0% found this document useful (0 votes)
712 views19 pagesEarth Science 3rd Year
Earth Science
Uploaded by
asiong salongaCopyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF or read online on Scribd
0% found this document useful (0 votes)
712 views19 pagesEarth Science 3rd Year
Earth Science
Uploaded by
asiong salongaCopyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF or read online on Scribd
/ 19
Theories and Principles
in the Use and Design
of Technology-Driven
Lessons
Tes
Tdentified learning principles and theories that are applied in
technology-driven. teaching-learning models
Used the leaning principles and theories as basis in the development
of the teaching plans and selection of instructional materials
How teachers integrate technology in the teaching and learning process depends
yery much on their beliefs on how people learn. Specifically, they need to know
who their learners are and how to approach instruction. As educators, their role is
to provide learning experiences that will help achieve the defined outcomes. In this
Module, you will be acquainted with different theories and learning principles such
| as Dale’s Cone of Experience, the TPACK Framework, SAMR and the ASSURE
| model.
|
_ Lesson 1; Edgar Dale's Cone of Experience
eats
1. Familiarized with Dale’s Cone of Experience and provided classroom
processes or practices that exemplify each strata of the Cone of
Experience
2. Provided examples of the various instructional materials appropriate for
given instructional contexts
Modul 5- Theos and Principles inthe Use and Desig of Technoogy-Diven Lessons
Lesson 1 - Edgar Dale's Cone of Experience HS 9 TORS
makebeliefscomix. This i:
ip. There are figures and characters
logues that you can put in the bubble ¢
is a free application that you can
5 that you can choose
houghts. Search this
will use this as a tool in teaching a particular con 1
ith what grade level will this work? Using Edgar Dale’s Cone of Learning, to
tent, what would
The Cone of Experience
“The cone is a visual analogy, and like all analogies, it
“The : gies, it does not b
detailed relationship to the complex elements it represents. ~ Edgar Dale
In preparing to become a teacher, there are elements
is bead that shoul
consideration. One way of putting it is the 8M’s of teaching and ea ee
suring effective instruction, element
Milieu - the learning environment
‘the content of learning Method - teaching and learning activities
Material - the resources of learning
Media - communication system
Motivation - arousing and sustaining interest in learning
Mastery - internalization of learning ,
Measurement -
SIN DAA Ew
evidence that learning took place
With reference to the 8 M’s of instruction, one element is media. Another is
material. These two M’s (media, material) are actually the elements of the Cone of
Experience. Edgar Dale’s Cone of Experience relates well with various instructional
media which form part of the system’s approach to instruction.
Motion pictures
Educational
television
Exhibits —
Study trips
Demonstrations
Dramatized expel
Sa nies
Pathe eelsiuiiekee tthe pro)
Figure 3. Dale's Cone of Experience
4 inthe Use and Des of Teel Diven Lessons
iain Teta best sad eid a The Cone of Experience is a visual model that shows a continuum of learning:
apictorial device that presents bands of experience. It does not strictly define the
pands to be mutually exclusive but allows the fluid movement across the levels. In
fic, the sensory aids may overlap and even blend into one another. For example,
viewing a play is far different from being a part of it. It is far different listening to
somebody explaining the architectural design from actually executing the plan.
The version of Dale’s Cone
band will hone higher
confusing because it m:
when materials or acti:
nature of involvement
categorization of learni
of Experience with percentages as to which
order thinking skills and engage learners more may be
‘ay not necessarily mean that learning better takes place
vities belong to the upper level of the cone or that the
is more active if it is in the bottom. For all the descriptive
ing experiences, other elements such as students’ motivation
to be engaged and learn have to be factored in as well.
Dale (1969) asserts that:
the pattern of arrangement of the bands experience is not difficulty
but degree of abstraction — the amount of immediate sensory participation
that is involved. A still photograph of a tree is not more difficult to
understand than a dramatization of Hamlet. It is simply in itself a less concrete
teaching material than the dramatization...
In our teaching, then, we do not always begin with direct experience
at the base of the Cone. Rather; we begin with the kind of experience that
is most appropriate to the needs and abilities of particular learning situation.
Then, of course, we vary this experience with many other Opes of learning
activities. (Dale, 1969 as cited in B. Corpuz & P. Lucido, 2012).
The Bands in Dale’s Cone of Experience
Direct purposeful experiences — These refer to foundation of experiencing
learning. Using the ‘senses, meaningful knowledge and understanding are
established. This is experiential learning where one learns by doing.
On experiences — It is in this category ‘that representations such as
models, miniatures, or mock ups are used. There are things or events that
may pit beyond the learners grasp and so contrived experiences can Provide a
substitute.
Modile 5 - Theories and Principles in the Use and Design of Technology-Drven Lessons
Lesson 1 - Edgar Dale's Cone of Experience Dramatized experiences ~ These are commonly wsed 3s ag
. e eI
students to actively participate in a reconstructed experi ‘ole.
playing or dramatization.
Demonstrations — When one decides to show ages sal ae 5
demonstration is the most appropriate experience. It is an ac pgeeee
of a procedure or a process. A demonstration of how to bake a a nice how
to execute the dance step is an appropriate way of making the leaming
experience meaningful,
Study trips — These are actual visits to certain locations e observe a
situation or @ case which may not be available inside the classroom,
Exhibits — These are displays of models such as pictures, artifacts, Posters,
among others that provide the message or information. These are basically
viewed, however, there are currently exhibits that allow the viewers to
manipulate or interact with the display and as a result, the exhibit becomes
more engaging and fun,
Television and motion Pictures — These technology equipment provide a two-
dimensional reconstruction of a teality. These allow learners to experience
the situation being communicated through the mediated tools. They provide
a feeling of realism as viewers try to understand the message portrayed by
actors in the films.
Still pictures, Recordings, Radio -
category are the audio-recorded
the radio.
Visual symbols — These are more abstract representations of the concept or the
information. Examples of these are information presented through a graph or
a chart. For example, a process can be Presented using a flow chart.
Verbal symbols — This category appears to be the m
may not exactly look like the concept or object
symbols, words, codes or formulae.
Still are pictures or images. Together in this
materials or information broadcast through
‘ost abstract because they
t they represent but are
In addition, Brunner’s three-tiered model of learning points out that every area
of knowledge can be presented and learned in three distinct steps.
1. Enactive —a series of actions
2. Iconic ~ a series of illustrations or icons
3. Symbolic — a series of symbols
With young learners, it is highly recommended that a
ENACTIVE to ICONIC and lastly to the SYMBOLIC.
not be rushed to move to immediate abstraction at the hj
benefit of a gradual unfolding. However, when the learner
to direct his own learning, it may move fluidly across the ¢
learner proceed from the
A young learner would
lighest level without the
is matured and capable
‘One of experience
Technology fr Teaching and Leaning 1
a 4 Dale’s Cone of Experience is a tool to help instructors make: decisi
resources and activities. As you prepare to become a teacher you aan we
% 7 t
concept of Dale’s Cone of Experience and ask the following questions: :
ae
Where will the student’s experience with this instructional resource
fit in the cone?
What kind of learning experience will you choose for your students?
How will you use the ideas in the cone to enrich your textbooks?
What instructional material (digital or non-digital) will you use to
enrich your students’ learning experiences?
How many senses will your students employ when you use an
instructional material taken from a band of the cone?
With these guide questions to reflect on, there are pitfalls that you should avoid
with regard to the use of the Cone of Experience:
using one medium in isolation
moving to the abstract without an adequate foundation of
concrete experience.
getting stuck in the concrete without moving to the abstract
hampering the development of our students’ higher thinking skills ==—~,, TPACK asaFramework for Technology-
Lesson 2: Driven Teaching and Learning
. Familiarized oneself with TPACK and SAMR Model as frameworks jn
integrating technology in the practice of teaching
Selected and employed an appropriate technology (tool or application) in ay
instructional plan
Evaluated one’s capability in integrating technology in his lesson
. Identified leaning theories and principles applied in the design and
development of lessons through appropriate media and technologies for
teaching-learning
As you prepare to be a teacher, how do you assess your content knowledge of
your specialization? In terms of your teaching skills, what strategies or techniques
do you know will work if you use it when teaching? If you will consider using a
technological tool when teaching, what would it be?
Shulman’s (2008) Pedagogical Content Knowledge (PCK) is a framework
which involves the teachers’ competence in delivering the concepts being taught by
simplifying complex ones if needed or leading the students to study a concept more
deeply and extensively. This is made possible due to the teachers’ understanding of
the amount and the content structure of knowledge.
Mishra and Koehler (2006) continued to build upon Schulman’s PCK and
incorporated technology hence, TPACK.
What is TPACK ?
TPACK is a framework that combines the teacher’s three knowledge areas:
technological knowledge, content knowledge, and pedagogical knowledge. This
framework shows the interconnectedness of content knowledge with pedagogical
knowledge and the integration of technology in making teaching more engaging
relevant and effective. It looks at how these knowledge areas intercept or wot
together to increase students motivation and make the content more accessibly
engaging to students. This framework has significantly influenced practices i
teaching as a result of research.
Technolgy for Teaching and Learing 1 The Technological, Pi F
i |, Pedagogical and C
theoretical model describing re ges ee known as TPACK is
flevant t0 the leamers of today the teachers should be Abie oh BE He
and capability in the content of the discipline. Se ae ey
CK is content knowl i y
ledge. It is the ‘what’ ~ understandin;
5 ig of th
such as language arts, math, science, history among others. This is cone
facts, Cen or principles in a given discipline. Pedagogical Knowledge
(PK) i the ‘How.’ It is the expert’s knowledge in the science of teaching
from educational and learning theories to individual differences to strategies and
techniques as well as assessment of learning. The teachers need to possess the
capability to handle learning through effective method and appropriate strategies.
The intersection of the pedagogical and content areas of knowledge is the
PCK. This how much competencies the teachers have in making the students learn
concepts and skills. This includes the knowledge of how to use techniques that can
meaningfully address different learning styles while supporting content with deeper
understanding. Schulman (2008) considers this teaching at its best.
wledge into PCK by Mishra and Koehler
g. This is the TK or the technological
how to select, use and integrate
This is not only about the tools
gh appropriate
: The incorporation of technology kno’
(2006) is relevant to 21st century teachin;
jnowledge. This is the teachers’ knowledge on
these tools in the teaching and learning context.
put also about the quality of content that students can access throu
applications and sites.
When technology is used in a specific subject area to enrich and deepen
student’s understating of content, this is the intersection called TCK or
Technological-Content Knowledge. For example, to deepen students’ understanding
of a concept or area of study, students can gather information and collect data and
evidence using technology tools and present these information using an application.
Furthermore, TPK which is Technology-Pedagogical Knowledge is knowing how
0 select, use or develop technology to manage student learning. For example, who
vill use collaborative tools that will allow students to work together and share
information? How will you use an application that will allow students to creatively
state their their well-researched project in class or to others outside of the school? If
the industry, what tools can they employ
they need to communicate with an expert in
80 that they may be able to interview the right expert who can assist them
'n their capstone project? As a teacher, using the appropriate technology to ensure
effective instruction is TPK.
It allows student to learn content through digital tools. They can document
Md record evidence and plot out a strategy using a collaborative tool where the
Soup can discuss their action plan while in or out of school. The drawn plan can be
Mesented using a productivity tool (i.e. powerpoint presentation or @ digital story)
"© pertinent persons for feedback. Once approved and given support, the project can
Proceed to the next Jevel-implementation stage.
and Pines in the Use and Design of Technology Driven Lessons
ns ples in the ae Technology-Driven Teaching and Leaming
(ol ae aapeaia ide The intersection of all Knowledge areas is known as the TPACK. So, TPACK
is about what teachers know, how they teach and how technology is used in the
delivery of the lesson to make it more engaging and making learning more relevant in
the 21st century.
In conclusion, TPACK will start with content and then pedagogy and layer jn
technology. Sometimes, you might get excited about the technological tool ang
design a lesson around it. Remember, it ig NOT about the technology tool but it js
' the right blend of the three knowledge areas.
Figure 1 shows a balanced and collaborative functions of the varied activities
manifesting teachers’ competencies.
ot TT iy
os ay ~
St Technological XN
Pedagogical Content
4 Knowledge \
4 (TPACK)
\
Technological \
/ Technological
Technological
Pedagogical Content
Knowledge foam ge Knowledge
| (TPK) (TCK)
Pedagogical Content
\ Knowledge Knowledge
(PK) (CK)
Pedagogical
\ conte Fa
~ "PCK) 4
~ — Contexts _
mae
Figure 1. TPACK Model : ‘Another important model in the integration of technology in instruction ea
SAMR. : F
SAMR is a model designed to help educators infuse technology into teachj
.d learning. Developed by Dr. Ruben Puentedura, the model SUD Dor and enables
peices to design, develop, and infuse digital learning experiences that utilize
technology. (Nov 9, 2013)
} § stands for Substitution. It is literally using technology as an alternate a ie Tegular
item that is employed in augmenting or assisting instruction. Instead o: using
map or a globe in teaching geography, teachers can use Google map or Google earth
instead. Showing a location in a map can be substituted by the use of google map or
google earth.
A is Augmentation. In this part of technology integration, there is a functional
improvement in the use of a technology tool. With the google map, you can use the
features available such as measuring the distance from one point to another. You can
provide a task by making students utilize this. For example, ask them to measure the
distance and get the estimate time of travel if they start from one point to go to
the next point. With this use of the google map, you tap on certain functions that the
application provides. Instruction with technology integrated is enhanced.
M means Modification. In this level, technology is used to redesign a lesson. When
studying geography for example, google applications have panoramio. Using this
you can guide students to start uploading their own pictures of places they
may have visited online. A brief description of these places can also be added.
If intemet connectivity is not available in the classroom, they can do the task
after class. With clear and proper instructions, students can be guided to work on
the assignment,
R represents the idea of creating sometl
Redefinition. Technology allows the creati
Previously conceptualized. Puentedura lab
Students are given the opportunity to crea
hing from the regular item. This is
ion of a new concept that has not been
els this as the transformation of learning.
te an output based on what they know and
on. So with the ready pictures uploaded in
fe script for a guided tour using his available
arth and start arranging these to be shared
be good if before the students start posting
| learned using a technology tool or applicati
Panoramio, students can probably write th
Tuctials (i.e, pictures) using Google E: ‘grammar. spell
check, cut. paste,
cut and paste print, hand in
suhegh 2 t001 word processor || word process lab
stitute withno fused rt, print out,
Substitution |] functional change penton oinad in
Enhancement
Figure 2: SAMR Model
Figure 2 provides examples of integrating technology in some learning areas. source:
Integrating Technology: Introduction to SAMR Model Created by Double Morgan for Sevier
District Canvas Training (2015)
On Your Own...
Using SAMR, think of how you can integrate a technology tool
ow the transition from using it to enhance instruction leading to a transformative
sitive effect on students’ learning
1 for each phase
to she
use of technology. Design a task that can have a po’
outcomes.
Task or Learning Act
| Redefinition
Modification : |
Augmentaiton
Substitution
|
tl Tet Pcs se nd ent ep Den
Leste PACK a anew Todo Den Tad Looney This may help...
You may use applications
that you know. If you have no
idea, you may start exploring
some tools and application found
in the image of Apps in Education
Poster and think how you can
integrate them in a lesson. All you
need to do is to explore them and
be familiar with their features.
Blooms’ Digital Taxonomy
Apps in Education Poster
Apps classified by SAMR Mode!
pee
Cores
Figure 3. Apps in Education Poster
- Benjamin Bloom is a known educationist who provided the cognitive taxonomy
which has greatly been used in education, His students, Anderson and Krathwohl
made some revisions. This is the Revised Bloom’s Taxonomy.
Higher Order Thinking Skilis
Higher Order Thinking Skills
Lower Order Thinking Skills
Creating
Evaluating
ee aiyeing {
Application Applying
Gann Understanding
Knowledge i
Lower Order Thinking Skills
. Original
Techno for Teaching and Learning t
Revised
Figure 4. A Comparison between the Original and the Revised Bloom’s Taxonomy 5 is an infos
neon. graphic that Se the relation of SAMR and Bloom’: 3 Revised
[Eduesordoigne a tack nathan # lgntcant impact onsen oueae®
SAMR
‘ubetion
‘oh act ar cel too stn Wa
BLOOM'S
cad eae
ak tat trgHt «higher-order cognitive ei evel
Developed by Fahy Sebrock |
Movenber2013 |
ncreiy sevens ws Cosco doula
Figure 5. SAMR Model in relation to Bloom's Revised Taxonomy
some more applications that can be explored are found in this infographic.
(ONOMY
IPAD APPS TO SUPPORT BLOOM'S REVISED TAX
ASSEMBLED BY KATHY SCHROCK
m 0
wuweas caustic
>
3
QP
3
ReweuEHNG woENsIALONG AeLYOG
Figure 6. iPAD Apps Supporting Bloom’s Revised Taxonomy
- ade Tne an noes Ua Desn Tech Do esr
i bee ‘Lesson 2- TPACK as Framewerk fo Teciology-Diven Teaching and Learring With your peers...
Study the infographic, iPadagogy Wheel. Discuss and select how technology
be integrated in a lesson. As a group, write your answers in the table provided.
can
iPadagogy Wheel
Survey Desice Create
Combare Deconstruct,
Peer Eating: NAO Examen Deco
Review WEBME Create a Mashup
Poor Cree Surmaviang
Farag Graphing
Figure 7. iPadagogy Wheel
Technology for Teaching and Learning 1 Subject Matter
‘Learning Outcome(s)
Technology Tool to be Used
Motivation Activities
Main Activity to Teach the Lesson
How Will You Asses Your learning
| Outcome(s) i
In research...
1) Look for a research article related to TPACK from a published journal article.
Study it and identify the following (a) research objective(s), (b) the method —
used, (c) the results and conclusions, and (d) insights gained from the < ae
BRS al — Lee Lesson 3: The ASSURE Model
OS ytd
1. Identified learning theories and principles applied in the use and design of
learning lessons with technology
2. Applied the ASSURE Model in crafting a lesson
Esty}
A well-planned lesson is half of the battle won; the other half is the delivery
of the lesson by the facilitator who has the pedagogical skills in implementing what
has been planned. This will ensure the achievement of learning outcomes. This will
‘gage learners to perform expected standards. That is why, it is important that before
"caching, elements needed to be incorporated when designing a plan have to be
Plotted well, ‘ faire canes |
tates ces ALeaming Prelerences
tes ALDemographics 2. General Characteristies 3. Entry Competencies 4.Learning
STATE ODIECTIVES
‘What students need to learn?
AL Leamning Outcomes. 2: Course Rubres Bey cccdhions ol pater
2 shil/conceptb profielency or accuracy »
SELECT METHODS, MEDIA, MATERIALS 2
Wat oinstutors need fue forte face cline and bid techog?
4.seletiostrctional materials 2. produce new materials 3. repurpose existing materia
LUTIUZE MEDIA, aTERIALS
How do instructors use materials?
preview material. prepare envionment
2. provide Instruction
‘REQUIRE LEARNER PARTICIPATION
Students wi actively engage in
A dscussion 2 siall group activities 43. formative assessment
‘EVALUATE AND REVISE =
What works? What doesn't? summative evaluation of
4 instructional deivery 2: revision of media and mater to improve students outcomes
Figure 1. The ASSURE Model
Take a look at Figure 1.
In designing a lesson with the integration of technology, it is crucial to observe
a framework that can act as a guide in its formulation (Heinrich & Smaldino, 2002),
The ASSURE model identifies six essential elements in the instructional process.
The ASSURE Model
ASSURE model is a guide in crafting an instructional flow that can guide the
teacher in integrating appropriate technology and media into the instructional process.
It also refers to a systemic approach that the teacher can use when writing an
instructional plan.
This model is composed of six essential steps in planning instruction.
Theoretically, it is a mental framework that a teacher considers.
The first step of the procedure is Analyze Learners.
With the leamer as the center of the instructional process, the inti!
Consideration is to get a clear picture of the leamers’ learning styles, age level
interests or preferences, background, special needs and cultural diversity. P
However, it is good to follow
Any effective teacher knows
Overnight, and there is always
Process, you will be sure to imp!
The second
Step of the Procedure is State Objectives.
Mhistis|the mae
‘ain instruction gui ele
Known as the learning outco guide that will direct the flow to reach the target.
me e: ¥
what the learner would be abi xpected of the lesson, this statement describes
€ to perform as a result of the instruction,
The third step is Select Methods, Media and Materials
Selecting the 4
eeasie: imei ae way of delivering the lesson and using the
fete tanding ofthe cose ology can effectively make learners acquire
‘on or gain the competence desired. The teacher has to
decide which strateg: qi
sy; materials fF ay
learners and the desired learning ee NOS ee a
The fourth step is Utilize Methods, Media and Materials.
d aa sae the strategy, media and materials is halfway of the task
o . ng ow to implement these entails a lot of consideration. Bearing in
mind the learning outcome of the lesson, the teacher decides which part of the
instructional flow will a particular material or technology be employed and the
manner on how it will be more effective to achieve the learning outcome. ;
The fifth step is Require Learner Participation.
Student engagement is an important element. The learners have to be made
to understand their role in taking accountability of their own learning. Therefore,
the teacher has to design sections of the lesson where the learners are guided to
participate in and perform tasks with minimal or no supervision at all.
The sixth and the last element is Evaluate Student Performance.
Assessing jJearners’ performance can take place across phases of the lesson.
However, it is emphasized that the basic rule is that the evaluation should
outcome provided in the lesson. Some learning
be congruent to the learning ;
outcomes can be sufficiently evaluated using a pen and paper test but there
are other learning outcomes that can be assessed by using rubric or having a
aggregated write-up through the use of a portfolio assessment. The teacher
decides which is appropriate for the intention of the evaluative activity.
In conclusion, the ASSURE process is really just a matter of common sense.
é a regimented guide to improve your teaching technique.
that the perfection of their technique does not come
room for improvement. By following the ASSURE
rove your teaching for many years to come. :
After going through the ASSURE model,
so” suited for the intended purpose by accom)
apply the knowledge in designing a
lishing the task below. a
Anat
ioe
ot
Think of a lesson and a hypothetical group of learners, Design the lesson good
an hour by writing a brief outline of the plan. Explain how the ASSURE model
ha pelped in the process of designing it. Discuss the rationale of the decision on the
