Instructional Materials

for
ELED 30183
TECHNOLOGY FOR
TEACHING AND LEARNING
1

Compiled by: HONEY BERT G. DAYANAN, MAEd

Polytechnic University of the Philippines Mariveles
 OVERVIEW OF THE COURSE

This course is designed to engage students to utilize the basic learning theories
and principles for design, development, implementation and evaluation of instruction
using educational technology. The course will provide opportunity for students to take
innovative challenges in meeting information technology at the core of instruction. The
prospective teacher will be exposed to both traditional and innovative technologies to
facilitate and foster meaningful and effective learning. Practical experiences and actual
classroom observations where application of technology in learning will constitute the
major requirement of the course. Online and offline researches and field observation on
the effectiveness of any supporting material in teaching will be used to enhance and
facilitate the delivery of instruction in learning how to teach process.
The role of the teachers will revolve around these key standards for technology
for teaching in the elementary grades. They should be prepared to motivate, inspire,
and guide learners in the wonderful world of technology for teaching.
The modules will tackle topics such as Review of Technology for Teaching and
Learning, ICT Policies and Safety Issues in Teaching and Learning, Uses of ICT Policies
in the Teaching and Learning Environment, online Communities of Learning, Technology
Tools for Collaborative Work, Digital Safety Rules, Digital and Conventional Learning
Materials to Enhance Teaching-Learning, and Assessment tasks in teaching and
learning.
The contents of this module are from various reference materials and different
online resources gathered to equip the teacher-education students of the essential skills
and pedagogical knowledge needed in the field of teaching.

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 TABLE OF CONTENTS

Overview of the Course i

Table of Contents ii

Course Guide iii

Module 1 Review of Technology for Teaching and Learning 1

Module 2 ICT Policies and Safety Issues in Teaching and Learning 17

Module 3 Online Communities of Learning 13

Module 4 Technology Tools for Collaborative Work 29

Module 5 Digital Safety Rules 32

Module 6 Digital Learning Materials to Enhance Teaching-Learning 38

Module 7 Conventional Learning Materials to Enhance Teaching-Learning 38

Module 8 Assessment Tasks in Teaching and Learning 38

References 39

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 COURSE GUIDE

ELED 30183
TECHNOLOGY FOR TEACHING AND LEARNING 1

COURSE GUIDE

Course Title : Technology for Teaching and Learning 1

Course Code : ELED 30183

Course Credit : 3 units

Year/Semester : 2nd year. Second Semester AY 2020-2021

Course Description : This course is designed to engage students to utilize the

basic learning theories and principles for design,
development, implementation and evaluation of instruction
using educational technology. The course will provide
opportunity for students to take innovative challenges in
meeting information technology at the core of instruction.
The prospective teacher will be exposed to both traditional
and innovative technologies to facilitate and foster
meaningful and effective learning. Practical experiences
and actual classroom observations where application of
technology in learning will constitute the major requirement
of the course. Online and offline researches and field
observation on the effectiveness of any supporting material
in teaching will be used to enhance and facilitate the
delivery of instruction in learning how to teach process.
Topics

Lesson Topic Learning Outcomes

No.

1 Review of Technology for Teaching

and Learning a. Define basic concepts in
understanding ICT in education
a. Definition of Basic Concepts and b. Determine the roles of ICT in
Important Terms Teaching for Learning
b. Roles of ICT in Teaching for c. Identify learning theories, principles
Learning and researches applied in the use
c. Theories and Principles in the and design of learning lessons with
Use and Design of Technology technology
Driven Learning Lessons (Dale’s d. Determine the different technology
Cone of Experience, TPACK, driven teaching- learning models
ASSURE, SAMR; Mayer’s
[2009] Principles for the
Selection of Technology for
Educational Use:
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 appropriateness, authenticity,
cost, interest, organization and
balance)
2 a. Enumerate the national ICT
ICT Policies and Safety Issues in
policies affecting classroom
Teaching and Learning
practices
a. ICT national or international b. Describe the implementation of
policies that are applicable to ICT policies in teaching-learning
teaching and learning c. Identify ICT policies that are
b. Safety Issues in ICT incorporated to the design and
Uses of ICT Policies in the Teaching implementation of teaching
and Learning Environment learning activities

3 a. Join online communities of

Online Communities of Learning e.g.
learning
a. Facebook b. Use resources from relevant
b. Twitter mailing lists and online resources
c. Instagram
d. Webinar
Online Resources
a. Opensource
b. Multimedia resources; video
sites
c. Finding images
d. Music and audio; webcasts
e. Locate web sources by topic

MIDTERM EXAMINATION

4 a. Describe technology tools that are

Collaborative Projects used in group activities
Technology Tools for Collaborative b. Use technology tools to
Work collaborate and share resources
among communities of practice
a. Google Suite (docs, drive,
classroom)
b. Edmodo
c. bubbl.us
d. Wikispaces
e. Others
5 Articulate digital safety rules that ensure
Digital Safety Rules child online safety
6 Digital and Conventional Learning a. Select, design and create digital
Materials to Enhance Teaching- learning materials designed to
Learning enhance teaching-learning and
assessment
Digital Learning b. Showcase the appropriate use of

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 Resources different learning resources
through a teaching demonstration
a. Google Docs
b. Youtube
c. Survey Monkey
d. Word clouds
e. Audios
f. Videos
g. Slide presentations/narrated
slideshows
h. Still images/ Photographs,
talking pictures
i. Comic strips
j. Mobile apps
(utility/productivity content
presentation, games,
augmented/virtual reality)

7 a. Select, design and create

Digital and Conventional Learning
conventional learning materials
Materials to Enhance Teaching-
designed to enhance teaching-
Learning
learning and assessment
Conventional b. Showcase the appropriate use of
Learning Resources different learning resources
a. Manipulatives (realia and through a teaching demonstration
models or mock-ups)
b. Printed materials (handouts,
study guides, flashcards, big
books)
c. Charts/ graphs and posters
a. Wall display
8 Assessment Tasks in Teaching and
a. Explain the roles of ICT in
Learning
assessment in learning
a. ICT and Assessment in b. Design and create electronic
Learning assessment portfolio
Criteria in Choosing
Appropriate Assessment
Tools
FINAL EXAMINATION

Grading System
Class Standing 70%
Reflective Journal
Quizzes
Creative Output

Midterm and Final Examination 30%

TOTAL 100
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 Module 1
Review of Technology for Teaching and Learning
Overview

This module introduces the students to the Definition of Basic Concepts and
Important Terms, Roles of ICT in Teaching for Learning, Theories and Principles in the
Use and Design of Technology Driven Learning Lessons (Dale’s Cone of Experience,
TPACK, ASSURE, SAMR; Mayer’s [2009] Principles for the Selection of Technology for
Educational Use: appropriateness, authenticity, cost, interest, organization and balance).

Module Objectives

At the end of this module, you are expected to:

1. Define basic concepts in understanding ICT in education

2. Determine the roles of ICT in Teaching for Learning
3. Identify learning theories, principles and researches applied in the use and
design of learning lessons with technology
4. Determine the different technology driven teaching- learning models
5. Write a reflective journal relative to the discussion.
6. Answer objective type assessment.

Course Material

Lesson 1: BASIC CONCEPTS AND IMPORTANT TERMINOLOGIES

In this lesson you will explore various concepts and important terminologies
related to technology for teaching and learning to have a clear understanding.
Here are some of the concepts that you need to know and understand

1. Technology refers to a mix of process and product used in the application of

knowledge. It includes tools from pencil and paper to the latest electronic gadgets
and tools for practical tasks.
2. Information and Communication Technology Literacy or ICT Literacy is the use of
digital technology, communication tools and/or networks to access, manage,
integrate, evaluate, create and communicate information in order to function in a
knowledge society (Guro 21, 2011).
3. Educational Technology refers to the use of technology in teaching and learning.
Educational technology includes both the non-digital (flip charts, pictures, models,
realias, etc.) and digital (electronic tools: bardware, software and connections,
etc.).
4. Digital Literacy is the ability to find, evaluate, utilize, share and create contents
using information technologies and the Internet (Cornell University). According to
American Library Association (2018), digital literacy is the ability to use information
and communication, requiring nboth cognitive and technical skills (hptts://
edweek.org. downloaded 06- 03-18).
5. Digital learning is any type of learning that is accompanied by technology or by
instructional practice that makes effective use of technology. It encompasses, the

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 application of a wide spectrum of practices which included blended or virtual
learning. It can come as online or off-line which utilizes digital technology.
6. On-line digital tools and apps \'use .an Internet connection to access the
information needed. A - common example is Skype. It is a telecommunication
application software product that specializes in providing video chat and voice
calls between computers, tablets, mobile devices via Internet and to regular
telephones.
7. Off-line digital tools and apps can still be used even if there is no internet access.
Among these are Canary Learning, Pocket, Evertone, ibooks, KA LITE (Gupta,
Prinyaka, 2017) downloaded in edtech review (July 03, 2017).
8. Instructional technology is the theory and practice of design, development,
utilization, management, and evaluation of the processes and resources for
learning (Association for Educational Communications and Technology, Seels,
B.B. & Richey, P. C. 1994).
9. Software refers to program control instructions and accompanying
documentation; stored on disks or tapes when not being used in the computer.
By extension, the term refers to any audiovisual materials（Smaldino, 2005).
10. Multimedia is a sequential or simultaneous use of a variety of media
formats in a given presentation or self-study program (Smaldino, 2005).
11. Internet is a massive network of networks, a networking infrastructure. It connects
millions of computers together globally, forming a network in which any computer
can communicate with any other computer as long as they are connected to the
Internet. It is generally defined as a global network connecting millions of
computers (https://www.webopedia.com).
12. World Wide Web (www) is also called the Web which is a graphical
environment on computer networks that allows you to access, view and
maintain documentations that can include text, data, sound, and videos.
（Smaldino, 2005). It is a way of accessing information over the medium
of the Internet. It is an information sharing model that is built on top of
the Internet.
13. Web access is the ability of the learner to access the Internet at any point
during the lesson in order to take advantage of the array of available
education resources.
14. Webquest is an inquiry-oriented lesson format in which most or all
information that learners work with comes from the web. These can
be created using various programs, including simple word processing
documents that include links to websites.
15. Productivity tools refer to any type of software associated with
computers and related technologies that can be used as tools for personal,
professional or classroom productivity. Examples: Microsoft Office,
Apple works - word processing, grade and record keeping, web page
production, presentation) (KFIT-Unesco 2016)
16. Technology Tool is an instrument used for doing work. It can be anything
that help you accomplish your goal with the use of technology. These
technology tools can be classified as:
a. Data/Calculation tools. Examples: spreadsheets, Excels,
Sketchpads, probability constructor

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 b. Design tools. These are used to make models and designs,
creating and building. Included here are Family Tree Maker,
GollyGee, and Crazy Machines among others.
c. Discussion tools. There are 4 different approaches that utilize discussion and
interaction on the Internet. These are threaded discussion forum, Blogging,
Live chat, and Video Teleconferencing, Netiquette and Safety on the Net.
d. Email tools. Emails are great communication tools for sending messages,
photographs, videos and other files. It allows you to reach out to others
around the world. Examples are google mail, Ymail, Yahoo mail and many
more.
e. Handheld devices. Handheld devices have become popular
among learners. These include Personal Digital Assistants, global positioning
system, (GPS) and geographic information system (GIS) in the classroom,
Portable electronic keyboards, Digital Cameras, Mobile phones, Palm,
Handheld computers,
17. Webquest is a teacher structured research experience for the students that
is primarily based on use of the World Wide Web and typically takes one
or more instructional periods (Bender & Waller, 2011).
18. Blog is an online journal where posted information from both teachers
and students are arranged. There are three kinds of blogs: blogs used
for communication, blogs used for instruction, and blogs used for both
（Ferriter & Garry, 2010).
19. Wiki, an editable website usually with limited access, allows students
to collaboratively create and post written work or digital files, such as
digital photos or videos. Wikipedia is one of the most widely recognized
of all the wikis (Watters,2011).
20. Flipped classroom utilizes a reverse instructional delivery,. where the
teacher is required to use the web resources as homework or out of class
activity as initial instruction of the lesson which will be discussed during
class time.
21. Podcast is a video or audio multi-media clip about a single topic typically
in the format of the radio talk show. The two basic functions of podcast
are to retrieve information and to disseminate information (Eash, 2006).
22. Google Apps is a cloud-based teaching tool which is stored in the
Google server and is available for students both at home and in school.
It includes the gmail, a free-email for all; Google calendar- a tool
used for organizational purposes; Google sites that provide options for
developing blogs and wikis; and Google docs is used for sophisticated
word processing and editing of the document.
23. Vlog is a video blog where each entry is posted as a video instead of the
text.
24. Facebook is a popular social networking site used by students and adults
worldwide to present information on themselves and to the world.
25. VOIP (voice over internet protocol) is a category of hardware and
software that enables people to use the Internet as transmission medium
for telephone calls by sending voice data in packets using IP rather than
traditional circuit transmission.

Lesson 2: ROLES OF ICT IN TEACHING FOR LEARNING

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 Are students of today interested to use technology in order to learn? Do teachers
have the skills to use technology to enhance their teaching? With the 4th Industrial
Revolution, nobody can deny the influence of technology in our lives. As future
teachers of the 21st century, it is high time that you prepare yourselves to integrate
technology in your classrooms. Using technology is a tool and a catalyst for change.
What then are the roles of technology for teaching and learning?
As teaching and learning go together, let us explore what would be the roles of
technology for teachers and teaching and for learners and learning. According to Stosic
(2015), educational technology has three domains:
1. Technology as a tutor. Together with the teacher, technology can support the
teacher to teach another person or technology when programmed by the
teacher can be a tutor on its own. The teacher will simply switch on or switch
off radio programs, television programs or play DVDs, or CDs that contain
educational programs. There are on-line tutorial educational programs, too.
2. Technology as a teaching tool. Like a tutor, technology is a teaching tool, but
can never replace a teacher. This is like the handyman, which is just there to
be reached. Like any other tool, it is being used to facilitate and lighten the
work of the teacher. It will be good if the teacher can also create or develop
technology tools that are needed in the classroom.
3. Technology as a learning tool. While the teacher utilizes technology as the
tool for teaching, likewise it is an effective tool for learning. As a learning tool,
it makes learning easy and effective. It can produce learning outcomes that
call for technology-assisted teaching. Even the teachers who are teaching
can utilize similar tools for learning. As a learning tool, it is very interesting
that even the elderly uses these tools for learning for life.
For Teachers and Teaching
There are numerous roles that technology plays in the job of teachers. As a tool,
technology has opened wider avenues in management of resources and management of
learning. Likewise, it has modernized the teaching-learning environment in schools. Here
are some examples of the myriad of roles that technology can do for teachers and
teaching.
1. Technology provides enormous support to the teacher as the facilitator
of learning. It transforms a passive classroom to an active and interactive
one, with audio-visual aids, charts and models, smart classrooms, e-learning
classrooms which motivate and increase attention level of learners. Many of
these can be searched on the web.
2. Technology has modernized the teaching-learning environment. The
teachers are assisted and supplemented with appropriately structured
instructional materials for daily activities. There are varied available
technology-driven resources which can be utilized for remedial lesson or
activities. Likewise, there are also a lot of technology-driven resources that
can be used for enrichment purposes. You may search for the examples on
the web.

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 3. Technology improves teaching-learning process and ways of teaching.
This will make the act of teaching more efficient and effective. There are
arrays of teaching methods and strategies that can use technology which are
found compatible with learning styles. The multiple intelligence theory of
Howard Gardner tells us that there is a genius in every child. This implies that
there must be varied ways of teaching as there are many varied ways of
learning. All the learning styles can find support from technology, so that
teaching will be more effective and efficient.
4. Technology opens new fields in educational research. The areas of
teaching testing and evaluation are enhanced by technologies for teaching
and learning. Current educational researchers will no longer find difficulty in
interpreting tests, assessment, and other evaluation results. There are
available programs that can analyze and interpret results with speed and
accuracy. Reference retrieval is also hastened because many of the research
materials are in digital form. Technology has also provided access to big data
that can be processed for problem solving and inquiry.
5. Technology adds to the competence of teachers and inculcates scientific
outlook. Through the utilization of theories of learning and intelligence, which
are explained in references uploaded in the net, the teachers are encouraged
to imbibe skills to source this information with speed and accuracy.
6. Technology supports teacher professional development. With the demand of
continuing professional development for teachers, the, availability of
technology provides alternative way of attending professional development
online. For those who are involved as providers of continuing professional
development like trainers, facilitators or organizers, they can level up or
enhance their delivery systems with the support of technology tools.
For Learners and Learning
1. Support learners to learn how to learn on their own. All teachers fully
understand that subject matter or content is a means to achieve the learning
outcomes. There are three categories of knowledge according to Egbert（2009):
declarative knowledge, structural knowledge, and procedural knowledge.
a. Declarative knowledge consists of the discrete pieces of information
that answers the questions what, who, when, and where. It is often
learned through memorization of facts, drills, and practice. It can
be learned by simple mnemonics or conceptual maps. Declarative
knowledge is the fundamental knowledge necessary for students to
achieve more complex higher order thinking such as critical thinking
and creativity, inquiry, and production.
b. Structural knowledge consists of facts or pieces of declarative
knowledge put together to attain some form of meaning. An example
of declarative knowledge is “pencil”. The idea that evolved from a pencil is an
understanding that: “it is something used to write.” This
is referred to as structural knowledge. It can be presented by concept
maps, categorization, or classification.

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 c. Procedural knowledge is knowledge in action or the knowledge
of how to do something. It is based on facts but learned through
the process of procedural knowledge. Examples include how to
drive a car, how to use a cell phone, or how to speak English.
Procedural knowledge is indicated by a performance task or graphical
representation of a concept.
The traditional sources of knowledge are printed books, modules and
journals. Other sources are primary sources such as information taken from
research. However, knowledge or content can be learned in many ways.
But how can technology support the learning of declarative, structural or
procedural knowledge? To teach content, time is always an issue of teachers.
Oftentimes, we hear teachers say: "Too many things to teach, too little time
to do. "Technology may be the answer, however the challenge is for teachers
to use technology to learn the technology first. As a facilitator of learning,
the teacher can guide the students to look for the resources and to utilized
them appropriately. There are varied programs that can be used by. students
off-line or on-line for students. What should be necessary is that the students
are engaged, the tasks should focus on questions like how, why and which in
addition to who, what, when and where.
2. Technology enhances learners' communication skills through social
interactions. This is commonly described as the transmittal of information
from one person to another as. single individual or groups of individuals.
According to Shirly (2003) in Egbert (2009), there are three basic communication
patterns:
a. Point to point two-way or one-to-one like Internet chat, phone
conversation or even face-to-face conversation.
b. One-to-many outbound like a lecture, or television. There is no social
interaction.
c. Many-to-many like group discussion, buzz session, heads together.
This kind of interaction provides opportunities for social interaction.
Social interaction occurs in two ways where the participants ask
for clarification, argue, challenge each other and work towards common
understanding. Social interaction through communication occurs through
technology (directly between two persons via email, a cell phone or other
communication technology). It can also occur around technology like students
discussing about a problem posed by a software program or with support
of technology like teachers and students interacting about the worksheet
printed from a website. In all the three modalities, communication occurs and
technology is involved.
For this particular role, what are the benefits derived from technology-
supported communication?

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 a. Enables any teacher to guide the learners virtually and making
learning unlimited because communication and social interaction go
beyond a school day or a school environment
b. Enhances students' freedom to express and exchange ideas freely
without the snooping eyes of the teacher face to face
c. Enables learners to construct meaning from joint experiences between
the two or more participants in communication
d. Help learners solve problems from multiple sources since there is
limitless sources of information that the teacher can direct or refer to
the learners
e. Teaches learners to communicate with politeness, taking turns in
sending information and giving appropriate feedback
f. Enhances collaboration by using communication strategies with wider
community and individuals in a borderless learning environment
g. Develops critical thinking, problem solving and creativity throughout
the communication
There are several technology tools and software programs that you will
learn in the coming modules.
3. Technology upgrades learners' higher-order-thinking skills: critical
thinking, problem solving and creativity
Twenty-first century learning requires the development of higher-order-
thinking skills.
Technology has a great role to play in the development and enhancement
of these skills. Let's discuss this in the lesson.
Critical thinking is part of the cluster of higher order thinking skills.
It refers to the ability to interpret, explain, analyze, evaluate, infer and self-
regulate in order to make good decisions. With the use of technology, one will be
able to evaluate the credibility of the source, ask appropriate questions, become
open-minded, defend a position on an issue and draw conclusion with caution. All
of these competencies are covered by Bloom's Taxonomy of Analysis, Synthesis
and Evaluation.
Teachers play a significant role in supporting learners with technology.
How?
As a role model, teachers should display and practice critical thinking
processes, so that the learners can imitate them. Here are some ways that
teachers can do to develop critical thinking.
a. Ask the right questions
Most often teachers ask questions to find out if the students can
simply repeat the information from the lesson. Although these are
necessary questions like what, who, when and where, these do not
develop critical thinking. Critical thinking questions should ask for
clarity, accuracy, precision, relevance, depth, breadth, and logic.
Clarity: Here are some examples: Can you give examples of ...
Accuracy: What pieces of evidence support your claim?
Precision: Exactly how much...

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 Breadth: What do you think will the other group say about the
issue?
b. Use critical thinking tasks with appropriate level of challenge.
Teachers should be mindful of the readiness of the students.
Students who have higher ability may find the task too easy, thus
getting bored early, while those who have low ability may find the task
too difficult. Thus, there is a need to have activities that are
appropriate for the learners. These can be determined by interview,
observations and other forms to determine the level of readiness.
What are some simple ways that teachers should do?
1. Vary the questions asked.
2. Introduce new technologies.
3. Modify the learners' grouping.
4. Modify the critical thinking task.
5. Encourage curiosity.
By nature, learners are curious. They ask lots of questions all the time.
Why is the sky blue? Why do I have to learn geometry? How do people
choose what will they become in the future? Can robots solve the problems of
climate change? How?
These questions will lead to critical thinking, but some of these questions
cannot be answered by the teacher. The unanswered questions are avoided or
answered unsatisfactorily. Sometimes teachers shut down the question that
curtails the first step in critical thinking. The internet as a problem solving
and research tool can help find answers to the questions.
Creativity is characterized as involving the ability to think flexibly,
fluently, originally, and elaborately (Guildford, 1986 & Torrance,1974 in
Egbert, 2009). Flexibly means able to use many points of view while fluently
means able to generate many ideas. Originally implies being able to generate
new ideas and elaborately means able to add details. Creativity is not merely
a set of technical skills, but it also involves feelings, beliefs, knowledge and
motivation.
Seven Creative Strategies (Osborn, 1963). These have been simplified into fewer
categories. To be creative, one can use any of these strategies.
1. Substitute-Find something else to replace to do what it does.
2. Combine-Blend two things that do not usually go together.
3. Adapt-Look for other ways this can be used.
4. Modify/Magnify/ Minify - Make a change, enlarge, decrease.
5. Put to another use - Find other uses.
6. Eliminate-Reduce, remove.
7. Reverse-Turn upside-down, inside out, front-side back.
All together the strategies will be labelled as SCAMPER.

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 What should teacher do to support student creativity? Here are some
suggestions:
1. Provide an enriched environment.
2. Teach creative thinking strategies.
3. Allow learners to show what they can do.
4. Use creativity, with technology.
Further, teachers can do the following to develop and enhance critical
thinking, problem solving and creativity. As a future teacher, try these
suggestions.
1. Encourage students to find and use information from variety of
sources both on-line and off-line.
2. Assist students to compare information from different sources.
3. Allow student to reflect through different delivery modes like
writing, speaking, or drawing.
4. Use real experiences and material to draw tentative decisions.
5. Involve students in creating and questioning assessment.
To do these, the teacher should see to it that right questions are asked,
student's tasks should be appropriate to the levels of challenge and curiosity is
encouraged.
There are several critical thinking tools and technology software that
can support critical thinking skills. Some of these you will encounter in the
succeeding modules:
1. Encourages digital production projects
2. Popularizes e-learning modalities
3. Enhances global awareness and citizenship

Lesson 3: THEORIES AND PRINCIPLES IN THE USE AND DESIGN OF

TECHNOLOGY DRIVEN LEARNING LESSONS

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 the ASSURE model.

Edgar Dale\'s Cone of Experience

Consider exploring make beliefs comix. This is a free application that you can use
to create a comic strip. There are figures and characters that you can choose from and
write the dialogues that you can put in the bubble thoughts. Search this application on the
internet.
If you will use this as a tool in teaching a particular content, what would it be? With
what grade level will this work? Using Edgar Dale\'s Cone of Learning, to which band
would you categorize the use of this material?
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The Cone of Experience
“The cone is a 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 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.

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
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 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 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.
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 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
learners 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- These 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 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 most abstract because they may not
exactly look like the concept or object, they represent but are symbols, words, codes, or
formulae.
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 proceeds 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

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.
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 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 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.

The Technological, Pedagogical and Content Knowledge known as TPACK is a

theoretical model describing the capability of the 21st 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 these tools in the
teaching and learning context. This is not only about the tools 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 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 this 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
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discuss their action plan while in or out of school. The drawn plan can be presented using
a productivity tool (i.e. PowerPoint 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 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.

SAMR

Another important model in the integration of technology in instruction is SAMR.

SAMR is a 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 in augmenting or assisting instruction, Instead of using a
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 internet
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 something from the regular item. This is
Redefinition. Technology allows the creation of a new concept that has not been
previously conceptualized. Puentedura labels this as the transformation of learning.
Students are given the opportunity to create an output based on what they know and
learned using a technology tool or application. So, with the ready pictures uploaded in
panoramio, students can probably write the script for a guided tour using his available
materials (i.e. pictures) using Google Earth and start arranging these to be shared
through the world wide web. It would be good if before the students start posting or
publishing their work online, as a teacher, you can review it just to be sure it is ready to be
shared.

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 REFLECTIVE JOURNAL 1
Review of Technology for Teaching and Learning

Name:_________________________ Date: _______________

Yr&Sec: __________________________

WHAT 5 INSIGHTS HAVE YOU GAINED FROM THE MODULE?

HOW DID THE MODULE MAKE YOU FEEL? BE AS DESCRIPTIVE AS YOU CAN

WHAT IS THE CONTRIBUTION OF THE DISCUSSION IN THE MODULE AS A

STUDENT AND AS A FUTURE TEACHER?

IN YOUR OWN WORDS, DEFINE TECHNOLOGY AND DISCUSS ITS

IMPORTANCE IN EDUCATION?

20 pts Rubrics

DEPTH OF REFLECTION

5pts 4pts 3pts 2pts 1pt

Demonstrate a Demonstrate a Demonstrate a Demonstrate a Demonstrate
conscious and thoughtful basic limited little or no

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thorough understanding understanding understanding understanding
understanding of the writing of the writing of the prompt of writing
of the writing prompt and the prompt and the and subject prompt and
prompt and the subject matter subject matter matter. This subject matter.
subject matter. reflection This reflection
This reflection needs revision. needs
can be used
as an example
for other
students

USE OF TEXTUAL EVIDENCE AND HISTORICAL CONTEXT

Use of specific Use relevant Use examples Use No examples

and convincing examples from from the text to incomplete or from the text
examples from the texts support most vaguely are used and
the texts studied to claims in your developed claims made in
studied to support claims writing with examples to your writing
support claims in your writing, some only partially are
in your writing, making connections support claims unsupported
making applicable made between with no and irrelevant
insightful and connections texts connections to the topic at
applicable between texts. made between hand
connections texts.
between texts

TIMELINESS

Submitted the Submitted the Submitted the Submitted the Submitted the
output on time. output 1 day output 2-3 days output 4-5 output more
after the after the days after the than 5 days
deadline. deadline. deadline. after the
deadline.

CONVENTIONS

Demonstrate Demonstrate Demonstrate Demonstrate Demonstrate

control of the control of the partial control limited control little or no
conventions conventions, of the of the control of the
with essentially exhibiting conventions, conventions, conventions,
no errors, even occasional exhibiting exhibiting making
with errors only occasional frequent errors comprehension
sophisticated when using errors that do that make almost
language sophisticated not hinder comprehension impossible
language comprehension difficult

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