Related Resources: The Impact of Generative AI on Critical Thinking | The AI Critical Thinking Divide | SAMR | The SETI Framework | TPACK | Triple-E | The GenAI-U Framework | AI Cafe BRN-X: Gen AI Podcast Lab Dr. Punya Mishra (punyamishra.com) is the Associate Dean of Scholarship and Innovation at the Mary Lou Fulton Teachers College at Arizona State University. He has an undergraduate degree in Electrical Engineering, two Master's degrees in Visual Communication and Mass Communications, and a Ph.D. in Educational psychology. He co-developed the TPACK framework, described as “the most significant advancement in technology integration in the past 25 years.” Dr. Caroline Fell Kurban is the advisor to the Rector at MEF University. She was the founding Director of the Center of Research and Best Practices for Learning and Teaching (CELT) at MEF University and teaches in the Faculty of Education. She holds a BSc in Geology, an MSc in TESOL, an MA in Technology and Learning Design, and a PhD in Applied Linguistics. Fell Kurban is currently the head of the Global Terminology Project and the creator of the GenAI-U technology integration framework. Dr. Liz Kolb is a clinical professor at the University of Michigan and the author of several books, including Cell Phones in the Classroom and Help Your Child Learn with Cell Phones and Web 2.0. Kolb has been a featured and keynote speaker at conferences throughout the U.S. and Canada. She created the Triple E Framework for effective teaching with digital technologies and blogs at cellphonesinlearning.com. Dr. Puentedura is the Founder and President of Hippasus, a consulting practice focusing on transformative applications of information technologies to education. He has implemented these approaches for over thirty years at various K-20 institutions and health and arts organizations. He is the creator of the SAMR model for selecting, using, and evaluating technology in education and has guided multiple projects worldwide. Dr. Helen Crompton is the Executive Director of the Research Institute for Digital Innovation in Learning at ODUGlobal and Professor of Instructional Technology at Old Dominion University. Dr. Crompton earned her Ph.D. in educational technology and mathematics education from the University of North Carolina at Chapel ill. Dr. Crompton is recognized for her outstanding contributions and is on Stanford's esteemed list of the world's Top 2% of Scientists. She is the creator of the SETI framework. She frequently serves as a consultant for various governments and bilateral and multilateral organizations, such as the United Nations and the World Bank, on driving meaningful change in educational technology.

We invited the creators of the five prominent models for teaching with technology to help us compare and contrast their features in the context of generative AI. Join us for a side-by-side exploration of SAMR, TPACK, and the Triple E technology integration frameworks and emerging frameworks, SETI and GenAI-U. In Part Two, we get a better understanding of where each model is best suited to bring generate AI into your class, course, or school district. Follow on Twitter: @CFKurban @sparvell @hcrompton @lkolb @punyamishra @jonHarper70bd @MicrosoftEDU @bamradionetwork Related Resources: The GenAI-U Framework | The SETI Framework| SAMR | TPACK | Triple-E | 21st century learning design – Training | Microsoft Learn | Hacking Gen AI in Education Dr. Punya Mishra (punyamishra.com) is the Associate Dean of Scholarship & Innovation at the Mary Lou Fulton Teachers College at Arizona State Univer ity. He has an undergraduate degree in Electrical Engineering, two Masters in Visual Communication and Mass Communications, and a Ph.D. in Educational Psycho gy. He co-developed the TPACK framework, which is described as “the most significant advancement in technology integration in the past 25 years.” Dr. Caroline Fell Kurban is the advisor to the Rector at MEF University. Caroline was the founding Director of the Center of Research and Best Practices for Learning and Teaching (CELT) at MEF University. She also teaches in the Faculty of Education. She holds a BSc in Geology, an MSc in TESOL, an MA in Technology and Learning Design, and a PhD in Applied Linguistics. Fell Kurban is currently the head of the Global Terminology Project and the GenAI-U technology integration framework creator. Dr. Liz Kolb is a clinical professor at the University of Michigan. She is the author of several books, including Cell Phones in the Classroom and Help Your Child Learn with Cell Phones and Web 2.0. Kolb has been a featured and keynote speaker at conferences throughout the U.S. and Ca ada. She is the creator of the Triple E Framework for effective teaching with digital technologies, and she blogs at cellphonesinlearning.com. Dr. Puentedura is the Founder and President of Hippasus, a consulting practice focusing on transformative applications of information technologies to education. He has implemented these approaches for over thirty years at a range of K-20 institutions and health and arts organizations. He is the creator of the SAMR model for selecting, using, and evaluating technology in education, guiding multiple projects worldwide. Dr. Helen Crompton is the Executive Director of the Research Institute for Digital Innovation in Learning at ODUGlobal and Professor of Instructional Technology at Old Dominion University. Dr. Crompton earned her Ph.D. in educational technology and mathematics education from the University of North Carolina at Chapel ill. Dr. Crompton is recognized for her outstanding contributions and is on Stanford's esteemed list of the world's Top 2% of Scientists. She is the creator of the SETI framework. She frequently serves as a consultant for various governments and bilateral and multilateral organizations, such as the United Nations and the World Bank, on driving meaningful change in the field of educational technology.

We invited the creators of the five prominent models for teaching with technology to help us compare and contrast their features in the context of generative AI. Join us for a side-by-side exploration of SAMR, TPACK, and the Triple E technology integration frameworks and emerging frameworks, SETI and GenAI-U. In Part Two, we get a better understanding of where each model is best suited to bring generate AI into your class, course, or school district. Follow on Twitter:  @CFKurban @sparvell  @hcrompton @lkolb @punyamishra @jonHarper70bd @MicrosoftEDU @bamradionetwork Related Resources: The GenAI-U Framework  | The SETI Framework|  SAMR | TPACK | Triple-E | 21st century learning design – Training | Microsoft Learn | Hacking Gen AI in Education Dr. Punya Mishra (punyamishra.com) is the Associate Dean of Scholarship & Innovation at the Mary Lou Fulton Teachers College at Arizona State Univer ity.  He has an undergraduate degree in Electrical Engineering, two Masters in Visual Communication and Mass Communications, and a Ph.D. in Educational Psycho gy.  He co-developed the TPACK framework, which is described as “the most significant advancement in technology integration in the past 25 years.” Dr. Caroline Fell Kurban is the advisor to the Rector at MEF University. Caroline was the founding  Director of the Center of Research and Best Practices for Learning and Teaching (CELT) at MEF University. She also teaches in the Faculty of Education. She holds a BSc in Geology, an MSc in TESOL, an MA in Technology and Learning Design, and a PhD in Applied Linguistics. Fell Kurban is currently the head of the Global Terminology Project and the GenAI-U technology integration framework creator. Dr. Liz Kolb is a clinical professor at the University of Michigan. She is the author of several books, including Cell Phones in the Classroom and Help Your Child Learn with Cell Phones and Web 2.0. Kolb has been a featured and keynote speaker at conferences throughout the U.S. and Ca ada. She is the creator of the Triple E Framework for effective teaching with digital technologies, and she blogs at cellphonesinlearning.com. Dr. Puentedura is the Founder and President of Hippasus, a consulting practice focusing on transformative applications of information technologies to education. He has implemented these approaches for over thirty years at a range of K-20 institutions and health and arts organizations. He is the creator of the SAMR model for selecting, using, and evaluating technology in education, guiding multiple projects worldwide. Dr. Helen Crompton is the Executive Director of the Research Institute for Digital Innovation in Learning at ODUGlobal and Professor of Instructional Technology at Old Dominion University. Dr. Crompton earned her Ph.D. in educational technology and mathematics education from the University of North Carolina at Chapel ill. Dr. Crompton is recognized for her outstanding contributions and is on Stanford's esteemed list of the world's Top 2% of Scientists. She is the creator of the SETI framework. She frequently serves as a consultant for various governments and bilateral and multilateral organizations, such as the United Nations and the World Bank, on driving meaningful change in the field of educational technology.

For the first time, the creators of the SAMR, TPACK, and the Triple E technology integration frameworks met to discuss their widely adopted models and how they fit in the age of generative AI. They are joined by the creators of two emerging frameworks, SETI and GenAI-U. In this series, we explore all five models, their differences, and where each best fits. Part one unpacks what these frameworks enable educators and school leaders to do. Together, the panel reveals why small and big thinking is required to teach effectively with Gen AI. Follow on Twitter: @CFKurban @sparvell @hcrompton @lkolb @punyamishra @jonHarper70bd @MicrosoftEDU @bamradionetwork Related Resources: The GenAI-U Framework | The SETI Framework| SAMR | TPACK | Triple-E | 21st century learning design – Training | Microsoft Learn | Hacking Gen AI in Education Dr. Punya Mishra (punyamishra.com) is the Associate Dean of Scholarship & Innovation at the Mary Lou Fulton Teachers College at Arizona State Univer ity. He has an undergraduate degree in Electrical Engineering, two Masters in Visual Communication and Mass Communications, and a Ph.D. in Educational Psycho gy. He co-developed the TPACK framework, which is described as “the most significant advancement in technology integration in the past 25 years.” Dr. Caroline Fell Kurban is the advisor to the Rector at MEF University. Caroline was the founding Director of the Center of Research and Best Practices for Learning and Teaching (CELT) at MEF University. She also teaches in the Faculty of Education. She holds a BSc in Geology, an MSc in TESOL, an MA in Technology and Learning Design, and a PhD in Applied Linguistics. Fell Kurban is currently the head of the Global Terminology Project and the GenAI-U technology integration framework creator. Dr. Liz Kolb is a clinical professor at the University of Michigan. She is the author of several books, including Cell Phones in the Classroom and Help Your Child Learn with Cell Phones and Web 2.0. Kolb has been a featured and keynote speaker at conferences throughout the U.S. and Ca ada. She is the creator of the Triple E Framework for effective teaching with digital technologies, and she blogs at cellphonesinlearning.com. Dr. Puentedura is the Founder and President of Hippasus, a consulting practice focusing on transformative applications of information technologies to education. He has implemented these approaches for over thirty years at a range of K-20 institutions and health and arts organizations. He is the creator of the SAMR model for selecting, using, and evaluating technology in education, guiding multiple projects worldwide. Dr. Helen Crompton is the Executive Director of the Research Institute for Digital Innovation in Learning at ODUGlobal and Professor of Instructional Technology at Old Dominion University. Dr. Crompton earned her Ph.D. in educational technology and mathematics education from the University of North Carolina at Chapel ill. Dr. Crompton is recognized for her outstanding contributions and is on Stanford's esteemed list of the world's Top 2% of Scientists. She is the creator of the SETI framework. She frequently serves as a consultant for various governments and bilateral and multilateral organizations, such as the United Nations and the World Bank, on driving meaningful change in the field of educational technology.

For the first time, the creators of the SAMR, TPACK, and the Triple E technology integration frameworks met to discuss their widely adopted models and how they fit in the age of generative AI. They are joined by the creators of two emerging frameworks, SETI and Gen AI-U. In this series, we explore all five models, their differences, and where each best fits. Part one unpacks what these frameworks enable educators and school leaders to do. Together, the panel reveals why small and big thinking is required to teach effectively with Gen AI. Follow on Twitter: @CFKurban @sparvell @hcrompton @lkolb @punyamishra @jonHarper70bd @MicrosoftEDU @bamradionetwork Related Resources: The GenAI-U Framework | The SETI Framework| SAMR | TPACK | Triple-E | 21st century learning design – Training | Microsoft Learn | Hacking Gen AI in Education Dr. Punya Mishra (punyamishra.com) is Associate Dean of Scholarship & Innovation in the Mary Lou Fulton Teachers College at Arizona State Universit. He has an undergraduate degree in Electrical Engineering; two Masters degrees, in Visual Communication and Mass Communications; and a Ph.D. in Educational Psychology. He co-developed the TPACK framework, described as being “the most significant advancement in the area of technology integration in the past 25 years.” Dr. Caroline Fell Kurban is the advisor to the Rector at MEF University. Caroline was the founding Director of the Center of Research and Best Practices for Learning and Teaching (CELT) at MEF University. She also teaches on the Faculty of Education. She holds a BSc in Geology, MSc in TESOL, MA in Technology and Learning Design, and a PhD in Applied Linguistics. Fell Kurban is currently the head of the Global Terminology Project, and is the creator of the GenAI-U technology integration framework. Dr. Liz Kolb is a clinical professor at the University of Michigan. She is the author of several books, including Cell Phones in the Classroom and Help Your Child Learn with Cell Phones and Web 2.0. Kolb has been a featured and keynote speaker at conferences throughout the U.S. and Canada. She is the creator of the Triple E Framework for effective teaching with digital technologies, and she blogs at cellphonesinlearning.com. Dr. Puentedura is the Founder and President of Hippasus, a consulting practice focusing on transformative applications of information technologies to education. He has implemented these approaches for over thirty years at a range of K-20 institutions, health and arts organizations. He is the creator of the SAMR model for selecting, using, and evaluating technology in education, which guides the work of multiple projects worldwide. Dr. Helen Crompton is the Executive Director of the Research Institute for Digital Innovation in Learning at ODUGlobal, and Professor of Instructional Technology at Old Dominion University. Dr. Crompton earned her Ph.D. in educational technology and mathematics education from the University of North Carolina at Chapel Hill. Recognized for her outstanding contributions, Dr. Crompton is on Stanford's esteemed list of the Top 2% of Scientists in the World. She is the creator of the SETI framework and frequently serves as a consultant for various governments and bilateral and multilateral organizations, such as the United Nations and the World Bank, on driving meaningful change in the field of educational technology.

Reimagine Schools Podcast (RSP) Episode 1112 Dr. Liz Kolb, Professor of Educational Technology at the University of Michigan, ISTE author and creator of the Triple E Framework. Follow Liz Kolb on X Triple E Framework Meet Dr. Greg Goins Dr. Greg Goins is a veteran school administrator, teacher, author, speaker, and podcaster with more than 25 years of experience leading transformative change within education. Dr. Goins served 15 years as a school district superintendent in Illinois and has more than 10 years of experience teaching in higher education as a professor in Educational Leadership. He is also an Educational Consultant (G2 Ed Solutions) and is proud to serve as an Ambassador for ⁠⁠⁠⁠The Modern Classroom Project⁠⁠⁠⁠ and ⁠⁠⁠⁠bravEd⁠⁠⁠⁠ which helps school districts redefine success through Benefits-Based Accountability. ⁠⁠⁠⁠Official Website⁠⁠⁠⁠ ⁠⁠⁠⁠Follow Dr. Greg Goins on X⁠⁠⁠⁠ Podcast Partners ⁠⁠⁠⁠⁠RocketPD⁠⁠⁠⁠⁠ ⁠⁠⁠⁠⁠The Modern Classrooms Project⁠⁠⁠⁠⁠ ⁠⁠⁠⁠⁠bravEd⁠⁠⁠⁠⁠ ⁠⁠⁠⁠⁠Education Podcast Network ⁠ --- Support this podcast: https://podcasters.spotify.com/pod/show/greg-goins/support

In this inspiring episode, we are joined by the resilient and the, "The Unconventional Businesswoman" herself, Darlene Oliver!

Properly evaluating education technology comes down to pedagogy and instructional design, asserts Dr. Liz Kolb, creator of the Triple E Framework. What is the Triple E Framework and how is it being used (and misused) in education today? How are people using it to evaluate the use of educational technology and how should it impact the evaluation of teachers? Get an overview of the framework everyone is discussing and understand how it impacts learning in your classroom on today's show. Show Notes https://www.coolcatteacher.com/e794 Sponsor: TARA TARA sponsored today's show. TARA stands for the Teacher Assistant for Resources & Administration which keeps tools, resources, lessons, IEP's, and meetings tracked in one place. It also includes vetted resources that you can download and use in your classroom immediately. As I reviewed this product, I've seen special education teachers and organizations raving about how TARA has helped them organize IEP progress, meetings, and result tracking. TARA is free for up to five people to work together as a team or just for you to use in your classroom to organize your lesson plans. Go to coolcatteacher.com/tara to sign up for your free account. Thank you TARA for sponsoring this show! Dr. Liz Kolb - Bio As Submitted Liz is a clinical associate professor of education technologies at The University of Michigan in Ann Arbor, MI. She teaches courses in educational technology for the undergraduate elementary, undergraduate secondary, and Masters and Certification programs.  She authored Toys to Tools: Connecting Student Cell Phones to Education, Cell Phones in the Classroom: A Practical Guide for the K-12 Educators, Help Your Child Learn With Their Cell Phone and Web 2.0, Learning First, Technology Second, and Learning First, Technology Second:  In Practice.  Website http://tripleeframework.com  Twitter @lkolb Disclosure of Material Connection: This is a “sponsored podcast episode.” The company who sponsored it compensated me via cash payment, gift, or something else of value to include a reference to their product. Regardless, I only recommend products or services I believe will be good for my readers and are from companies I can recommend. I am disclosing this in accordance with the Federal Trade Commission's 16 CFR, Part 255: “Guides Concerning the Use of Endorsements and Testimonials in Advertising."

As we prepare to open the doors and turn on the lights in our classrooms, we check in with Liz Kolb for an update on the education technology landscape and to remind us to keep learning first and use technology purposefully. Follow on Twitter: @ISTE @mrhooker @lkolb @jonHarper70bd @bamradionetwork @shellthief @hyphenatic @ISTEMLN #istelive @ISTEEdLeaders #ISTE20 #ISTEturns40 #edchat #edtech #edtechchat Liz Kolb is a clinical assistant professor at the University of Michigan. She is the author of several books, including Cell Phones in the Classroom and Help Your Child Learn with Cell Phones and Web 2.0. Kolb has been a featured and keynote speaker at conferences throughout the U.S. and Canada. She is the creator of the Triple E Framework for effective teaching with digital technologies, and she blogs at cellphonesinlearning.com.

Episode 121Hello and Welcome to another potentially useful episode of the TCAPSLoop Podcast with the "D" in D2L, Danelle Brostrom!  Moment of Zen“We keep moving forward, opening new doors, and doing new things, because we’re curious and curiosity keeps leading us down new paths.” –Walt Disney Potentially Useful InfoFind the latest Brightspace D2L tips and tricks on the TCAPS EdTech Help Site. Tech Tool of the Week: MACUL is doing a teaser book study with Liz Kolb’s new book: Learning First, Technology Second in Practice: New Strategies, Research, and Tools for Student Success.  After signup, they will send you chapter 5 to read (which showcases 12 authentic lessons designed by K-12 teachers that meet all three elements of the Triple E Framework, with suggestions on how to improve lessons with technology).  There is also a virtual chat this Saturday to talk about it.  SCECH are available! Thanks for listening and inspiring!

We've seen an exponential explosion of technology use during the COVID-19 pandemic.  The good news is that teachers around the world were introduced to powerful new teaching tools.  But our guest says many of us went too far and that it's time to remind ourselves that the science of learning still matters. Follow on Twitter: @ISTE @mrhooker @lkolb  @jonHarper70bd @bamradionetwork  #ISTE20 #ISTEturns40 #edchat #edtech #edtechchatLiz Kolb is a clinical assistant professor at the University of Michigan. She is the author of several books, including Cell Phones in the Classroom and Help Your Child Learn with Cell Phones and Web 2.0. Kolb has been a featured and keynote speaker at conferences throughout the U.S. and Canada. She is the creator of the Triple E Framework for effective teaching with digital technologies, and she blogs at cellphonesinlearning.com.

Hello I am Victoria Book and new to Anchor.fm. I am introducing my first episode, Triple E Framework. Discussing how I would use my podcast to my classroom . I would appreciate any feedback. Thank you! : )

Exploring the Triple E framework and expanding the concept of technology in the classroom.

The Triple E Framework is an effective measurement tool for technology in the classroom. Listen to this podcast to discover how to use the Triple E Framework in the classroom and why.

Liz Kolb, the originator of the Triple E Framework, visited us over the summer delivering this year's WiredTC keynote. The TechNollerGist gives his own practical take on the "Framework" and how best to apply it to your technology use in the classroom.  Show Transcript:Larry Burden 0:00 What is this app with the little things poking out of it?Larry Burden 0:05 Like, uh-oh, uh-oh something has gone amiss.Larry Burden 0:15 All right, here we go. It's Episode 12 of the TechNollerGist podcast. The number is still correct. I know you debate. I'm Larry Burden, and he's been actively developing a framework to avoid frameworks. It's the TechNollerGist, David Noller.David Noller 0:28 That's not inaccurate right there.Larry Burden 0:30 You are the agent of chaos.David Noller 0:33 I am an agent of chaos. That's great.Larry Burden 0:34 Today's topic, should he, should he choose to accept it? practical Ed Tech, with the Triple E Framework?David Noller 0:40 Yeah.Larry Burden 0:41 So Liz Kolb, the originator of the Triple E Framework visited us over the summer. Did a little WiredTC keynote, which I thought was fabulous. We kind of discussed it a little bit in an earlier EdTech Loop podcast regarding the fact that she just got right into it, and went into the research it was your professional, I'm a professional, let's talk about professional stuff.David Noller 1:04 Right, right.Larry Burden 1:05 Um, but for those of us that did not attend the keynote, what is the Triple E Framework?David Noller 1:12 So, I like to slow roll it in terms of just providing, like just the, the bare bones of the framework, right? Because I think in many ways, the framework reflects what has been good teaching all along. But highlights in a way that's, that's certainly useful for our teachers to know, and is great as a way to reflect on our practice. So the three big things of the framework are that we use, whatever resources we're using, whether it's a technology piece, a website, a tool, whatever it happens to be to engage, enhance, and extend learning. Those terms are pretty self explanatory. In terms of extending, we want to build a bridge to real world experience with the kids with the things we're doing with them. And if we can use a technology tool to do that, then we've met our duty to extend. We want to enhance the kids experience by helping them build to a more sophisticated understanding. And we do that through scaffolding. And that's where I keep coming back and saying, and that's always been good teaching. We've always tried to scaffold from simple to complex. But with some of the available tools we have, we can go higher than we could without those tools. When we're talking about paper and pencil, you can only go so far. If you can run a simulation, online, using these tools, we're taking this scaffold and we're building and higher.Larry Burden 2:43 I hadn't thought about this before. But not only are you creating, and I think we lose this sometimes when we talk about using technology, you're creating scaffolding that goes higher, you're also creating scaffolding underneath. Because there's foundational skills that you need to have developed in yourself and in the students to get to the stuff up high.David Noller 3:09 Sure. Sometimes we throw kids into the practice of the high stuff. And they learn those foundational things as they go. So the next time they encounter that tool, it's easier for them to use. There's no way around, you're going to have to use, you know, this library media research tool, the first time once. Once you've used it the first time once, then it's no longer the first time and you build those foundation, as you go through that process. When we do our senior research project in the spring. By the time they're seniors, they've used that library tool so many times that it's, I have to spend less time building the basement, and we can spend more time being intentional about our information gathering.Larry Burden 3:50 Do you find that there are students, or how much time do you spend making sure the foundation is set before you go on into the lesson?David Noller 4:00 I'm able to do it in a way that, I walk with them for the first few steps. I don't, I don't demo and then have them get in. We all get in together. We've already at that point thought about something that we're interested in finding more about. So we've already kind of set something that we're going to look for. So when we get into the tool, all we got to do now is figure out how to look for it. So while I'm putting in my search term they're putting in there's. I'm demonstrating it through the projector that's at the front of my room, but they're doing it for themselves. So when I asked them within this research tool to, to view the wheel of topics, and to be able to show how they can drill down to sub-topics and how they can use that to then get to specific resources. They're doing it with me. And not only are they learning the process, as they do it with me, they're being exposed to resources that they may very well use when it comes time to actually dig into the sources. They have the opportunity to both use the tool and discover meaningful content through the building of the foundation.Larry Burden 5:02 According to the Triple E Framework, this would be a usable tech tool.David Noller 5:06 Yeah.Larry Burden 5:07 When do you use it? When, when are you being mindful of, does this fit into, does this tool that I'm using fit into the Triple E Framework.David Noller 5:16 So, in terms of something new, that I'm, I'm trying for the first time, I'm going to be thinking about whether or not, is this something that engages students in a way that I can control time on task to make sure that they're engaged in the process the whole time. I've talked before about how one of the drawbacks of technology that happens is when a teacher says okay, I need you to do this. And then there's like half an hour. Too much time to get distracted, right? I'm gonna give you 30 minutes to do X, well, they're going to do X maybe, but they're also going to do Y, Z, Alpha, Beta, you know, etc. So I bear those kinds of lessons in mind about being intentional with time on task. And that's part of engagement.Larry Burden 5:58 That would be one of the E's.David Noller 6:00 About making sure that what I'm doing is part of a scaffolded process. And then the third thing, and this is the thing I've been thinking about most, is the extension part, I'm teaching creative writing. The first thing we did in the first week, well, the first thing, one of the things we did in our first week was establish a online portfolio that's they're going to be able to share with an authentic audience. Whether it's their parents or the whole world, orLarry Burden 6:23 You were talking about the last year.David Noller 6:24 I'm still working about that, right. But that's extending learning. Where the only way they're going to have that authentic audience is by using the technology tool that's available through this website creator. We're using Google Sites. And that's what we mean when we're talking about examining the, the technology tools that we use according to this framework. If the assignment extends, regardless of the technology tool, that's not what the frameworks really for. The framework is for looking, is this technology tool, useful as something that will extend the students learning? Then with extension, you know, we're talking about bridging to real world, we're talking about building critical skills that are real world skills. And when you have to put your work out there in front of an authentic audience who has the ability to comment and you have to manage that sort of feedback, personally, those are those soft skills about taking criticism and taking comment and being willing to share your work with others, because I mean, when we're in the world of work, or when the world of academia, someone's always looking over our shoulder. And so this is giving them a sort of...Larry Burden 7:31 Sharing doesn't mean scaring.David Noller 7:33 No, it doesn't always mean caring, either. But it does, it does mean that you have to have a kind of fortitude to, to manage whatever response you get.Larry Burden 7:45 That's how you use it. When a teacher is considering it, when should they be looking at, in their lesson planning?David Noller 7:54 Yeah,Larry Burden 7:54 You know, what, at what point in time should they be like, is this, or is this not something that I should be incorporating into?David Noller 8:01 I'd say it's step one. If you have a thought, hey, I'd like to use this website, this online tool, this simulation, whatever it happens to be, before you get into all the planning, and all the creation of assets that you're going to need to teach it, go through the framework? Does it, is it going to engage my students in a way that is going to keep their attention and time on task consistently? If "Yes," keep going? Is it going to enhance the students learning? Are they going to learn something more by, by doing it? One of the things that, that we've seen as a kind of negative example of that, are these academic games, these learning games, where after the kid does five or ten repetitions of learning, then they get to play a game as a reward. Sounds great. Except what we find is that those learners who are not the "Go-Get-Em," type will often just click through the answers, so they can play the game. So the game becomes an actual distraction from learning instead of being a motivation to learn. Because most of those, you don't have to get it right to get to the game, you just have to answer it.Larry Burden 9:12 Only, even if you do, even if you do have to get it right, you basically just created a multiple choice, you know, press and guess type of situation,David Noller 9:21 Right.Larry Burden 9:22 That's not really extending. Though the game is exciting, and interesting. The actual learning hasn't changed at all.David Noller 9:30 And if it's going to be a game, the the learning should come from the content of the game. Rather than, I answered five questions, now I get to play Space Invaders.Larry Burden 9:38 Yeah, we're big fans of gamifying here.David Noller 9:40 Oh, yeah,Larry Burden 9:41 We are big fans, huge fans.David Noller 9:43 I'm not a fan of traditional learning rewarded with games.Larry Burden 9:47 They don't have context.David Noller 9:48 I am a big fan of learning through games. And then the, the extension part. Is it giving you something to do that is taking the students beyond what they do in a traditional day? Is it taking them outside of the building? Is it taking them to real world, even soft skills of managing impulsivity or working with a team? Those kinds of things. So for me, it's from the beginning. If I'm gonna engage in this technology tool, It has to be intentional. And how do you make it intentional, you can follow this framework.Larry Burden 10:18 You're saying that, maybe not flipping through Twitter and going, ooh, Flippity! Though we like Flippity. Flippity is really cool. I don't really know it. I'm just going to throw it in there and...David Noller 10:29 Yeah,Larry Burden 10:30 see how it works?David Noller 10:31 Yeah, that's, that's been a challenge for us lately, is that there are so many great shiny baubles out there to play with on the internet, and sometimes we want to say, I gotta put this in front of my kids, they'll love it. But, you know, we've got the committee to review those things so we can make sure that we're protecting the kids privacy and their data and all that thing. So, part of being intentional about the, the Triple E Framework, we have to have as a corollary, also being intentional about data and privacy.Larry Burden 10:57 Absolutely. Well, and also you might...David Noller 11:00 Shout out Danelle.Larry Burden 11:01 Thank you for going through all those, all that fine print in terms of agreements, it's, it's wow. Is there anything else on the Triple E?David Noller 11:08 We can dig into all kinds of things. We can give examples. I will give you this as an example. And this will be my like, application outside of what I usually do. Kate Hansen teaches Spanish. And If you are I grew up in the decades before, a long time ago. I learned Spanish from worksheets and from repeat after me, and that's how we did it way back then, memorizing vocabulary. Ms. Hansen has been able to do engagement, enhancement, and extension, through things as simple as creating a running journal that the kids keep, where every time they write, they have to write 10% more than they did last time. So, it's a Google Doc, they do a word count to see what they did last time, and then with the new vocabulary and the new ways of speaking that they've been learning through comprehensive input method, they try to write a little more. And so, because they have that resource always available to them, they're always able to see what they've done. There's never a question of what did I do last time. In terms of like reflective learning, they're able to reflect every time they, they produce, they can reflect on what they did last time. She also has a as an extension piece. We have an exchange with a school in Leon, where the kids are pen pals, and even video pals with those students. And they send videos back and forth, they send notes back and forth, they talk about themselves. That's the kind of thing that it's not necessarily high tech. It's just a pen pal. But we're doing it through the internet, we're using the video capabilities across the internet. But it connects the students in a real meaningful, authentic way with a whole new audience. Native speakers of the language they're learning, and connects them in a way that, that builds those kind of soft skills of relationships and things too. SoLarry Burden 12:59 Enhancement, engagement,David Noller 13:01 ExtensionLarry Burden 13:02 Extension, bam, bam, bam,David Noller 13:03 She has accidentally become an expert in the Triple E Framework. But that's kind of what I mean about good teaching. She's taken the tools that were available, and before we even started talking about Triple E, would be somebody that we could hold up as an example of someone who fully engages in the principles of the Triple E framework, because she's a good teacher.Larry Burden 13:27 A good teacher will trip and fall into the Triple E Framework.David Noller 13:31 Yeah, I think so. With a little help from your friends, Maybe a shove. A gentle push.Larry Burden 13:38 If nothing else, Danelle to read those terms and policies.David Noller 13:39 That's right.Larry Burden 13:41 Before you use the tool.David Noller 13:42 The Triple E Framework, it's like if you're trying to decide what to use, If you've got a pancake use a spatula.Larry Burden 13:51 Thank you Uncle Buck.David Noller 13:51 You know, right. Don't use the snow shovel unless you're making a four foot wide pancake. If the tools right for the job, it's right for the job, Look at the Triple E Framework. Make sure it's doing the things we need it to do. But don't jump into using a technology tool just because it's technology. It has to fit that framework in order to make meaning with the student learning.Larry Burden 14:13 Love it. Absolutely love it. I don't know, it's early in the year. I don't know if you've got it yet. It's our favorite segment, "This Pods Getting Gamey."Larry Burden 14:19 Are you gamifying anything this year?David Noller 14:24 I did a thing.Larry Burden 14:27 You've done a lot of things, Most of them aren't appropriate for the podcast.David Noller 14:31 Wow! All right.Larry Burden 14:33 Tread lightly sir, tread lightly.David Noller 14:35 So, Sociology, you know, I did the monopoly thing I've done in the past. It's been successful to a degree here and there. It's been great. It's been okay. I wanted to do something simpler. And so I created a simple simulation where based on student choice, they had a list of half a dozen characteristics they could acquire. If they acquired two from that list they couldn't get any the other ones. I could see this being used, by the way, like a science class where you're designing a new species. What kind of, out of this six, what do you get? You get two. Okay, well, now you can't pick those. Once they pick those two characteristics for their society, whether it was advanced horse riding, or development of agriculture, or development of a market, that opened up another group of things that they could choose from in the next round. And they had to talk about, within the context of Structural Functionalism, this theory we're dealing with, what would help to create stability, and solidarity in their, in their society. Which roles had to be filled. In which direction were they going to go? One group went full warfare. They went, we want to develop weapons, we want to learn offensive strategy. They didn't take any food development. They didn't take any government. They didn't take any trading along the way. They could have specialized in inter-village trade, they didn't. All they did was war. The time it took to write this out was about 15 minutes, maybe. As I figured out the branches of these different skills and what they could open up, right. 15, 10, 15 minutes, super quick. And then the time came, and I turned to the group, the military group, I said, Who do you want to attack? Well, who's got the most money? They do. And how do I know that? Because I decided. They had a market, they had built a barn and a silo for storage. They developed their agriculture, they had a fence, okay, they are. We attack them. Well, they didn't know, the attacking group didn't know, that thee, that this rich group also invested in defensive warfare. And so there were losses on each side, but they were not conquered. And then immediately, one of my students says, "How about the rest of us form an alliance against them." And all of those principles that we'd been talking about in Structural Functionalism, about the roles that we take on in society, in order to create stability and protection. In order to have solidarity, so we have community within. All that stuff played out in the classroom, to the point where one group was literally shunned. And they were personally offended. Not just in the context of the game, but they're mad at their classmates for leaving them out, right? But, that was kind of the goal of the whole thing. So...Larry Burden 17:28 If you're not gonna play nice,David Noller 17:29 If you're not gonna play nice, you know, they're gonna kick sand or whatever, I don't know, what is it, they take their ball and go home. So, it was super simple, took me about 10 minutes to plan, maybe 15 max, and super effective. And it was paper and pencil, had nothing to do with technology, except for the fact that I typed out the rules on a Google Doc. But it was, it was a great way to engage kids in decision making, that demonstrated this theoretical framework, where at the end, they could all kind of give a A-Ha, I get it now.Larry Burden 18:03 More frameworks from you. This is getting weird.Larry Burden 18:06 But it's chaos, because you know, I had the rules, but I had to storytell the whole thing as we went. So...Larry Burden 18:11 Okay, well let it pass.David Noller 18:12 There's till some chaos.Larry Burden 18:14 Tutorials and updates. I just wanted to point out that we had a, Meet the Tech Director pod, on Tuesday. Dropped yesterday I do believe. It's a very good pod. He had things to say.David Noller 18:23 I will listen to those things.Larry Burden 18:25 They were good. They were good things. We actually are going to, actually be putting a piece of that, a snippet of that on YouTube. The TCAPSLoop YouTube channel is active.David Noller 18:34 All right.Larry Burden 18:34 Now speaking of active YouTube channels,David Noller 18:36 Yes,Larry Burden 18:37 The TechNollerGist has always got something going on, on YouTube. Have you dropped anything new?David Noller 18:41 There have been a couple recently. We're working on a project of, sort of like, TCAPS Tech 101, getting started kind of skills and things. So I've just put up a couple about, like real mundane stuff, like how to change your printer, how to access the TCAPS App Store for programs that are already installed on your device that you might need. Danielle just is working on one I think I linked it on on my page, because apparently I still things, but, on sort of the philosophy of technology integration in TCAPS. And then I also posted one about, where to find help in TCAPS when you have technology questions. There's our help desk extension 3-3325, there is on Google Drive, there's our team drive that has the tech toolbox. And then of course there's your educational technology coaches, Daniel Brostrom, and myself the TechNollerGist.Larry Burden 19:38 All right. In closing Follow us on Facebook and Twitter @tcapsloopDavid Noller 19:42 @TechNollerGist. What happened?Larry Burden 19:45 I don't know that you didn'tDavid Noller 19:46 I wasn't listening to what you said. I assumed I was supposed to say something.Larry Burden 19:49 You did exactly what you're supposed to do but you looked really confused doing it.David Noller 19:52 I went somewhere in my head. And I don't know quite where I went.Larry Burden 19:56 I don't know if I want to know where you went.David Noller 19:58 I was thinking of a joke. How many surrealists does it take to change a light bulb?Larry Burden 20:04 How many?David Noller 20:05 banana.Larry Burden 20:07 I was gonna say rhinoceros.David Noller 20:09 Close.Larry Burden 20:10 Subscribe to the podcast on iTunes, Stitcher, the Google Play Store and anywhere else you get your ear candy. Remember, you're never too old to play.David Noller 20:18 Play a game today, it's good for you.

It's episode 91 of the EdTechLoop podcast and we are joined by the new boss, not quite the same as the old boss, Evan O'Branovic. Danelle and I grilled the poor guy on almost every current issue involving educational technology during this marathon pod. Evan shares some great insights and a "yes we can," mindset to the pod and District. This is a packed show, enjoy! EdTechLoop on Youtube!Transcript: Larry Burden  0:00  good parenting skills. This guy, Danelle Brostrom  0:03  Come join us, in this small, sweaty office we call a studio Evan O'Branovic  0:14  so great  Larry Burden  0:15  It's back here really, It's safe. Larry Burden  0:18  I have no idea what I'm talking about now. Larry Burden  0:23  It's Episode 91 of the EdTech Loop podcast. My name is Larry Burden and she's worryingly started every morning for the last month standing atop her desk declaring Oh Captain, my captain. It's Danielle Brostrom. She doesn't get the reference again. And we are joined by the new boss, not quite the same as the old boss. It's Evan O'Bran...O'Branovic Evan O'Branovic  0:46  Obranovic Larry Burden  0:46  Obranovic, I got it right. Yeah.  Evan O'Branovic  0:48  Nailed it.  Moment of Zen  0:49  Thank you, Karen. He's here to deepen our understanding around what's new and educational technology. Though not nearly as deep as this week's Moment of Zen. The pessimist complains about the wind, the optimist expects it to change, the leader adjust the sails. Larry Burden  1:08  Though it may have been left unrefrigerated too long, and was surely about to turn, we finally have someone to cook this week's meat of the show. Meet the director. Larry Burden  1:19  Welcome to the district. Evan O'Branovic  1:20  Thank you.  Larry Burden  1:21  Before we get started, I'd like to take a moment and on behalf of the district make a blanket apology for Thomas, just in general, just in general. Besides that, what do you think so far.  Evan O'Branovic  1:33  I have been extremely impressed so far, coming in from a much smaller district. So, just the pure size and scope and sequence of everything that happens here is quite incredible.  Larry Burden  1:46  Overwhelming or more like well I can't wait to get my hands on all these...  Evan O'Branovic  1:50  Oh, both, yeah. Larry Burden  1:51  Cool toys. Evan O'Branovic  1:52  We've had plenty of overwhelming moments coming home, looking at my wife like, we're not in Aspen anymore. And then, but it's an extremely exciting opportunity as well so I think that's been kind of what saves those overwhelming moments is feeling like wow there's a lot that I can dig my hands into and the staff around me is incredible so it's been very exciting in that aspect.  Larry Burden  2:14  What brought you to Traverse City. Evan O'Branovic  2:15  Well, I grew up downstate. So I'm from Michigan, the mitten, you know, originally and went to Michigan State, go green,  Larry Burden  2:25  Go blue,  Evan O'Branovic  2:25  yeah, I know I found that division up here, which is always good. And then I graduated with my degree in elementary education, decided that Michigan was not the place for me and took off out west. Never been to Colorado before but decided that was my time and ended up landing kind of your dream gig in Aspen, Colorado teaching fourth grade. So I did that for six years, convinced my now wife, then girlfriend to come out with me. She's a teacher as well. And then I got my Masters in educational technology, was pursued by my old Tech Director to become a Tech Integrator, found that extremely exciting, rewarding kind of where I wanted to be. And then was always kind of on the lookout for grandiose opportunities to come back to the home state. And so, when I saw this come up, it was something that I had to at least throw my hat in the ring for. And surprisingly, they picked me, which was very exciting and, and then just kind of made the call home and told our parents that were making the move. And like I said before, kind of, for me, being such a big place in terms of just like the scope of how many schools, and the amount of students, and what all happens here. When I got a chance to speak with, you know, staff and see the team that's in place, my final interview was actually flying out here, and kind of checking everything out, it really made that, that size not seem like such an obstacle that I couldn't overcome and so it was really comforting and kind of made that decision for me to take you know a step out of my comfort zone and do something a little bit bigger than myself and so yeah. So far I'm very happy with this decision, but we're only a month and a half in. Danelle Brostrom  4:11  So what are the trends you see in technology? You know you've been in tech for a while, and, and Ed tech specifically for a while. What kinds of things do you see happening?  Evan O'Branovic  4:20  You know that's, that's been pretty interesting. From my perspective, I think what you'll find too is, is always that everyone has their two cents and what's tech shifting every so often and in multitude of directions, it's hard to really pinpoint it. And that's one of the exciting yet frustrating things about working with it to me. What I've noticed is mobile centric, meaning, just everything's got to be mobile to use. Can we use our phones, can we use tablets smaller devices. You know what, what in that mobile format can be applied to what we're trying to do because no one wants to waste time with, with computers anymore. In the sense of our big laptops, you know, which is pretty funny thinking how these things are, it's just, it's too heavy, I don't want to carry it with me. But I can have my phone. Can I do it on my phone? And I think our students, you know are the prime example of that. Teachers, were still in the transition but. So yeah, anything mobile, but then as we look at new devices, and you know the laptops, we're going to bring to the staff hopefully this year. It's what devices are touchscreen, which ones are small, and portable and easy to carry. Which ones can flip over into tablet mode. So those to me are just kind of, that's become the trend. What, what can get from point A to point B very easily. What can I pull out and work out on the fly. And so anything that drives to that point, I think is always, you know, kind of, you know, an excitement for people. They look at it, even if it may not be that great of a device, but if it's smaller, it's more mobile, it always will get a second look.  Evan O'Branovic  5:48  And then connectivity is big. Wi-Fi is water, at this point in our lives as we know. When the Wi-Fi went out last week, so.  Danelle Brostrom  5:57  Old fashion day is cool. Evan O'Branovic  5:58  Old fashion day is cool and everyone gets, you know, real worked up about it because it is like you turned off their water supply. And, and I had several people, when I was doing a school tour that morning when it happened go. Should we just have Wi-Fi days, should we should we not have school if the internet's not there. And I'm like, that has become the first thought right. Can we even do what we need to do if the Wi Fi is not accessible which I think most of us who are a little bit older and came into it as a transition period where like, like you said, it's old fashioned day. So yeah, to me, the connectivity is huge and that goes for a lot of different things too. So, you know, whether it's to the internet, or just, you know, in the classroom setting to me it's always finding interesting how people perceive how they're connecting, meaning to like a display to showcase their class, or to their other students. You know, are those devices easily connectable? Can I bring up a student's screen and show what they're doing? Can I put my screen very easily up on the projector, TV, SMART Board whatever it's going to be? But whatever it is, does it work really quickly and can I do it without really having to have any sort of learning curve? So any devices and tools we can find that do that more simply, I think are home runs.  Evan O'Branovic  7:10  And then simple as best. I think as things have become more complicated, the less clicks someone has to do, the less work. If I don't have to read a manual and it'll auto set up for me, if it'll connect to that display for me, if the Wi Fi runs by itself, I love it. If it doesn't, and it takes a little digging, you know, with this world everything needs to be faster, quicker, more on point then it just becomes an instant point of frustration for someone who may not be as apt to look into that, and so, you know, what's simplest. But that goes for the tools that the teachers and students are using to. How many clicks does a kid need to use to get into that, you know, curriculum device or whatever the teachers using. And what kind of information do they have to share? I think that's become a big thing to. Do I have to give an email, a password and home address? Forget it, I don't know that kind of time. But if I just need an email and a password great, let's knock it out of the park. Or what kind of information do I need to give, which is a good thing people are becoming more aware of, you know what they're sharing and who has access to that. But that becomes a huge roadblock. And then I think there's a huge piece, from parents, students, Old Guard Teachers, Administrators, of less is more. Too much screen time, too much time on the device, are they really being used purposefully, which I agree with to some point. And so it's really a thoughtful consideration, I think going back to that purpose for use. How are we using it, and just because we have computers and we slap our kids in front of them is that mean they're really learning? Are they doing anything innovative? That's definitely not always the case, and I think you're just seeing that from everybody. Now it comes in different forms. So you'll have, you know, parents are very apt on one side of just, usually it's screen time. How much screen time is my kid getting, and hopefully getting them to ask the right questions of, screen time can be a question but it's, is it purposeful time? If it is, then it's probably worth them sitting down for a little while and using that device. But if they're just kind of doing facts or simple things that can be done in old fashioned day, then, yeah, I think less is more. We don't need to use technology for technology's sake. So that to me has been just kind of a big pickup and something from my role back in Colorado to what I'm seeing here is just the justification and or just the thoughtful use of that technology so that it's being used purposely.  Danelle Brostrom  9:30  Fits right into the ISTE Standards and the Triple E Framework stuff that we're really trying to push in this district.  Evan O'Branovic  9:35  Absolutely.  Danelle Brostrom  9:36  Create over consume.  Evan O'Branovic  9:37  Yes, yes creation to me is, is absolutely key. It's something that I think often gets overlooked. And it's, because it's not easy. It's not easy to have anyone, whether it's from the teacher level all the way down to the student, really try and create something, or look at how they're, they're creating or thinking, you know, a little bit broader than just accomplishing a task. It's always about tying a lot of things together, and you know, that always takes work so. That's tough for teachers, but that's where you're going to get meaningful connections. That's where the learning is going to happen. That's where I think it becomes very easy to justify having your kids on a piece of technology, your students on a device. Because of what the end product is, and the fact that it wasn't just for one simple, you know, task. They didn't just practice math facts. They created, you know, a website explaining a multitude of math concepts that they work together with, but that's not easy. So it takes a lot of work and that's the hard part for sure.  Danelle Brostrom  10:33  And a lot of time.  Larry Burden  10:34  So with time. One of the things that we do struggle with, you know, the kids like the mobile devices, the teachers like the mobile devices, everybody likes mobile devices. Yet, I know we, we struggle at the secondary levels with, maybe, misuse. We want them to be creative. We don't want them to be distracted. How do we, I guess, navigate that balancing act?  Evan O'Branovic  10:55  Yeah, that's a tough one. I don't think there's a, there are necessarily a sure fast answer to, this is how you make sure all your. Larry Burden  11:02  Figure it all out. No one's, no one's.  Evan O'Branovic  11:04  Here's the button to press. That's what everyone wants. Which is always tough, you know. What button can I press? What, I feel like in that same, what app can I give my students so they can't do anything else? Right? What locks down the device? And to me, that's that's asking or approaching it from the wrong angle. So if we're worried about them, you know, we need to force them into this one spot, then, what the activity you're doing is not engaging enough. And that's a lot of ask for the teachers as well. So there's, I'm not trying to downplay what their job is, and that and how they're supposed to do that. But it's really, it starts with people like Danelle and that curriculum, the instructional side of how are you utilizing your mobile device, your laptops, your computers, any sort of technology, to be engaging with the students and making it purposeful. And I would hope in my experience, which has not been long, but with Danielle and David and our other team, our instructional team is, they have that opinion of, if it's not, then don't use it. And that's not to say you just throw it away in the garbage. But you really need to be like, it's okay to step away. I don't need to use this cool new thing all the time just for the sake of using it. So, it's going to take some work I think I'm changing just a mentality of a teacher, of the time, like Danielle mentioned, it would take to, you know, create something that's truly engaging, and how that would be implemented, and what that looks like. And then, you know, contingency plans. So, when it doesn't work, what are you going to do then? Because it's not going to work. I just always like to run under that assumption. It's gonna break. It's going to break probably in the middle of the most important part. And my favorite statement that I've had so far here in the district is, "oh yeah, we were working on that but then technology didn't work." And I'm like, Oh, well that's a bummer. I'm really disappointed that it didn't work. But that's a really broad term. So you know more specific is great but just, that's going to happen, you know, so I try and very kindly redirect that in the sense of, it absolutely it's just not going to work. We can't rely on it because, like I said, it's always changing, it's new things that we're trying to do are usually on the cutting edge, which is great. So you have to plan for a different way to approach it. And so that's kind of the way with that mobile device thing. It can become an absolute distraction and just detraction from what's happening in the classroom and so you either have to spend a lot of time, and I think even if you do, to plan something meaningful you might find that happening. And if that's happening, you need a parachute. How you going to bail out?  Larry Burden  13:39  What's your plan B?  Evan O'Branovic  13:40  What's your plan B?  Danelle Brostrom  13:41  I want to high five that answer because I think that I hear that on a weekly basis. How can I block my kids from YouTube? How can I keep my kids just on the one website that I want them to go on? And I think, like, as an adult, you have to learn how to balance all of this, and the phone, and just everything. And I think if we never K-12, talk to our kids about how to balance, and what that feels like, and that you struggle with it to. You just kind of send them off and then they don't know how to do it. I don't feel like you can lock everything down.  Evan O'Branovic  14:15  You can't lock everything down. And if that is your solution to everything then, again, I think just like you spoke to, you're not preparing them for the next level. And that's, you know, I think what everyone touts and everyone is truly deeply meaning to do so. You want to hopefully bring that conversation back around to them and be like, if we want to prepare them for college, no one's going to say, their professors not going, How can I lock them into this app, you can take all those quizzes with your friends next to you and multiple tabs open. So, is that really the goal, is that where we're moving towards? Because that puts a level of complication, onus on, you know, the people say, Thomas to crank things down in a way that becomes I just think unsustainable. You can't, you can't do it. And then again, it's one more thing to break. So you really have to be careful on that balance of, of how much control you want to have versus how much knowledge, skill set, practice you want to impart on those students and teachers to, to just do the tasks that they're trying to do or make meaningful ones, so that people just are naturally engaged in it. You don't have to keep refocusing them because chances are, unfortunately, that might not be the most best use of that time in that lesson. So having that reflection time is huge. And being able to, I guess, except that it was a dud. It's got to be okay I think especially in technology.  Larry Burden  15:40  You have to be willing to fail. The teacher has to be willing to fail. It's an opportunity to actually model that with a lesson. Sometimes I have, I have this great idea. Didn't work, let's...  Evan O'Branovic  15:51  Right,  Larry Burden  15:51  let's move on.  Evan O'Branovic  15:52  Yeah, because it will not work, it will, it will not work. Larry Burden  15:56  We would like to get to the point, we talked about this a lot, is, you know, the hope that technology just becomes a tool. It's not even "technology" anymore. It's just, you know, one of many tools. And we're going back to that engagement piece and locking everything down. It's like taking the head off a hammer. Suddenly, it's not a useful tool anymore. Yes. Yeah. The head is the part that's going to hurt you, as well. But if you can instruct the, the educator and the student on the proper use. That would be the more beneficial route to take as opposed to making it no longer tool,  Danelle Brostrom  16:30  And the task design, I think that's a big part of this. Have really engaging tasks that draw kids in. Rather than just the lower level recall kind of stuff. That's what's going to keep kids where they need to be.  Evan O'Branovic  16:41  They just need an emphasis on that, from the top on down of, I think like Daniel mentioned, the time that's involved in that. It's a lot. So to think that you can do that in a 30 minute prep period, it's just not going to happen and that's okay. So hopefully we can start to, you know, as this becomes an absolute ingrained part of what's happening, which I think it very well is terms of using technology within, you know, our teaching day. To really be thoughtful about how we're supporting those teachers and staff to do that. And what that really looks like, and what the best practice is. And I think everyone around you is figuring that out. So I don't think TCAPS is ahead or behind. I think it's a learning process, but you really need to have that at the forefront. And at the same piece, the reflection of, well that plan does not work, or that amount of time is not going to cut it, or what the realistic expectation if this is the only time you can provide, then what can we actually get done that we think is valuable to our students, you know on our staff. And I mean those are hard conversations but I think they need to happen.  Danelle Brostrom  17:47  Okay, I know that you love Google. Favorite Google tool and why? Evan O'Branovic  17:52  This is a good one. Um, I gotta go with a simple Google tool but one I've found the most fun in working with, you know, other teachers and students when I get a chance to get in there is Google Slides. I think it often gets overlooked. It's left as its PowerPoint. PowerPoint for Google I can share it with my students, great. I think there's a lot of little tips and tricks and hacks. Done a few presentations, you know, labeling it as such, with, that you can do with slides to really kind of change the dynamic of how you use it. So changing the page size, which is a super simple change in that, and it kind of changes the whole dynamic of what it's used. It becomes a magazine. You can print it out in eight and a half by eleven. Becomes a virtual, you know, publication where it looks like pages in a book that can be flipped through online. Adding different elements when you can put videos. My favorite thing to do, hopefully my friends back in Colorado, listen to this, I love GIFS. I love making GIFS. So, unfortunately not really funny, guess they're more, you know, educational training GIFS of how to do this that or the other. And so being able to make those short videos and then put them in a slideshow and so people can flip through as they deem necessary and go back and forth, has been my, was my go to in terms of any sort of instructional tool. And people seem to appreciate that far more than listening to my voice for three minutes droning on and on. Or being like, that two minutes, does that where he explained the part I already know? With the slideshow you can just flip back and forth and I just think it's fun to make GIFs. So, and then you get to put a funny one at the end. So I love that piece of slides, and just in general the some of the new adoptions they have with it. Using the, the speaker notes, letting the students be able to voice-to-text Danelle Brostrom  19:47  Huge Evan O'Branovic  19:48  into the speaker notes is big. When voice to type first came on a Google Docs so it was great tool for, you know, our students who couldn't type. And how are we going to get them so they would talk into the document. The document would write and then I'm trying to show a first grader how to copy and paste. And that's just, we're not using again, our time wisely. We're pulling the parachute very quickly. And so, Larry Burden  20:09  What is developmentally appropriate? Not that, it turns out.  Evan O'Branovic  20:12  Absolutely. And so, it's a go to. And I like it because it's easily accessible. It's one that already people are familiar with. So, when you can kind of show them some really fun ways to utilize it. That's me, tops it for now. Slides is my favorite.  Danelle Brostrom  20:27  Good answer. Evan O'Branovic  20:28  Choose your own adventures with slides. That's the best. create links to different pages, hide pages. All kids get a kick out of that especially when you let them make their own. Larry Burden  20:38  I'm excited to do that.  Danelle Brostrom  20:40  So give us some insight into a few things we can expect from our TCAPS Technology Department this year.  Evan O'Branovic  20:45  These are well thought out and ever changing. But what I'm hoping to bring here, and utilize the people and the resource that already here which I've mentioned are great. So a big thing for us is going to be some curriculum partnerships. So how are we working well with our curriculum folks to do all the things that we've just been rambling on about? Without these two departments, you know, working together, being on the same page, communicating better, it's not going to happen. And so I'm really hoping to and by all signs pointing right now, I mean, it's, it's starting to work. But it's a work in progress of just opening those doors, creating those open lines, making sure that as much as curriculum may be on the forefront for some of the things we're doing as technology and like that same mentality to be on the flip. So, is curriculum thinking about technology and because so many of pretty much all new curriculum products involve technology in some way. So, are they first thought to reach out and be like, how is this going to work, what do I not know that I can ask these folks about? I just really want that to be pretty seamless. I want us to work hand in hand. That goes along the lines with doing some other things to that we've already started, like overlaying ISTE Standards into the existing curriculum. So where does it fit in? So not that it's one more thing for teachers. Which we all know does not work and they don't have enough time for. But whereas it just already fitting? And so we can do that groundwork with Curriculum's blessing which we've gotten and then present that to our teachers and be like, see how this is already happening or, point out projects that I know many of them are probably working on and be like, you're doing it. And now you just know what to call it. And that, to me is big, and I think, not to be able to reference ISTE Standards for Students and then Teachers themselves is doing, you know, a big disservice to how technology is really going to work with education. so it's really important to me.  Evan O'Branovic  22:40  And then the buzzword STEM. So, we have a lot of STEM talk and what that action actually looks like and technology is right in that. So, to think that we're not going to be involved in some way, is just not a possibility. So just, how we can help support that. Because everyone's talking about STEM and my experience is everyone has different views of what that actually means. It's a good word to say again my experience someone can probably comment, call in and comment. Larry Burden  23:10  We can get it really confusing and throw STEAM in there and really have some conversations Evan O'Branovic  23:13  STEAM to. But just like I just, I think I said to Danielle, I think everyone says the word STEM and then in their head goes, please don't ask me specifically what I'm talking about, when I say STEM.  Danelle Brostrom  23:24  That's my next question for you Evan.  Evan O'Branovic  23:25  Yeah, so please don't. Please don't ask me that. I'll say it closer to the mic so that it's more clear. Please don't ask me. But yeah, so that one's an important one.  Evan O'Branovic  23:36  We want to look at our workflow. There's so much going on with technology the department's so big, you know, between the data team, the instructional team, the network people. How are we working smarter, not harder. I think a lot of those systems are already in place, or at least, you know, been talked about. And I'm hoping to just help kind of drive that ship, and make sure that it does become more efficient, and people feel like their work is valued. And that we're not redoing things that already have been done well. And so just kind of tying that all together. The libraries are another important one, working with Stephie a lot on just starting by what everything looks like. How the libraries are operating, and what our kind of dreams and hopes are for those spaces, and how we can really turn them into moving from an old library model, which, again, I think it's just a national trend of just books in a room, to where it truly becomes a dynamic learning space. And again, that's a buzz thing, kind of like STEM, you'll see a lot of people want to do that. So, but I actually do want to do it, as I know many other people in this district do. So how is that going to look? It's not going to be easy, but I think we have all the pieces in place to really make some changes there. So looking at the libraries is going to be huge.  Evan O'Branovic  24:52  Lastly, in instructional support. The one thing that shocked me about coming here was we have 1.6, 1.6 Danelle Brostrom  24:59  Small but mighty.  Evan O'Branovic  24:59  Danelle and Dave instructional team for 15 or 16, schools technically, probably 16 officially right? How many students 10,000 plus,  Danelle Brostrom  25:12  and staff  Evan O'Branovic  25:13  and staff  Danelle Brostrom  25:14  and support staff.  Evan O'Branovic  25:16  And support staff. Danelle Brostrom  25:16  and, and... Evan O'Branovic  25:18  so as impressed as I was about everything,  Larry Burden  25:22  That's why the podcast is only 20 minutes long. Evan O'Branovic  25:24  which I still am impressed. Just how we can help that. I'm coming from a district, to give myself away, very small, three schools. And I had two Tech Integrators, myself and another person for three schools, and we were jockeying to get a third. So we had seen, but I think that's hopefully a compliment to us the value of our position. And so we were hoping that to be most effective, we really needed one per school in order to help that staff, and, and touch base with all those people on a regular basis. And so now I'm coming to this place... Larry Burden  26:01  There's a lot of smiles in here. We are holding the laughing in. Evan O'Branovic  26:06  that is not very close to that. Which is unfortunate, and it's not the end of the world. And so I think, you know, looking at that, maximizing the time and the resources that Danelle, David and to an extent, Stephie, you have to really figure out how we can use that. And we've had some of those discussions. And then, you know, maybe down the road, If we can do a good job, which I think we will have showcasing that value of, is this a position we need to increase, bring into the fold, Really, you know, showcase how that can be helpful. If Danelle can see a building, or someone like a Danelle can see a building more than once every couple weeks in an ideal world which probably isn't even always plausible, You know, moon shot. Larry Burden  26:53  Live the the dream, Danelle Unknown Speaker  26:54  Moon shot Larry Burden  26:54  live the dream,  Evan O'Branovic  26:55  The new guy, you know, he has a lot of hopes and dreams and then he settles into the reality. But I try and hold on to them for as long as possible so that we can make it happen. Larry Burden  27:03  I didn't sound like you have, you've had a bedding in period at all. You basically jumped right into the fire. And,  Evan O'Branovic  27:08  yeah,  Larry Burden  27:08  it had been on the burner for a while. Evan O'Branovic  27:10  Yeah, there was no, just relaxing. I've been told a variety of different timelines I have as the new guy. It goes anywhere from three months to a year. Some I'm hoping I get the year to really adjust myself. We'll see if the three months people will hold me to that and see if I got everything locked in within about three months. But it's a lot is a lot happening. And I definitely come from the instructional side of things. So that's my strengths, which I really enjoy doing. And something that you know, gets me going and then I've been trying to pick up, though I had some experience with all the technical side of things. You know, that's where I lean heavily on the Thomases the Bills,  Larry Burden  27:48  So Sorry, Evan O'Branovic  27:49  All this  Evan O'Branovic  27:50  So, sorry. Evan O'Branovic  27:51  You know, have their, have their own quirks, but are a great group of guys. And so, you know, I just lean really heavily on them to be like, what do I need to know to best help you, support you? That's what I'm all about. How can I support all these people? Because, they all do their jobs really well. They don't need me to micromanage. So I'm trying to avoid that. That's the goal. Larry Burden  28:12  Well, it sounds like there's gonna be some pushing and asking that infrastructure to do some things that maybe it's not quite set up to do right now. And having a good understanding of that, allowing yourself some time to have a good understanding of that, so.  Evan O'Branovic  28:23  Yeah, we're working on a whole lotta "Yes," right now. So that's what I pitched at the beginning. Probably gonna over Yes. Meaning we'll say yes to a lot of things. And I'm sure we'll have to reel that back a little bit. But I'm hoping to that's all my vision of, of trying to build those relationships. Show people that we're here to support. But that goes in both ways, meaning and I want to say yes to our team internally to for ideas they have, suggestions on how to make things happen. And I think if we can do a little bit more of that and do it in a reasonable fashion that we can accomplish, we're really going to showcase the value. And then it becomes easier to get some of those high level big goals done. Like have more Tech Curriculum Coordinators and EdTech coaches. All those good things that I think are just as important as the infrastructure data side, which is also vitally important, but we, I want more of a balance.  Larry Burden  29:18  The goal is to have it unseen. And nobody asked questions about it. It just works. Now It's time to actually teach people the tool. Evan O'Branovic  29:24  Right. Now, what's the data center? No one knows. It's just that building over there that used to be an old  elementary. That's always fun to show people, though. People who don't have an awareness of what the data center here at TCAPS looks like. That is an incredible building and just operation from a school district standpoint. I've never seen anything like it. I'm sure they exist in other places. But I was blown away by that. And that, to me is a really exciting piece to have and to know it's already in place. So we're moving on past that.  Larry Burden  29:55  What else you got? Danelle Brostrom  29:55  Wanna play game?  Evan O'Branovic  29:57  I do.  Danelle Brostrom  29:57  Okay. Brand new segment on the pad. This is called, This or That. Rapid fire. You gotta answer, okay? Evan O'Branovic  30:04  So you're going to give you two options, and I just hit it with one or the other.  Danelle Brostrom  30:08  You got it, one or the other. Okay?  Evan O'Branovic  30:09  I can handle that.  Danelle Brostrom  30:10  First, Google Docs or Google Sheets?  Evan O'Branovic  30:13  Sheets.  Danelle Brostrom  30:14  Podcast or Radio?  Evan O'Branovic  30:16  Podcast.  Danelle Brostrom  30:17  Let's talk about devices, touchscreen or just use the mouse? Evan O'Branovic  30:21  touchscreen. Danelle Brostrom  30:22  Michigan State or U of M? Evan O'Branovic  30:23  Michigan State.  Danelle Brostrom  30:24  Work with the Tech Department or go rogue? Evan O'Branovic  30:29  Work with the Tech Department. Danelle Brostrom  30:31  text or call on the phone millennial?  Evan O'Branovic  30:33  Text all day.  Danelle Brostrom  30:35  Lucy or Rosie? Evan O'Branovic  30:39  Rosie. Danelle Brostrom  30:39  I didn't think you were going to answer. Larry Burden  30:39  I would not have answered that. Evan O'Branovic  30:47  Not becuase...Rosie doesn't get the love my first born Lucy does. So my wife does a very nice job of taking care of Lucy and giving her everything and anything she wants. And don't get me wrong, she gets anything she wants for me too. But I try and lean on Rosie a little bit. she's second child and she needs that love, so I try and be that, that support system for her.  Danelle Brostrom  31:07  Nice  Evan O'Branovic  31:08  So that's what I'm leaning on. So we split. You know right now we can still play man to man. And do not have to go zone. So yeah, I'd say my wife's got Lucy. And I got Rosie.  Danelle Brostrom  31:18  Love it.  Larry Burden  31:19  Tech Tool of the Week. Techtool of the Week  31:24  Tech Tool of the Week, Headspace is free for educators. This happened over the summer. Headspace is a meditation app. And it is also located on your computer. So you can use it either one. But they went free for educators, which is exciting because there's an entire section for kids. You know that we love using meditation to bring kids down after recess, to bring kids to a place of getting ready to take assessments, or just to a place of calm. And I think Headspace has some really good options for kids. There's a whole section where you can choose an age group and find really quick three to six minute meditations that are perfect for the classroom. So I'll put that link in the show notes. Larry Burden  32:00  They do a great job. That particular app does a great job of actually teaching the concepts of mindfulness in a way that's understandable and not to cosmic. Danelle Brostrom  32:08  The graphics are beautiful too. And it's just a really, really nice tool for educators.  Larry Burden  32:13  absolutely Danelle Brostrom  32:13  I like it even better than Calm. Evan O'Branovic  32:14  And they're doing full circle there. They're helping you maybe not want to be on your phone or an app with a phone or an app. So they're working themselves by being to good out of their own business but that's impressive. It's a good goal. Larry Burden  32:26  All right, um, tutorials and updates just wanted to point out that we have a TechNollerGist pod recording on Thursday should drop on Friday. Just in time for the weekend. So clear out the calendars for the weekend so you can listen to the pod. You'd mentioned earlier TCAPSLoop YouTube channel is not dead yet. There will be things to be put on TCAPSLoop YouTube channel, it just hasn't happened yet this year. We're still early, give it some time. In closing Follow us on Facebook and Twitter @tcapsloop,  Danelle Brostrom  32:52  @brostromda,  Evan O'Branovic  32:54  @evanobranovic  Larry Burden  32:55  Nice. Subscribe to the podcast on podbean, iTunes, Stitcher, Tune-in, Downcast, Overcast, the Google Play Store and Spotify. Leave a review, we love the feedback. Thank you for listening and inspiring. Larry Burden  33:08  Oh we're just gonna play that on a loop.

In this episode, I look at (literally) the Triple E Framework for integrating tech into the classroom. Get ideas on how to determine if technology is the right tool to use for your lessons or how technology can enhance learning. I encourage you to click the links below and find out more, because this podcast is just a quick overview with a few of my personal applications. Triple E Framework website Tech treat video

In this episode, host Mickie Mueller chats with her colleague Becky Miller about the work they've been doing for the last few years as technology trainers to remove the focus from the technology tools and instead focus on the learning that can come from it. Information referenced: ISTE Standards for Students: https://www.iste.org/standards/for-students Triple E Framework: https://www.tripleeframework.com/ Learning First, Technology Second (book): https://www.amazon.com/Learning-First-Technology-Second-Educators/dp/1564843890/ref=sr_1_1_sspa?keywords=Learning+First%2C+Technology+Second&qid=1558548369&s=gateway&sr=8-1-spons&psc=1

In this episode we interview Allison Thompson, director of technology at St. Gerard Catholic School in Lansing, Michigan.  She talks about balancing instruction with technical support, the Triple E Framework from Liz Kolb, building foundational tech skills, and embracing creative freedom in the classroom. Our question of the episode is: What strategies do you use to insure technology is used to collaborate and not isolate? Send us your feedback at feedback@k12ccc.com, or call our voicemail line at 346-FAQ-HELP! 00:52 Question of the Episode 05:24 Collaborative Whiteboarding Software 07:20 Allison Thompson Interview 07:56 Transition to Tech Director 10:05 Balancing Instruction with IT Support 11:57 Technology Planning Committee 13:34 Purposeful Integration of Technology 13:53 The Triple E Framework (Liz Kolb) https://www.tripleeframework.com 14:50 Engagement vs. Educational Growth 16:35 New Michigan Standards based on ISTE Standards 17:10 'Thompson Island' Persuasive Research Project 19:50 Modeling and Building Foundational Skills 21:00 Learning to Troubleshoot 21:40 Embracing Creative Freedom in the Classroom 22:20 Community Engagement and Social Media Sharing 23:15 Evaluating Tech Integration 23:50 Crossfit & Burpees 24:25 Words of Wisdom 25:35 Contact Information @AllisonTEDU 26:10 A Critique of Engagement as a Primary Goal 31:54 Next Episode - Jim Thomas, IHS French Teacher

*Don't miss your chance to win a gift card by sharing a challenge from your classroom (there's a chance we will feature it on an upcoming episode!). Call 616-965-6606 and leave us a message.* Liz Kolb is a clinical assistant professor at the University of Michigan and author of Learning First, Technology Second. Erik and Liz discuss her technology integration framework, the Triple E Framework and how teachers can best choose and leverage technology to engage students in learning, enhance learning, and extend learning beyond the classroom walls. Connect with Liz on Twitter @lkolb or via email at elikeren@umich.edu and learn more at tripleeframework.com Our team of instructional coaches is available to help ANY teacher, ANYwhere. Learn more or just peruse our other resources (blogs, classes, monthly newsletter) and services (events, virtual support, quick chats or calls) at cbdconsulting.com/elevateEDU