Technology for Teaching Learning I

Chapter 3

Theories and Principles in the Use

and Design of
Technology Driven
Learning Lessons

EDCK5TechnologyforTeachingLearningI
Chapter 3

Theories and Principles in the Use and Design of

Technology Driven Learning Lessons
Introduction
How teachers integrate technology in the teaching and learning process depends very
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 ASSURE.

Specific Objectives
At the end of the lesson, the students should be able to:
1. Identify learning principles and theories that are applied in technology
driven teaching-learning models.
2. Know the differences of those three earning theories and principles
Duration
Chapter 3: Theories and Principles in the Use and = 6 hours
Design of Technology Driven Learning (4 hours discussion;
Lessons 2 hours assessment)

Lesson Proper

Edgar Dale’s Cone of Experience

The Cone of Experience

“The cone is visual analogy and like all analogies, it does not bear an exact and
detailed relationship to the complex elements it represents.” – Edgar Dale
In preparing to become a teacher, there are elements that should be taken into
consideration. One way of putting it is the 8M’s of teaching and each element contributes to
ensuring effective instruction.
The Eight M’s of Teaching
1. Milieu – the learning environment
2. Matter – the content of learning
3. Method – teaching and learning activities
4. Material – the resources of learning
5. Media – communication system
6. Motivation – arousing and sustaining interest in learning
7. Mastery – internalization of learning
8. Measurement – evidence that learning took place
With the 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 the various instructional media which form part
of the system’s approach to instruction.

EDCK5TechnologyforTeachingLearningI
 Dale’s Cone of Experience
The cone of experience is a visual model that shows a continuum of learning; a
pictorial device that presents bands of experience. It does not strictly define the bands to be
mutually exclusive but allows the fluid movement across the levels. In fact, 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 of Experience with percentages as to which band will be
hone higher order thinking skills and engage learners more may be confusing because it may
not necessarily mean that learning better takes place when materials or activities belong to the
upper level of the cone or that the nature of involvement is more active if it is in the bottom.
For all the descriptive categorization of learning experiences, other elements such as
students’ motivation to be engaged and learn have to 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 types 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.

EDCK5TechnologyforTeachingLearningI
  Contrived experiences – it is in this category that representations such as models,
miniatures, or mock ups are used. There are things or events that may be beyond the
learner grasp and so contrived experiences can provide a substitute.
 Dramatized experiences – these are commonly used as activities that allows students
to actively participate in a reconstructed experience through role-playing or
dramatization.
 Demonstrations – when one decides to show how things are done, a demonstration is
the most appropriate experience. It is an actual execution of a procedure or a process.
A demonstration of how to bake a cake or how to execute the dance step is an
appropriate way of making the learning experience meaningful.
 Study trips – these are actual visits to certain locations to observe a situation or a
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 – this technology equipment provide a two-
dimensional reconstruction of a reality. 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 – still are pictures or images. Together in this
category are the audio-recorded materials or information broadcast through the radio.
 Visual symbols - these are more abstract representations of the concept or the
information. Examples of these are information presented using a flow chart. For
example, a process can be presented using a flow chart.
 Verbal symbols – this category appears to be the most abstract because they may not
exactly look like the concept or object they represent but are symbols, words, codes or
formula.
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 learner proceed from the
ENACTIVE to ICONIC and lastly to the SYMBOLIC. A young learner would not be rushed
to move to immediate abstraction at the highest level without the benefit of a gradual
unfolding. However, when the learner is matured and capable to direct his own learning, it
may move fluidly across the cone of experience.

TPACK as a Framework for Technology-Driven Teaching and Learning

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 and the integration of
technology in making teaching more engaging relevant and effective. It looks at how these
knowledge areas intercept or work together to increase student’s motivation and make the
content more accessibly engaging to students. This framework has significantly influenced
practices in teaching as a result of research.

EDCK5TechnologyforTeachingLearningI
 The Technological, Pedagogical and Content Knowledge known as TPACK is a
theoretical model describing the capability of the 21 st century teacher. To be relevant to the
learners of today, the teachers should be able to blend his knowledge and capability in the
content of the discipline.
CK is content knowledge. It is the “what” – understanding of the content such as
language arts, math, science, history among others. this is composed of facts, concepts,
theories or principles in a given discipline. Pedagogical knowledge (PK) is 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.
The incorporation of technology knowledge into PCK by Mishra and Koehler (2006)
is relevant to 21st century teaching. This is the TK or the technological knowledge. This is the
teachers’ knowledge on how to select, use and integrate but also about the quality of content
that students can access through appropriate applications and sites.
When technology is used in a specific subject area to enrich and deepen student’s
understanding of content, this is the intersection called TCK or Technological-Content
Knowledge. For example, to deepen student’s understanding of a concept or area of study,
students 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 to
select, use or develop technology to manage student learning. For example, who will 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 share their well-researched
project in class or to others outside of the school? If they need to communicate with an expert
in the industry, what tools can they employ so that they may be able to interview the right
expert who can assist them in 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 and record
evidence and plot out a strategy using a collaborative tool where the group can discuss their
action plan while in or out of school. The drawn plan can be presented using a productivity
tool (i.e. power point presentation or a digital story) to pertinent persons for feedback. Once
approved and given support, the project can now proceed to the next level implementation
stage.
The intersection of all knowledge areas is known as the TPACK. So, TPACK is about
what the 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 in
technology. Sometimes, you might get excited about the technological tool and design a
lesson around it. Remember, it is NOT about the technology tool but it is the right blend of
the three knowledge areas.
The figure shows a balanced and collaborative functions of the varied activities
manifesting teacher’s competencies.

EDCK5TechnologyforTeachingLearningI
 TPACK Model

SAMR Model

SAMR is model designed to help educators infuse technology into teaching and
learning. Developed by Dr. Ruben Puentedura, the model supports and enables teachers to
design, develop, and infuse digital learning experiences that utilize technology. (Nov 9, 2013)

S stands for Substitution. It is literally using technology as an alternate for the regular item that is employed

A is Augmentation. In this part, technology integration, there is a functional

E D C Kpro5vemTeentc ihn nthoe ul soegoyf tefchonroloTgye taoocl.hWi nithg thLe
im
geoaorglne mi napg, yIou 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
udents to start uploading their own pictures of places they may have visited online. A brief description of these places can als

ow and learned using a technology tool or application. So with the ready pictures an uploaded in panoramio, students can pro

SAMR Model
This figure provides explanation of integrating technology.

EDCK5TechnologyforTeachingLearningI
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.

Bloom’s Digital Taxonomy

Benjamin Bloom is a known educationist who provided the cognitive taxonomy
which has greatly been used in education. His students, Andersan and Krathwohl made some
revisions. This is the Revised Bloom’s Taxonomy.
HIGHER ORDER THINKING SKILLS HIGHER ORDER THINKING SKILLS
Evaluation Creating
Synthesis Evaluating
Analysis Analysing
Application Applying
Comprehension Understanding
Knowledge Remembering
LOWER ORDER THINKING SKILLS LOWER ORDER THINKING SKILLS
original revised
This is an infographic that shows the relation of SAMR and Bloom’s Revised Taxonomy.

Some more applications that can be explored are found in this infographic.

EDCK5TechnologyforTeachingLearningI
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
systematic 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.

EDCK5TechnologyforTeachingLearningI
 FIRST STEP: ANALYZE With the learner as the center of the center of the
LEARNERS instructional process, the initial consideration is to get a
clear picture of the learner’s learning styles, age level,
interests or preferences, background, special needs and
cultural diversity.
SECOND STEP: STATE This is the main instruction guide that will direct the flow
OBJECTIVES to reach the target. Known as the learning outcome
expected
of the lesson, this statement describes what the learner
would be able to perform as a result of the instruction.
THIRD STEP: SELECT Selecting the appropriate way of delivering the lesson and
METHODS, MEDIA AND using the applicable media or technology can effectively
MATERIALS make learners acquire understanding of the lesson or gain
the competence desired. The teacher has to decide which
strategy, materials or technology would be best
considering the learners and the desired learning
outcomes.
FOURTH STEP: UTILIZE Having selected the strategy, media and materials is
METHODS, MEDIA AND halfway of the task done. Planning how to implement
MATERIALS 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 outcomes.
FIFTH STEP: REQUIRE Student engagement is an important element. The learners
LEARNER have to be made to understand their role in taking
PARTICIPATION 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.
SIXTH STEP: Assessing learners’ performance can take place across
EVALUATING STUDENT phases of the lesson. However, it is emphasized that the
PERFORMANCE basic rule is that the evaluation should be congruent to the
learning outcome provided in the lesson. Some 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.

References:
Bilbao, B. EdD et al. Technology for Teaching Learning I. (2019). Lorimar Publishing Co.
Lucido, P. & Corpuz, B. (2012). Educational Technology 2. Quezon City. PH:Lorimar Publishing Co.
https://www.youtube.com/watch?v=p.esxgRetvk
https://www.youtube.com/watch?v=fagVSQIZELY
Heinrich, R. (2003). Instructional media and Technologies for learning. (7 th Edition). Upper suddle, New York:Meril Prentice Hall
Newby, T.J. (2011). Educational technology for teaching and learning. (4th ed.) Boston: Pearson education. Inc.
Roblyer. M.D. (2003). Integrating Educational technology into teaching (3rd ed.) Upper Suddle, New York: Merill Prentice Hall
Samldino, S. et al. (2005). Instructional Technology and Media for lerning, 8th ed. New Jersey: Pearson prentice Hall pp. 53-65

EDCK5TechnologyforTeachingLearningI
Activity Sheet
Name: Year & Section:
Subject: Score:
Activity 1 Essay
Direction: Talk with peers to answer the following questions:
1. If you teach a lesson on the concept of fractions to a grader, how will you proceed if
you follow the pattern in Dale’s Cone of Experience beginning with the concrete
moving toward the abstract?

.
2. Try to explain why reading teachers discourage us from reading only comics or
illustrated comic version of novels?

.
3. How would you account for children who can label and identify the objects even if
they have not actually seen them in reality?

.
4. Now, that there is a great deal of ICT tools and applications used in enriching the
lesson, how would you explain its potential use in instruction and where will you
categorize it on the Cone?

Activity 2 Making on Task

Direction: Using SAMR, think of how you can integrate a technology tool for each phase to
show the transition from using it to enhance instruction leading to a transformative use of
technology. Design a task that can have a positive effect on student’s learning outcomes.
SAMR Task or Learning Activities
Redefinition
Modification
Augmentation
Substitution

EDCK5TechnologyforTeachingLearningI
Activity 3 Complete the Table
Direction: Think of a lesson and hypothetical group of learners. Design the lesson good for
an hour by writing a brief outline of a plan. Explain how the ASSURE Model has helped in
the process of designing it. Discuss the rationale of the decision on the selection of the
materials, technology tools, learning and assessment activities.
Elements in an What is it? Explain the reason for the
Instructional Design decision in relation to the
ASSURE Model.
Lesson Topic:

Subject Area:

Level of Learners:

Duration:

Learning Outcomes:

Material/s or
Technology/s:

Learning Activities:

Assessment Activities:

EDCK5TechnologyforTeachingLearningI