Chapter 5

Overview

This chapter discusses about the different model in the integration of technology in
instruction such as Dales’ Cone of Experience, TPACK model, SAMR, ASSURE Model and
Models of Technology-Enhanced Instructional Lessons. These different models can enhance
and improve learners’ knowledge and capabilities on how to properly use each model.

Moreover, how teachers integrate technology in the teaching and learning process
depends very much on their beliefs on how learners learn. They need to know who their
learners are and how to approach instruction. The educators’ role is to provide learning
experiences that will help achieve the defined outcomes.

General Objectives

1. Identify learning principles and theories that are applied in technology-driven teaching-
learning models.
2. Use the learning principles and theories as basis in the development of the teaching
plans and selection of instructional materials.

Lesson 1: Edgar Dale’s Cone of Experience

What to Expect:

1. Familiarize with Dale’s Cone of Experience and provide classroom processes or practices
that exemplify each strata.

2. Provide examples of the various instructional materials appropriate for given instructional
contexts.

Pre-discussion

Above is the common adage that it is best to involve into something so that it is easy for
us to understand rather than only by mere observation with the use of eyes and ears.

In the classroom setting, it is best to let the learners do the specific task based on the
lesson in order for them to understand the topics vividly rather than only discussing and showing
them some examples which they will only remember and not to deeply understand the topics.
Further, the above adage also holds true with the saying that experience is the best teacher.
Therefore, let the learners experience like doing an experiment so that they will be get involved
and understand what they are doing.

Lesson Outline:

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

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

The 8 M’s of instruction has one element which 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.

researchgate.net
Figure 1. Dale’s Cone of Experience

Dale’s Cone of Experience is a visual model that is composed of eleven (11) stages
starting from concrete experiences which are located at the bottom portions of the cone going
to the abstract which are located at the upper portions of the cone. Also, according to Dale, the
arrangement in the cone is not based on its difficulty but rather based on abstraction and on the
number of senses involved. The experiences in each stages can be mixed and are interrelated
that fosters more meaningful learning.

The Bands in Dale’s Cone of Experience

Direct purposeful experiences – These refers to foundation of experiencing learning. Using

the sense, meaning 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
can 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
broadcast through the radio.

Verbal symbols - This caegory 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.

Further, 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

To young learners, it is best to start from enactive to iconic and lastly to symbolic. In this
way, learning will be easier and they can easily grasp the lessons.

Moreover, a young learner would not be rushed to move to immediate abstraction at the
highest level without the benefit of gradual unfolding. However, when the learner is matured and
capable to direct his own learning, it may move fluidly across the cone of experience.

Summary

Dale Cone’s of Experience is composed of eleven (11) stages starting from concrete
experiences. These are Direct purposeful experiences, Contrived experiences, Dramatized
experiences, Demonstrations, Study trips, Exhibits, Television and motion pictures, Still
pictures, Recordings, Radio, Visual Symbols and Verbal symbols.

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, the enactive, iconic and
symbolic.

Assessment

I.Direction: Read the question carefully and encircle the letter corresponding to the correct
answer.

1. Which statement applies to correctly to Edgar Dale’s Cone of Experience?

A. The closer you are to the base, the more direct the learning experience becomes.
B.The farther you are from the bottom, the direct the learning experience becomes.
C. The closer you are to the base, indirect the learning experience becomes.’
D. the farther you are from the base, direct the learning experience becomes.

2.Contrived experiences, demonstrations, and field trips are examples of ____________

materials.
A.iconic B. enactive C. symbolic D. abstract

3. Performing experiments is an example of __________.

A. real-world experiences
B.direct, purposeful
C. contrived experiences
D.dramatized experiences

4.As implied in the Cone of Experience, which will work best for kindergarten children?
A.videos B.Books C.Audio recordings D.Real-life experiences

5.Which statement is NOT correct about the Cone of Experience?

A. The experiences in each stage can be mixed and interralated.
B.There should be aprogression of experiences from bottom to top.
C. There must be a balance between concrete and abstract experiences in order to cater and
address the needs of the learner.
D. The more senses are involved, the better learning will take place.
II. Direction. Answer the questions briefly and concisely. (5 points each)
1. How would you elate the Cone of Experience to the teaching-learning process with the
levels identified by Bruner’s three-tired model of learning?

2. If you teach on a concept of fractions to a grader, how will you proceed if you follow the
pattern in Dale’s Cone of Experience beginning with the concrete moving toward the
abstract?

Lesson 2 : TPACK as a Framework for Technology-Driven Teaching and Learning

What to Expect?

1. Familiarize oneself with TPACK and SAMR Model as frameworks in integrating technology
in the practice of teaching.

2. Select and employ an appropriate technology (tool or application) in an instructional plan.

3. Evaluate one’s capability in integrating technology in his lesson.

4. Identify learning theories and principles applied in the design and development of lessons
through appropriate media and technologies for teaching-learning.

Pre-discussion:

As a future educator, what strategies or techniques do you know will work if you use it
when teaching?

Schulman’s (2008) Pedagogical Content Knowledge (PCK) is a framework which

involves the teachers’ competence in delivering the concepts being taught by simplifying
complex ones if needed or leading the students to study a concept more deeply and
extensively. This is made possible due to the teachers’ understanding of the amount and the
content structure of knowledge.

Mishra and Koehler (2006) continued to build upon Schulman’s PCK and incorporated
technology hence, TPACk.

Lesson Outline:

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 main teaching more engaging, relevant and effective.

CK is content knowledge. It is the ‘what’ - understanding of the content such as

language arts, math, science, history among others. 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 intersection of the pedagogical and content areas of knowledge is the PCK. This is
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.

TPACK, shown below, is a useful model for educators as they begin to use digital tools
and strategies to support teaching and learning. This model, developed by educational
researchers Mishra and Kohler (2006), is designed around the idea that content (what you
teach) and pedagogy (how you teach) must be the basis for any technology that you plan to use
in your classroom to enhance learning.

Diagram and explanation ©2012 by tpack.org.

The circles in the TPACK diagram represent content knowledge, pedagogical knowledge,
and technical knowledge. The areas where the circles overlap — where the three kinds of
knowledge combine — can be explained as follows:

 Pedagogical Content Knowledge (PCK) is the knowledge that teachers have about their
content and the knowledge that they have about how teach that specific content. First
identified by Shulman in 1986, we can see evidence of PCK as we consider the different
strategies that science teachers use as compared to the strategies used by language arts
teachers, or teaching strategies used by art teachers as opposed to teachers of
mathematics. This specialized knowledge allows teachers to use the most effective methods
for teaching specific content.
 Technological Pedagogical Knowledge (TPK) is the set of skills, identified by Mishra and
Kohler in 2006, which teachers develop to identify the best technology to support a particular
pedagogical approach. For instance, if you want your students to work in collaborative groups
(pedagogy) you might choose to have them share their learning in a wiki (a digital tool that is
collaborative) or communicate what they have learned in a multimodal presentation using for
example, PowerPoint, Glogster or Prezi (digital tools that allow students to present what they
know).
 Technological Content Knowledge (TCK) is the set of skills, also identified by Mishra and
Kohler in 2006, which teachers acquire to help identify the best technologies to support their
students as they learn content. For instance if you wanted your students to recognise and
understand the sequence of steps leading up to a hurricane (content) you would look for
online hurricane tracking sites, allow them to find photographs that represented the formation
of hurricanes and have them document the different stages in a timeline.

On the web…

There are two relevant video clips that can be viewed. They will reinforce the
understanding of TPACK. Search in youtube the following files and view them.

1.TPACK in Two Minutes(http://www.youtube.com/watch?v=FagVSQIZELY)

2. Introduction to the the TPACK Model Video Common Sense Media

(https://www.youtube.com/watch?v=glkn9Veggxo)

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 tachers to
design develop, and infuse digital learning experiences that utilize technology (Nove. 9 , 2013)

SAMR is a framework through which you can assess and evaluate the technology you
use in your class. Here is how the video below shared by Candace M explains the SAMR's four
levels:

Substitution
In a substitution level, teachers or students are only using new technology tools to replace old
ones, for instance, using Google Docs to replace Microsoft Word. the task ( writing) is the same
but the tools are different.

Augmentation
Though it is a different level, but we are still in the substitution mentality but this time with added
functionalities. Again using the example of Google docs, instead of only writing a document and
having to manually save it and share it with others, Google Docs provides extra services like
auto saving, auto syncing, and auto sharing in the cloud.

Modification
This is the level where technology is being used more effectively not to do the same task using
different tools but to redesign new parts of the task and transform students learning. An
example of this is using the commenting service in Google Docs, for instance, to collaborate
and share feedback on a given task.

Redefinition
If you are to place this level in Blooms revised taxonomy pyramid, it would probably correspond
to synthesis and evaluation as being the highest order thinking skills. "Redefinition means that
students use technology to create imperceptibly new tasks. As is shown in the video below an
example of redefinition is "when students connect to a classroom across the world where they
would each write a narrative of the same historical event using the chat and comment section to
discuss the differences, and they use the voice comments to discuss the differences they
noticed and then embed this in the class website".

Summary
TPACK is a framework that combines the teacher’s three knowledge areas:
technological knowledge, content knowledge, and pedagogical knowledge.
Another is SAMR Model as a frameworks in integrating technology in the practice of
teaching. It is a model designed to help educators infuse technology into technology into
teaching and learning.

Assessment

I.Direction: Read the question carefully and encircle the letter corresponding to the correct
answer.

1. What does TK stand for in TPACK?

A. Technology Knowledge
B. Teacher Knowledge
C. Technologically Knowledge
D. Time-tested

2. The following elements are present in Bloom’s Revised Taxonomy. Which is an

EXCEPTION?
A. Evaluate
B. Remembering
C. Creating
D. Synthesis

3. Which is an appropriate tool that can be employed if the students need to develop their
competency to create or produce something novel?

4. Kohler & Mishra: TPACK; ___________________: ____________________

A. Puentedura:SAMR
B. A redesign on the basic : Modification
C. Bloom: Revised Bloom’s Taxonomy
D. TPACK: Theoretical Framework
Lesson 3 The ASSURE Model

Pre-discussion

How do you craft a lesson? What are the steps you need to follow? Are you using
ASSURE model?

A Analyze Learners

S State Objectives

S Select Methods, Media, and Materials

U Utilize Media & Materials

R Require Learner Participation

E Evaluate and Revise

Figure 1. The ASSURE Model

In designing a lesson with the integration of technology, it is crucial to observe a

framework that can act as a guide in its formulation (Heinrich & Smaldino, 2002). The
ASSURE model identifies six essential elements in the instructional process.

What to Expect:

1. Identify learning theories and principles applied in the use and design of learning lessons
with technology.

2. Apply the ASSURE Model in crafting a lesson.

Lesson Outline

Analyze learners

General Characteristics
Describe the characteristics of the class as a whole. Include information regarding the number
of students, grade or age level, gender, socioeconomic factors, exceptionalities, and
cultural/ethnic/or other types of diversity.

Entry Competencies
Do the learners have the knowledge base required to enter the lesson?
Do they have the entry competencies and technical vocabulary for this lesson?

Learning Styles
Describe the learning style preferences of the individual members of the class (e.g., auditory,
visual, tactile/kinesthetic). Then determine the information processing habits of the learners.

State Objectives
 Describe what the learner will do as a result of instruction. Describe specific outcomes
you wish students to achieve. Use this to narrow the scope of your lesson. Well written
objectives have three main components:
1. Given the specified context / materials
2. the learner will do / demonstrate desired outcome
3. to what specified level of proficiency

Select, modify, design Methods, Media, & Materials

Decide what method you will primarily use:lecture, group work, a field trip, etc. What
media you will use: photos, multimedia, video, a computer? Are you using store bought
materials, getting an outside resource to provide materials, modifying something you already
have, or making something from scratch?

Utilize Methods, Media, & Materials

Plan how you will implement your media and materials. For each type of media and/or
materials listed under Select, Modify, and Design, describe in detail how you will implement
them into your lesson to help your learners meet the objectives. Please write in complete
sentences for each item.
Summary
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. There are six steps.
The first step of the procedure is analyze learners, second step is state objectives, third step is
select methods, media and materials, fourth step is utilize methods, media and materials, fifth
step is require learner participation and sixth and the last element is evaluate student
performance.

Assessment
I.Direction: Read each questions carefully. Encircle the best answer.
1. Which is the layout of the text, the music, images, pictures that match the narration?
A. Digital story
B. Producing
C. Scripting
D. Storyboarding

2.In selecting media or materials to be used in teaching a lesson, the first element to be
considered is ____________________.
A. the learner B. the objective C. the subject matter D. the evaluation activity
3.Producing a digital story requires important elements that can determine the quality of the
production. Which among the choices does NOT belong?
A. Point of view B. sound track C. storyboarding D. emotional content
4. Which sentence states the correct idea about ASSURE?
A.ASSURE is a guide indicating the specific steps to be followed when writing a lesson plan.
B. ASSURE model ensures effective technology integration.
C. ASSURE clearly states the relevance of TPACK in instruction.
D. ASURE is a framework containing the elements when planning a lesson.

II. Direction: Produce a two-minute digital that tells your own understanding of the ASSURE
model. Share the digital story you produced by posting it in your portfolio.

Steps in Producing Digital Story

1. Brainstorming a story concept.

2. Create a story board that will contain the graphics, sounds, text narration and music
needed.
3. Collect pictures, materials and store them in an organized fashion.
4. Using productivity tools, put them together using iMovie, moviemaker, vimeo, powerpoint
presentation, powtoon, power director, viva video, and the like.
5. Edit, revise and share your story.

Lesson 4 Models of Technology-Enhanced Instructional Lessons

What to Expect:

1. Identify how a technology tool is integrated in a lesson.

2. Evaluate a sample lesson with the element of technology integration and suggested
how it can be enhanced.

Pre-discussion

The conventional way of teaching in this century may outmode the preferences of
present 21st century learners. This is a big challenge for teachers who are not updated with
technological advancements in teaching. This is the high time to keep abreast with the recent
developments in an online teaching.

Lesson Outline
 The learning place can also evolve especially when you consider the varied roles that
learners play. They can learn and perform the task in any physical or virtual location. There is
also the element of flexibility since learners can tackle assigned tasks at preferred times or
manner of doing them. However, certain agreed rules have to be established to provide the right
amount of guidance without curtailing their ingenuity.

Learners can become …

Contributors - learners can upload materials such as a video or an audio, post, a message,
submit an output in a dropbox or add documents and eBooks and add a picture or contribute to
a digital world using a “popup”.

Creators - students can collate a digital portfolio or commonly known as an ePortfolio or create
a virtual poster or an interactive resource. They can produce a digital story, edit the entries and
share.

Communicators - using technology tools, students can chat with peers, post a reply in a blog
and contribute a comment to the let thread flow. Using a chat room or the web conferencing by
Skype creates a new dynamic to what a learning place is.

Collaborators - capstone projects can be outputs of collaboration. Students can participate in

posting ideas in a Forum where there can be be an asynchronous discussion. Using wikis to
participate in group with the aim to accomplish a task or comment on blogs are a few ways on
performing the role of a collaborator in a new idea of a learning place.

There are many great ideas on how to integrate a technological tool or an application in
teaching the lesson. Teachers need to integrate technology because learners become engaged
and they learn better hence, a well-integrated phase of technology is critical.

Tools such as mobile device, must be used as fundamental components of a class as

long as they are appropriate and strategically integrated to facilitate learning for the integration
of technology in a lesson is an informed judgement of a qualified and innovative teacher.

Blogs
One interesting tool to explore is the blog. It is a webpage that you need to create and
where you can write and post your ideas. These are updated on a regular basis which can
inspire or educated those who read it. It is an outline journal that allows you to share with the
world what you think or feel.

Quality of content is crucial in making your blog attractive to readers. Blogging provides
benefits and one of which is it allows you to improve your writing skills. Just in case you will start
creating your own blog, explore Wordpress. It is a blogging platform.

Padlet
It is another tool that can be assessed online and suited for sharing information or
content and can allow engagement of students. Although it can be used for business but with
creativity, it can be appropriate for educational purposes.

Summary
 There are different models of technology-enhanced instructional lessons. Some of which
are integrated in the lesson. Blogs and padlets are commonly used technology tool which are
integrated in the lesson.
Further, through technology tools learners can become contributors, creators,
communicators and collaborators in the teaching and learning process.

Assessment

I.Direction: Using Canva or an appropriate tool, create an infographic that reflects the
differences between WordPress.org with WordPress.com.

II.Direction: Elaborate by creating details on appropriately integrating the padlet in your lesson.
Write your ideas in the second column.

Technique using a padlet Describe how the function of the padlet is incorporated in
a lesson
Brainstorm session
Book review session
As an assessment tool

III. Give comments and suggestions on the sample plan made by your seatmate that employs
the use of a mobile.

References:

Technology for Teaching and Learning I, Bilbao, et.al.

https://we7.com/confucius-quotes/

http://www.rt3nc.org/edtech/the-tpack-model/

https://idtassuremodel.wordpress.com/about/