Incorporating ‘The Triple E Framework-Learning First, Technology Second’ and Cooperative Learning’ in Low Tech English Classrooms
Pushpa Nagini Sripada1, Mani Ramana Cherukuri2

1Pushpa Nagini Sripada, Professor of English, Sathyabama Institute of Science and Technology, Chennai, Tamil Nadu, India.

2Mani Ramana Cherukuri, Assistant Professor Adikavi Nannayya University, Rajahmundry, Andhra Pradesh, India.

Manuscript received on 15 May 2019 | Revised Manuscript received on 22 May 2019 | Manuscript Published on 10 July 2019 | PP: 227-229 | Volume-8 Issue-7C2 May 2019 | Retrieval Number: G10520587C219/19©BEIESP

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Abstract: In a classroom the focus of teaching is always on facilitating learning to take place for the students. In recent times, use of technology by educators and schools is gaining ground in India. The paper presents the theoretical framework for evaluating the lessons that use technology for teaching purposes. Blooms taxonomy suggests the criteria for taxonomy of leaning at the cognitive domain, affective domain etc. This leads to the question of involving students in “thinking, reflecting, and effortful mental activity” but not in the mere act of “swiping, tapping, and physically engaging with an app”( Dr. Ellen Wartella). The paper presents frame work that is developed by Liz Kolb, a clinical Assistant Professor at the University of Michigan that enables the teachers to choose smart tool that suits their instructional purposes. The paper also touches Cooperative Learning strategies that can be focussed in Low tech classrooms in Indian contexts.

Keywords: The Paper Presents the Theoretical Framework for Evaluating the Lessons that use Technology for Teaching Purposes.
Scope of the Article: Deep Learning