EDUC 5243: Week 3 Blog

 

Photo of a woman working at a laptop with the word ‘ACCESS’ written in large red letters on the screen. Surrounding words include technology, protection, privacy, system, password, and computer, emphasizing themes of access and digital equity.
(Graphic created in Canva, n.d.)

Week 3 Blog: Course Design and Coaching for SMART Goal

One of the biggest challenges with technology integration is making sure tools don’t just exist in classrooms, but that they are actually used in ways that support students. For my SMART goal, I’m focusing on Read&Write, an assistive technology tool built into all of our 1:1 Chromebooks. My goal is to embed it intentionally into instruction so that students with IEPs can use supports like text-to-speech, speech-to-text, word prediction, and vocabulary help. I also see this as an opportunity to coach a colleague in doing the same, because when Read&Write is used well, it benefits all learners, not just the ones with documented accommodations.

Part 1: Framework

I chose the Triple E Framework because it is simple yet effective. It makes us ask the question, like does this tech engage students, enhance their learning, and extend their learning beyond the classroom? To help me design my LMS course, I also looked at Kolb’s Experiential Learning Cycle, which tells us that adults learn best when they go through a full loop of experience, reflection, conceptualization, and experimentation (Kolb, 2015).

That cycle gave me three good design ideas:

  1. Cycle modules through real use, reflection, and action. Teachers (or me modeling) won’t just read about Read&Write, they’ll actually try a feature in class, reflect on how it went, learn the principle behind it, and then plan the next round (Kolb, 2015).

  2. Use real evidence in coaching. Kolb (2015) emphasizes grounding reflection in artifacts, so I’ll ask teachers to upload a quick piece of evidence: a student sample, a short reflection, or even a screenshot. Coaching feels more meaningful when it is based on actual events rather than our own perceptions.

  3. Differentiate supports. Because people learn differently, I’ll provide options: quick demo videos, reflective prompts, or simple trackers for those who like data. That way, everyone can enter the cycle in a way that feels comfortable but still move through all the stages (Kolb, 2015).

These choices also align well with Triple E: teachers are engaged by testing tools with their own students, their understanding is enhanced with scaffolds, and the work extends into classrooms by collecting artifacts of student learning (Kolb, n.d.).

Part 2: Coaching Plan

Since not every teacher in my district knows about the Triple E Framework, I’ll begin my course with a short introductory module. This will give us a shared language and a chance to practice scoring an activity with the rubric (OTAN, n.d.). It's an approach emphasizing that we always prioritize "education first, technology second" (Kolb, n.d.).

The LMS work will be in addition to Cognitive Coaching conversations. Costa and Garmston (2015) describe coaching as a mediative process with three types of conversations: planning, reflecting, and problem-solving.

  • Planning conversation: What do you hope students will gain from Read&Write that they couldn’t before? How will you know if they’re engaged or supported?

  • Reflecting conversation: What patterns did you notice in student engagement? What evidence shows the tool enhanced or extended learning?

  • Problem-solving conversation: What options do you see for addressing challenges? What support could help?

I really like this structure because it works for both me (as I try out Read&Write in my own classroom) and for a peer I might be coaching. The goal isn’t to hand someone answers, it’s to guide them in reflecting, noticing patterns, and building confidence in using the tool meaningfully (Costa & Garmston, 2015).

Part 3: Standards and Essential Conditions

This plan hits several ISTE Standards. For Educators, it aligns with 2.1 Learner (modeling growth) and 2.5 Designer (creating authentic, accessible learning opportunities) (ISTE, 2017). For Students, it supports 1.1 Empowered Learner, 1.6 Creative Communicator, and 1.7 Global Collaborator (ISTE, 2016). For Coaches, it aligns with 3.2 Collaborator and 4.5 Professional Learning Facilitator.

It also reflects key ISTE Essential Conditions: a shared vision grounded in district priorities, professional learning supported by the LMS and coaching, equitable access through Read&Write, and ongoing evaluation via artifacts and rubrics (ISTE, 2016, 2017).

References

Canva. (n.d.). [Digital image of access concept on laptop screen created by Dana Setchell 

        using Canva elements]. Canva. https://www.canva.com

Costa, A. L., & Garmston, R. J. (2015). Cognitive coaching: Developing self-directed leaders 

        and learners (3rd ed.). Rowman & Littlefield.

International Society for Technology in Education. (2016). ISTE standards for students. ISTE. 

        https://iste.org/standards/students

International Society for Technology in Education. (2017). ISTE standards for educators. ISTE. 

        https://www.iste.org/standards/for-educators

Kolb, D. A. (2015). Experiential learning: Experience as the source of learning and 

        development (2nd ed.). Pearson Education.

Kolb, L. (n.d.). Triple E Framework. Triple E Framework. https://www.tripleeframework.com/

Outreach and Technical Assistance Network. (n.d.). Introduction to the Triple E Framework. 

        OTAN. https://otan.us/Resources/WebBasedClassActivity/Details/30


Comments

  1. Maria WatsonSeptember 6, 2025 at 2:14 PM

    Hello Dana,

    I really enjoyed reading about how you integrate Triple E principles in your LMS. I agree that Read&Write is a great tool, not only for students with IEPs but also for other students who can benefit from it to enhance their reading and writing skills. I recently discovered this tool and plan to use it with my adult ESL students. I love how it supports vocabulary building, provides pictures to aid comprehension, and helps them check and practice grammar.

    ReplyDelete
  2. Michael HeumannSeptember 7, 2025 at 8:42 AM

    I appreciate how specific and clear the learning practices are outlined in your course. Also by taking initiative to learn Read and Write and using the standards of Triple E and Cognitive Coaching methods first hand will surely translate to coherently coaching peers. One thing I wonder about for continuous and sustained evaluation and collaboration with peers is personal motivation. Have you thought about how these protocols and training can be effective over the long run? Do incentives need to be in place for teachers participating or should it be mandated as part of job responsibility.

    ReplyDelete

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