Finally, Some Guidance - Report from the Field - Using the Triple E Framework to Shape Technology Integration

Oct 15, 2026

Technology integration during and after COVID-19 requires practical guidance for translating remote-learning lessons into face-to-face instruction. This article adapts the Triple E Framework to help teachers plan technology use that first supports student engagement and then enhances and extends learning. Using a rubric approach, instructors can self-assess while administrators provide feedback on technology integration choices aligned to learning goals.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages7

Reading Time18 min

AccessFree to download

Abstract

What is the Triple E Framework?

How to Use the Framework

The Three Es and Technology Integration Layers

ADULT LITERACY EDUCATION FALL 2022 | [http://doi.org/10.35847/SGaer.KReyes.4.3.34](http://doi.org/10.35847/SGaer.KReyes.4.3.34) | | | --- | --- | | | Report from the Field | Finally, Some Guidance! Using the Triple E Framework to Shape Technology Integration Susan Gaer, World Education Partners Kristi Reyes, MiraCosta College Authors’Note: The authors would like to thank Dr. Jen Vanek for her coaching, editing, and formatting help. Abstract How can schools integrate the lessons of remote learning during the COVID-19 pandemic into their faceto-face teaching. What guidelines can teachers use to be sure they are integrating technology? In this article, we propose an adaptation of the Triple E Framework to guide this work. The goal of the framework is to ensure that technology use supports student engagement, and then, while engaged, students’learning is enhanced and extended by technology. Keywords: technology integration, adult learners, framework, Triple E In March 2020 when California went on lockdown due to the pandemic, the Outreach and Technical Assistance Network (OTAN), the provider of professional development in technology integration for adult educators in the state, conducted a survey of adult schools to find out about how they were handling instruction during the lockdown. Of the 242 adult education agencies that participated, 95% of them indicated that they had immediately implemented remote learning options. However, there was a significant drop in student enrollment for 78% of the agencies (OTAN, 2020) . The way schools reacted to the sudden lockdown was to institute “emergency remote teaching,”defined as “a temporary shift of instructional delivery to an alternate delivery mode due to crisis circumstances”(Hodges et al. , 2020, para. 13) . As ESL instructors and professional developers managing this new delivery mode, the Triple E framework has been very helpful for us to continue to plan challenging, high-quality instruction that includes deliberately selected tools for effective technology integration. The Triple E framework helps adult educators structure technology integration with students. What is the Triple E Framework? The Triple E Framework , developed by Dr. Liz Kolbin 2011, was initially created to support technology adoption in K-12 settings. We have adapted this framework to adult education as a guide for Correspondence: [susangaer@gmail.com](susangaer@gmail.com) 34 teachers to meet learning goals with technology tools. In contrast to other technology integration frameworks, the Triple E Framework focuses more on what students do with technology. The goal of the framework is to ensure that technology use supports student engagement, and then, while students are engaged, learning is enhanced and extended by technology. Using a simple rubric , instructors can self-assess, and administrators can provide effective feedback on an instructor’s technology integration choices. FIGURE 1. The Triple E framework model "Triple E Graphic" by Outreach and Technical Assistance Network is licensed under CC BY-NC-ND 4.0 Each aspect of the framework is described in Kolb’s (2017) book, Learning First, Technology Second: An Educator’s Guide to Designing Authentic Lessons. Figure 1 illustrates three descriptors for what happens when technology is integrated. Engagement occurs when students actively participate in social learning activities focused on learning goals. For actively participation, there needs to be co-use . Students practice, create, communicate, and collaborate through technology tools. Enhancement is accomplished when students learn better through use of a technology tool. This means that the tool isn’t integrated for the sake of technology use but rather because it is a good fit for learning the content. Use of the technology tool has an added value in that students would not be able to learn in the same way or to the same degree as with conventional tools. Extension is

FAQs

How does the Triple E Framework guide technology integration in teaching?

It ensures technology use supports student engagement first, and then enhances and extends student learning while engagement is sustained.

Why was emergency remote teaching relevant to adult education during COVID-19?

It created a temporary shift to alternate delivery modes, and the framework helped educators plan high-quality instruction using deliberately selected tools.

What are the three Es in the framework?

Engagement focuses on social learning aligned to goals, Enhancement improves learning through suitable tools, and Extension supports technology use outside the classroom for real-world connections.

Oct 15, 2026

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