Leading Digital Change: Enhanced Technology for Student-Centered Learning

Digital leadership includes more than bringing devices into schools. It includes contacting the correct stakeholders, understanding the projects and goals of that school, building the correct structure, analyzing the outcomes, and being able to reflect. Utilizing the Triple E framework can aid in a strong, structured  and meaningful technology integration plan. This framework allows us to focus on student-centered learning while also improving the quality and performance of technology within a classroom. 

In order to implement this plan, I would have to make connections with the proper stakeholders. First, I would contact the superintendent, as they hold the decision-making power. The superintendent is the center of all operations, and to reach a school, we should first touch base with the main supervisor. Not only that, but they can bridge the communication gap one could potentially have with the school. The superintendent can help me reach out to the teachers, as they may be more susceptible if led by the superintendent. I feel as though important stakeholders are also the teachers. Teachers should then be contacted because they are the ones implementing this plan by including it in their instruction. By receiving feedback from educators, we can better implement this framework into their classrooms, we can get a little guidance on how to build the framework and set up this plan so it is effective and helpful. 

The current goal of the district is to integrate tech-enhanced instruction with student-centered work. Both the triple E and T3 framework can allow for the school to reach these goals. The triple E framework asks questions that allow teachers to evaluate whether or not the the goals of the lesson have been met, for students. For example, this framework is meant to “ …help educators create lessons that allow students to use technology to meet and add value to learning goals as active, social, creative learners, in authentic ways” (Kolb, 2020). This establishes the idea that this is structured to focus on what students are experiencing and achieving rather than what the teacher is doing. The main focus and goal of it is to focus on student outcomes. This can be considered an “enhanced” form of instruction because of the way it directs its attention toward students' learning, it allows for meaningful engagement and deep understanding of content VIA tech. This framework can truly strengthen tech-enhanced student-centered goals of this district. 

The current practices happening within this school are all students are provided with 1:1 chromebook's and they have access to their Google workspace. We can plan this framework around these opportunities, the 1:1 and Google workspace can help with the three components of this structure: “Engagement in learning goals, Enhancement of learning goals, and Extension of learning goals” (Kolb, 2020). Both of these practices can be centered around this framework: VIA engagement, students collaborating on their personal chromebooks on Google, enhancement, peer comments and reviews to help students think deeper, and extension, students being able to work on/collaborate on their chromebooks at any time. These components can be implemented around the resources students already have in their classroom.

To provide effective input and feedback in regard to this plan, I would have to focus on students' engagement and outcomes, more specifically focus on the work completed. This design focuses on the student, it centers instruction around whether or not students have met the goals of the lesson. Regardless of whether the outcome is negative or positive, we can also analyze the lesson plans that utilize this plan. Analyzing the lesson plans allows for a better understanding of how this framework should, or should not, be used. Evaluating student outcomes and instructional plans allows me to provide the district with feedback that is worthwhile.

 In the readings this week, the model for change that I resonate with is the idea that teachers need ongoing support when applying these new ideas into their instruction. There are so many problems where educators get handed new instructional tools and are not provided feedback, or are left behind soon after whether there is success or failure. In this article, the model for change is to modify the schools and districts. The problem was “many of the schools were characterized by traditional school structures and top-down leadership that harbored isolation and stagnant teaching practices…” (Ohair, 2008). Teachers are not feeling supported, they are feeling as if they are on their own. However, if we better support teachers by utilizing “the job-embedded professional development focused on building leadership capacity and ongoing reflection, continuous support, and networking, the faculties become involved in shared practices for systemic school improvement and change” (Ohair, 2008). In keeping teacher support consistent, we can better implement these new strategies and make sure they are integrated effectively and with purpose.

Successful integration of technology for student-center learning includes planning with intention, collaborating with key stakeholders, and focusing on meaningful student outcomes. By using the T3 framework, schools can strengthen involvement, increase understanding and expand learning through tools students already have. Consistent teacher support and ongoing feedback are significant to make certain these strategies are carried out effectively and the outcome is long lasting, positive instruction. 

                                                References: 

Kolb, L. (2020). About the Triple E Framework. Triple E Framework.

  https://www.tripleeframework.com/about.html

Williams, L. A., Atkinson, L. C., Cate, J. M., & O'Hair, M. J. (2008). Mutual support between learning community development and technology integration: Impact on school practices and student achievement. Theory Into Practice, 47(4), 294–302.