Republic of the Philippines

PALAWAN STATE UNIVERSITY

Tiniguiban Heights, Puerto Princesa City, Palawan

ROXAS CAMPUS
National Highway, Barangay New Barbacan (Retac), Roxas, Palawan

TEACHER EDUCATION DEPARTMENT

Bachelor of Elementary Education Program

MODULE IN
SC-TTL I: TECHNOLOGY
FOR TEACHING AND
LEARNING IN THE
ELEMENTARY GRADES

GENNY ANN B. SOCRATES

Faculty
 Module 1

Module 1
Review of Technology for Teaching and Learning

MODULE OVERVIEW

This module recollects and recapitulates one’s understanding of basic concepts in ICT, roles of
ICT in teaching for learning and learning theories and principles as well as technology driven teaching-
learning models.

LEARNING OUTCOMES

In the end of the module, students will be able to:

a. define basic concepts in understanding ICT in education;

b. determine the roles of ICT in Teaching for Learning;
c. identify learning theories, principles and researches applied in the use and design of learning
lessons with technology; and
d. determine the different technology driven teaching-learning models

CONTENT

Let us recall some concepts and terms related to technology for teaching and learning.

Here are some terms and concepts that you need to bring back to mind:

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: hardware, 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 (20i 8), digital literacy is the ability to use information and communication,
requiring both 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 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).

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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 to during the lesson
in order to take advantage of the array of available of 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
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 in the Internet 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, Y mail, 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 classtime.
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;

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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.

Roles of Technology for Teaching 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 use these tools for learning for life.

A. 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-visuals 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.
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.

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4. Technology opens new fields in educational researches. 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 these 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.

B. 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 mnenomics
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.
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 utilize 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

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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?
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.

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.

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
many 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.

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.

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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.

Theories and Principles in the Use and Design of Technology-Driven Lessons

Edgar Dale’s 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.

Figure 3. Dale’s Cone of Experience

Source: http://dctedtechpheiespiritu.blogspot.com/2015/10/the-cone-of-experience.html

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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 — the amount of
immediate sensory participation but degree of abstraction 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.

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.

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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 proceed from 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 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 together to increase student’s motivation and make the content more accessibly
engaging to students. This framework has significantly influenced practices 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.

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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 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. 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.

Figure 1 shows a balanced and collaborative functions of the varied activities manifesting
teachers' competencies.

Figure 1. TPACK Model

Source: https://educationaltechnology.net/technological-pedagogical-content-knowledge-tpack-framework/

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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 shared.

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)

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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 learner as the center of the instructional process, the initial consideration is to get a
clear picture of the learners' learning styles, age level, interests or preferences, background, special
needs and cultural diversity.

The second step of the procedure is State Objectives.

This is the main instruction guide that will direct the flow 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.

The third step is Select Methods, Media and Materials.

Selecting the appropriate way of delivering the lesson and using the applicable media or
technology can effectively 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.

The fourth step is Utilize Methods, Media and Materials.

Having selected the strategy, media and materials is halfway of the task done. Planning how 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 learners' performance can take place across phases of the lesson. However, it is
emphasized that the 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.

In conclusion, the ASSURE process is really just a matter of common sense. However, it is
good to follow a regimented guide to improve your teaching technique. Any effective teacher' knows
that the perfection of their technique does not come overnight, and there is always room for

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improvement. By following the ASSURE process, you will be sure to improve your teaching for many
years to come.

Principles for the Selection of Technology for Educational Use

“Identifying appropriate uses of media is both an increasingly important requirement of

teachers and instructors in a digital age, and a very complex challenge. This is one reason for working
closely with instructional designers and media professionals whenever possible. Teachers working with
instructional designers will need to decide which media they intend to use on pedagogical as well as
operational grounds.”

As part of his evidence-seeking efforts for the science of instruction, Mayer (2009) identifies
the following twelve multimedia instructional principles which were developed from nearly 100 studies
over the past two decades:

Coherence Principle
 People learn better when extraneous material is excluded rather than included.
 People learn better when extraneous words, pictures and sounds are excluded rather than
included. Basically, keep it simple in media terms.
Signaling Principle
 People learn better when cues that highlight the organization of the essential material
are added. This replicates earlier findings by Bates and Gallagher (1977). Students need
to know what to look for in multimedia materials.
Redundancy Principle
 People learn better from graphics and narration than from graphics, narration, and
printed or on-screen text.
Spatial Contiguity Principle
 People learn better when corresponding words and pictures are placed or presented near
each other rather than far from each other on the page or screen.
Temporal Contiguity Principle
 People learn better when corresponding words and pictures are presented at the same
time rather than in succession.
Segmenting Principal
 People learn better when a multimedia lesson is presented in user-paced segments
rather than as a continuous unit.
Pre-training Principle
 People learn more deeply from a multimedia message when they receive pre-training
in the names and characteristics of key components.
Modality Principle
 People learn better from graphics and narration than from animation and on-screen text.
This reflects the importance of learners being able to combine both hearing and viewing
at the same time to reinforce each other in specific ways.
Multimedia Principle
 People learn better from words and pictures than from words alone.
Personalization Principle
 People learn better from a multimedia presentation when the words are in
conversational style rather than in formal style. People learn better from graphics and
narration than from animation and on-screen text. This reflects the importance of
learners being able to combine both hearing and viewing at the same time to reinforce
each other in specific ways.
Voice Principle
 People learn better when the words in a multimedia message are spoken by a friendly
human voice rather than a machine voice.

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Image Principle
 People do not necessarily learn more deeply from a multimedia presentation when the
speaker’s image is on the screen rather than not on the screen.

Ballado (2012) espouses:

1. Principle of Appropriateness
 Instructional materials should clearly state aims of the lessons.
 Instructional materials are applicable to the grade level.
 The vocabulary, concepts, and methods should be suitable to the class level.

2. Principle of Authenticity
 The instructional materials should be factual and well-defined, timely, and reliable.

3. Principle of Use
 There should be alternative instructional materials that could be used in case ones that are
first created fail or be lost or corrupted on the screen or websites

4. Principle of Interest
 Instructional materials should be designed in such a way that could spur the enthusiasm
of the learners to go on with their tasks or work.
 The materials should fire up their imagination and boost their desire to learn and
explore more avenues of learning.

5. Principle of Organization and Balance

 The instructional materials and their contents should be aligned with the curriculum. The
objectives should be based on the SMART acronym (specific, measurable, achievable,
realistic and time-bound) and the topics should be arranged in a sequential manner.
 They should also prompt the learners to cultivate their imagination and their ingenuity.

Suggested Readings:

Technology-Based Learning Strategies

https://www.doleta.gov/reports/papers/tbl_paper_final.pdf

The Cognitive Theory of Multimedia Learning

http://sorden.com/portfolio/sorden_draft_multimedia2012.pdf

Principles of Multimedia Learning

https://ctl.wiley.com/principles-of-multimedia-learning/

Multimedia Learning Principles

https://ctl.wiley.com/wp-content/uploads/2016/07/MultimediaPrinciples_Summary.pdf

Teaching in a Digital Age

https://ecampusontario.pressbooks.pub/remediateteachingindigitalage/chapter/9-media-
design-principles/

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EVALUATION

Directions: Come up with your ORIGINAL concept map depicting the connections among different
topics discussed. Write a brief explanation about your output.

Output Format:

Title of Output
By:
DELA CRUZ, JUAN P.
BEED3A M 7:30-10:30AM

CONCEPT MAP

ONE-PARAGRAPH EXPLANATION
Minimum of four (4) sentences
Maximum of seven (7) sentences

**No prescribed font/background style and color as long as it is readable. No

prescribed orientation – it can be either be portrait or landscape.

Rubric for Evaluating Concept Map

Criteria/
Performance Exemplary Meets Standards Below Standard Fail
Indicators 10-8 5-7 1-4 0

Accuracy All concepts and Most concepts and Many factual errors Blank,
and connections connections shown exist, such as concepts unscorable,
Concepts present in the are accurate. A few connected not enough
output are correct ideas or connections inappropriately or with to score, or
and accurately may be off-base. labels that do not not anyway
described. adequately explain the related to
Relationships of relationship between the topic
Concepts relate concepts make some the two concepts. given.
entirely to the logical sense
topic, and the demonstrating some The relationship
arrangement of understanding of the between concepts is
ideas shows an topic. weak from
insightful poor/insufficient
understanding of selection of concepts.
their relationship.

Hierarchical Concepts are Branches are well- Connections are highly

Structure richly organized but linear.
and interconnected, essentially
Linkages both within sub- hierarchical with The central concept is
branches and independent sub- superficial rather than
between them. branches. Many presenting a unifying
concepts only idea.

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 Module 1

The overall connect to one or two Omits one or more

organization other concepts. significant concepts or
demonstrates connections.
synthesis and The central concept
sorting of ideas. is appropriate.

The central Essential elements of

concept captures the topics are
the essence of the present, but more
topic and unifies minor and considered
all subconcepts. details are missing.
OR
It captures the More concepts are
entire scope of the included that are not
topics discussed. appropriate to
All connections explain the topic.
include insightful
linking phrases.

Layout and The concept map The concept map has The concept map has
Format is with multiple several clear unclear hierarchies and
clear hierarchies hierarchies and is is hard to comprehend,
and is well laid fairly well laid out. and is poorly laid out.
out.
However, the work is Does not demonstrate a
Uses excellent appealing to the eyes great deal of appeal to
contrast of fonts uses very strong viewers.
and colors. and/or poor text and
color contrasting. Does not follow the
Follows the given prescribed format.
format. Follows most of the
prescribed format.

REFERENCES

Bates, A. (2015). Teaching in a digital age: guidelines for designing teaching and learning. Tony Bates
Associates Ltd.

Bernardo, A., & Gonzales, H. (2017). Educational technology 1. Rex Book Store, Inc.

Bilbao, et. al., (2019). Technology for teaching and learning 1. Lorimar Publishing.

Sorden, S. (2012). The cognitive theory of multimedia learning. Mohave Community College/Northern
Arizona University.

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