Efficiency of Asynchronous Learning: Using Triple E, ISTE, and T-Tess to Ensure Support of Teachers as Learners (Week 3)

 Efficiency of Asynchronous Learning: Using Triple E, ISTE, and T-Tess to Ensure Support of Teachers Learners (Week 3)

Key Points

    As I am developing my asynchronous professional learning modules, I am utilizing the Triple E framework for technology integration as it is a simple and effective way to help teachers understand best practice concerning technology integration. When creating this learning experience, Triple E is a great framework to base it off of since it’s easy for teachers to understand at first glance because it’s summarized in three words: engage, enhance, and extend. Stephen P. Gordon’s article, “Integrating the Experiential Learning Cycle with Educational Supervision” provides a succinct overview of the importance of the model and how to incorporate it successfully. When creating my professional learning experience, this article notes several things to keep in mind for the benefit of the participants. My SMART goal is based on increasing student digital literacy, so to help teachers understand the importance of this goal, I need to help them see the importance of this goal through multiple viewpoints. Gordon explains that this cycle is effective because it takes the learner through multiple learning orientations. Gordon quotes Kolb as he notes, “This process [learning] is portrayed as an idealized learning cycle or spiral when the learner touches all based…” (Gordon, 2022, 5). This multipart learning experience is what fosters critical thinking to create learning cycles instead of a one-and-done checklist. Through this reminder based on Gordon’s explanation of Kolb’s theory, I am reminded to create a thorough cycle of learning that leads to worthwhile change rather than another item on a teacher's never-ending to-do list. This practice can include discussion forums so teachers can collaborate and classroom visits so teachers can see other ideas in action. These requirements within the modules will allow teachers to see technology integration in a way that can directly help them in their own professional development.

Asynchronous Efficiency 

Another factor to consider is how to create a program that is easy to complete without me there to facilitate. Because of this, I will create a user-friendly and easy to follow module with clear expectations and instructions. Gordon notes how an effective way to support learners is to join them in the learning process. Although I won’t be completing the modules, I can partner with teachers by participating in the outcomes; in this case, I can be a partner in the technology integration expectations by intentionally helping them with expectations, answering questions, and providing feedback. Gordon notes, “by joining a lesson study as an equal partner the supervisor shifts from an “outsider” to an "insider "” ...” (Gordon, 2022, 9). This viewpoint is a very beneficial way to help teachers through this asynchronous learning experience by partnering with them in their extension to provide best practice integrated technology. 

    When implementing an asynchronous learning experience, it’s important to note how you will monitor and assess progress and offer coaching support. Offering intentional feedback and specific coaching is a necessary component of my learning experience. The Cognitive Coaching approach is one way to provide effective feedback through, “producing self-directed learners and leaders with the disposition for continuous, lifelong learning…” (Edith et al., 2015, 28). This developmental model is good to implement as part of the learning process as it puts the learner in charge of their own improvement plan. Another factor to consider as part of the coaching cycle is the alignment with both T-Tess and ISTE standards. This asynchronous learning experience aligns with T-Tess dimension 4.3 Professional Development: “Collaboratively practices in all scheduled professional development activities, campus professional learning communities”. It also aligns with ISTE Standard 2.4.a “Dedicate planning time to collaborate with colleagues to create authentic learning experiences that leverage technology” ((ISTE, 2024, 2.4.a) Both of these evaluation systems are integral part of an effective learning experience, so I will be sure to support teachers in the attainment of these standards as they complete the learning. To do my part at partnering with the teachers, I will plan to attend monthly PLC meetings and schedule classroom visits. Being present and available for questions is a key way to support teachers as they work to improve their technology implementation within their classrooms.

Educational Leader Reflections

As I continue to create this learning module, I am focusing on meeting key ISTE Standards. For example, 3.2.b Build a Strategic Plan “Build on the shared vision by collaboratively creating a strategic plan that articulates how technology will be used to enhance learning.” and 3.2.c Evaluate Plan Progress "Evaluate progress on the strategic plan, make course corrections, measure impact and scale effective approaches for using technology to transform learning.” are central to the success of my learning modules. (ISTE, 2024, 3.2b-3.2c) These two goals ensure that my plan is well developed and well monitored.

References

Costa, A. L., & Garmston, R. J. (2015). Cognitive Coaching: Developing Self-Directed Leaders and Learners, 3rd Edition. Rowman & Littlefield: Lanham

Gordon, S. P. (2022) Integrating the experiential learning cycle with educational supervision.                           Journal of Educational Supervision, 5 (3). https://doi.org/10.31045/jes.5.3.1 

Kolb, L. (2020). Triple E Framework. Retrieved from: https://www.tripleeframework.com/

TEA. (2024). T-TESS RUBRIC. https://teachfortexas.org/resource_files/guides/t-tess_rubric.pdf

2. Educators. (2024, July 15). ISTE. https://iste.org/standards/educators