MODULE 5: THEORIES AND
PRINCIPLES IN THE USE
AND DESIGN OF
TECHNOLOGY-DRIVEN
LESSONS
MODULE OUTCOMES to Identify learning principles
and theories that are applied in
technology-driven teaching
learning models
to 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 EXPERIENCES
OBJECTIVES
to familiarize with Dale’s Cone of
Experience and provided
classroom processes or practices
that exemplify each strata of the
Cone of Experience
LESSON 1: EDGAR DALE’S
CONE OF EXPERIENCES
OBJECTIVES
to provide examples of the
various instructional
materials appropriate for
given instructional contexts
AROUSING AND
TEACHING
EVIDENCE AND
THAT
INTERNALIZATION
THE
THE
THE
SUSTAINING
CONTENT
RESOURCES
LEARNING
COMMUNICATION OF
LEARNING
LEARNING TOOK
SYSTEM
ENVIRONMENT
OF
INTEREST
LEARNING
MASTERY
IN
STRATEGIES
PLACE
LEARNING
• Visual model that shows a continuum of
learning; a pictorial device that presents bands
of experience.
• Dale’s Cone of Experience is a visual model that
is composed of ten (10) stages starting from
concrete experiences at the bottom of the cone
then it becomes more and more abstract as it
reach the peak of the cone.
DIRECT PURPOSEFUL EXPERIENCES
These are first hand experiences which serve as
the foundation of our learning. In the teaching
learning process, it is learning by doing.
CONTRIVED EXPERIENCES
In here, we make use of a representative models
or mock-ups of reality. There are things or events
that may be beyond the learner's grasp.
DRAMATIZED EXPERIENCES
Activities that allows students to actively
engage in a reconstructed experience
through role playing.
DEMONSTRATIONS
It is a visualized explanation of an
important fact, idea, process using
photographs, drawing, films, displays, or
guided motion.
STUDY TRIPS
These are excursions, educational
trips, and visits conducted to observe
an event that is unavailable within the
classroom.
EXHIBITS
These are displays of models such as
pictures, artifacts, and posters that
provide the message or information.
TELEVISION AND MOTION PICTURES
Television and motion pictures can
reconstruct the reality of the past so
effectively that we are made to feel
we are there.
STILL PICTURES, RECORDINGS, RADIO
These are visual and auditory
devices which may be used by an
individual or a group.
VISUAL SYMBOLS
BRUNNER’S THREE-TIERED
these are no longer realistic
reproduction of physical things for these
MODEL OF LEARNING
are highly abstract representations.
VERBAL SYMBOLS
they are not like the objects or ideas
for which they stand. They usually do
not contain visual clues to their
ENACTIVE ICONIC SYMBOLIC
meaning. Written words fall under this
category. It may be a word for a
concrete object, an idea , a scientific
principle, and a formula.
LESSON 2: TPACK AS A FRAMEWORK FOR
TECHNOLOGY-DRIVEN TEACHING AND LEARNING
OBJECTIVES
FAMILIARIZE ONESELF WITH TPACK AND SAMR MODEL AS
FRAMEWORKS IN INTEGRATING TECHNOLOGY IN PRACTICE OF
TEACHING
SELECT AND EMPLOY AN APPROPRIATE TECHNOLOGY TOOL IN AN
INSTRUCTIONAL PLAN
EVALUATE ONE’S CAPABILITY IN INTEGRATING TECHNOLOGY IN HIS
LESSON
IDENTIFY LEARNING THEORIES AND PRINCIPLES APPLIED IN THE
DESIGN AND DEVELOPMENT OF LESSONS THROUGH APPROPRIATE
MEDIA AND TECHNOLOGIES FOR TEACHING-LEARNING
TECHNOLOGICAL
KNOWLEDGE TPACK is a framework that combines the
teacher’s three knowledge areas. It shows the
interconnectedness of content knowledge and
pedagogical knowledge and the integration of
technology in making teaching more engaging.
CONTENT KNOWLEDGE
TPACK is a theoretical model describing the
capability of the 21st century teacher.
PEDAGOGICAL
KNOWLEDGE
• This describes teachers’ own knowledge of the
subject matter. CK may include knowledge of
concepts, theories, evidence, and
organizational frameworks within a subject
matter.
• it is the ‘what’ – it is composed of facts,
concepts, theories or principles in a given
discipline.
• This describes teachers’ knowledge of the
practices, processes, and methods regarding
teaching and learning. As a generic form of
knowledge, PK encompasses the purposes,
values, and aims of education, and may apply
to more specific areas including the
understanding of student learning styles,
classroom management skills, lesson planning,
and assessments.
• This describes teachers’ knowledge regarding foundational
areas of teaching and learning, including curricula
development, student assessment, and reporting results.
• PCK focuses on promoting learning and on tracing the links
among pedagogy and its supportive practices (curriculum,
assessment, etc.), and much like CK, will also differ
according to grade level and subject matter. In all cases,
though, PCK seeks to improve teaching practices by
creating stronger connections between the content and
the pedagogy used to communicate it.
• This describes teachers’ knowledge of, and ability
to use, various technologies, technological tools,
and associated resources. TK concerns
understanding EdTech, considering its possibilities
for a specific subject area or classroom, learning
to recognize when it will assist or impede learning,
and continually learning and adapting to new
technology offerings.
• This describes teachers’ understanding of
how technology and content can both
influence and push against each other. TCK
involves understanding how the subject
matter can be communicated via different
EdTech offerings and considering which
specific EdTech tools might be best suited for
specific subject matters or classrooms.
• This describes teachers’ understanding of how
particular technologies can change both the teaching
and learning experiences by introducing new
pedagogical affordances and constraints. Another
aspect of TPK concerns understanding how such
tools can be deployed alongside pedagogy in ways
that are appropriate to the discipline and the
development of the lesson at hand.
SUBSTITUTION
A model designed to help educators infuse
AUGMENTATION technology into teaching and learning.
Developed by DR. Ruben Puentedura, the model
supports and enables teachers to design,
MODIFICATION develop, and infuse digital learning experiences
that utilize technology.
REPRESENTS
