Unit 5

Theories and Principles in the Use and Design

of Technology-Driven Lessons
Module Outcomes
1. Identified learning principles and theories that are
applied in technology-driven teaching-learning models.
2. Used the learning principles and theories as basis in the
development of the teaching plans and selection of
instructional materials.
Introduction
How teachers integrate technology in the teaching and learning
process depends very much on their beliefs on how people learn.
Specifically, they need to know who their learners are and how to
approach instruction. As educators, their role is to provide learning
experiences that will help achieve the defined outcomes. In this
Module, you will be acquainted with different theories and learning
principles such as Dale’s Cone of Experience, the TPACK
Framework, SAMR and the ASSURE model.
Lesson 1
Edgar Dale’s Cone of Experience
Lesson Outcomes
1. Familiarized with Dale’s Cone of Experience and
provided classroom processes or practices that
exemplify each strata of the Cone of Experience.
2. Provided examples of the various instructional
materials appropriate for given instructional
contexts.
The Cone Experience

“The cone is a visual analogy, and like

all analogies, it does not bear an exact a
detailed relationship to the complex
elements it represents.”-Edgar Dale

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In preparing to become a teacher, there are elements that should be take into
considerations. One way of putting it is the 8M’s of teaching and each elements
contributes to ensuring effective instructions.
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 8M’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
from part of the system’s approach to
instruction.
 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 other 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

refers to foundation of experiencing
learning. Using the senses, meaning
knowledge and understanding are
established. This is experimental learning
where one learns by doing.
The Bands in Dale’s Cone of Experience

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.
The Bands in Dale’s Cone of Experience
Dramatized experiences – These are
commonly used as activities that
allows students participate in a
reconstructed experience through
role playing or dramatization.
The Bands in Dale’s Cone of Experience
Demonstration – 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 make or how to execute the dance step is an
appropriate way of making the learning
experience.
The Bands in Dale’s Cone of Experience

Study trips – These are actual visits to

certain locations to observe a situation or
a case which may not be available inside
the classroom.
The Bands in Dale’s Cone of Experience
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 display and as a result, the exhibit
becomes more engaging and fun.
The Bands in Dale’s Cone of Experience
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 actors in the films.
The Bands in Dale’s Cone of Experience

Still pictures, Recordings, Radio – Still

are pictures or images. Together in this
category are the audio-recorded
materials of information broadcast
through the radio.
The Bands in Dale’s Cone of Experience

Visual symbols – These are more abstract

representations of the concept or the
information. Examples of these are information
presented through a graph for a chart. For
example, a process can be presented using a
flow chart.
The Bands in Dale’s Cone of Experience

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 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.
Lesson 2
TPACK as a Framework for Technology-
Driven Teaching and Learning
Learning Outcomes
1. Familiarized oneself with TPACK and SAMR Model as frameworks in
integrating technology in the practice of teaching.
2. Selected and employed an appropriate technology (tool or application) in
an instructional plan.
3. Evaluated one’s capability in integrating technology in his lesson.
4. Identified learning theories and principles applied in the design and
development of lessons through appropriate media and technologies for
teaching-learning.
 What is TPACK?
TPACK is a framework that
combines the teacher’s three
knowledge area: technological
knowledge, content knowledge, and
pedagogical knowledge.

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Researchers
Mishra and Koehler
Mishra and Koehler, researchers from

Michigan State University, developed TPACK

in the absence of other sufficient theory to

explain or guide effective edtech integration.

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 students 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.
 Content
Knowledge
(CK)

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

content such as language arts, math, science, among others.
This is composed of fahistorycts, concepts, theories or
principles in a given discipline.
 Pedagogical
Knowledge
(PK)

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.
 Technological
Knowledge
(TK)

This is the TK or the Technological Knowledge. This is the

teacher’s 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 site.
The intersection of the Pedagogical and Content Technological
Knowledge
areas of knowledge is the PCK. This how much (TK)

competencies that teachers have in making the

students learn concepts and skills. This includes Pedagogical Content
Knowledge PCK Knowledge
the knowledge of how to use techniques that (PK) (CK)
can meaningfully address different learning
styles while supporting content with deeper
Pedagogical Content
understanding. Schulman (2008) considers this Knowledge
teaching at its best. (PCK)
 Technological
Pedagogical Knowledge Technological
(TPK) Knowledge
(TK)

TP
K
Pedagogical Content
Knowledge Knowledge
(PK) (CK)

Furthermore, TPK which is Technology-Pedagogical

Knowledge is knowing how to select, use or develop
technology to manage student learning.
 Technology-
Pedagogical
Knowledge Technological
Knowledge
For example, (TPK)
(TK)
• Who will use collaborative tools that will
allow students to work together and (TPK
share information? )
• How will you use an application that will Pedagogical Content
allow students to creatively share their Knowledge Knowledge
well-researched project in class or to (PK) (CK)
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.
 Technological
Pedagogical Content
The intersection of all Knowledge
knowledge areas is known as (TPACK)

the TPACK.
TPACK is about what
Technological
teachers know, how Pedagogical
they teach and how Content
Knowledge
technology is used in (TPACK)
the delivery of the
lesson to make it more
TPK TCK
engaging and making
TPACK
learning more relevant
PCK
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 lesson around
it. Remember, it is NOT about the
technology tool, but it is the right blend of
the three knowledge areas.
Shows a balanced and collaborative functions of
the varied activities manifesting teachers’
competencies.
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 (https://www.youtube.com/watch?v=FagVSQIZELY)

2. Introduction to the TPACK Model Video Common Sense Media (
https://www.youtube.com/watch?v=glkn9Veggxo)
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. 09,2013)
S- Substitution
A- Augmentation
M- Modification
R- Redefinition
 S stands for substitution. It is literally using
technology as an alternate for the regular item that
is employed in augmenting or assisting instruction.
Example
Instead of using a map or a globe in teaching geography, teacher 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.
Example
Ask them to measure the distance and get the estimate time of travel if they start
from one point to go 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
panaramio. 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.
 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 or 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 panaramio, 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 share 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.
 TransformatIon

R
Skype with experts,
compare, combine results
S Tech allows for creation of Integrated movies, hot via wikis and blog, publish
Redefinition
links, software, apps. world wide online.
A
M
R
M Tech allows for significant
lesson redesign
Integrated email graphs,
images spreadsheets.
Spreadsheets, graphs,
email with others, redesign
Modification
lab, hand in

M
A Tech is a tool substitute
with some improvement
Word processing with
spell check, cut and paste.
Grammar, spell check, cut,
paste, print, hand in
O Augmentation

D
S
Tech is a tool substitute
E with no functional change Word processor used as a Word process lab report,
Substitution typewriter print out, hand in.
L
Enhancement
LESSON 3
The ASSURE Model
Learning Outcomes
1. Identified learning theories and principles applied in
the use and design of learning lessons with
technology.

2. Applied the ASSURE Model in crafting a lesson.

Introduction
A well-planned lesson is half of the battle won; the other half is the delivery
of the lesson by the facilitator who has the pedagogical skills in implementing
what has been planned. This will ensure the achievement of learning outcomes.
This will engage learners to perform expected standards. That is why, it is
important that before teaching, elements needed to be incorporated when
designing a plan have to be plotted well.
ASSURE MODEL

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 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

ASSURE model is a guide in crafting an instructional flow that can

guide the teacher in integrating appropriate technology and media into

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.

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, interest or preferences, background, special need
and cultural diversity.
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.
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.
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.
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.
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 commonsense. 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 improvement. By following the
ASSURE process, you will be assure to improve
your teaching for many years to come.
LESSON 4
Models of Technology-Enhanced Instructional
Lessons.
Learning Outcomes
1. Identified how a technology tool is integrated in a
lesson.

2. Evaluated a sample lesson with the element of

technology integration and suggested how it can be
enhanced.
Introduction
The conventional way of teaching in this century may outmode the
preference of present learners. The teacher providing the information while
taking the center stage may not hold students’ attention for a longer time. This
still works, however, but with the appropriate use of the right technology tool or
application, a lesson becomes engaging.
Introduction
The role that learners play in this millennium are no longer limited to being a
receiver of information. They desire to be actively involved in the retrieval of
information, repacking them and using th em to create something unconceivable
before.
 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
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 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 word using a
‘popup’.
Creators

Student 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.
Creating a wiki, editing and adding to it gives the students the
chance to communicate their thoughts. Using the 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. Student can
participate in posting ideas in a Forum where there can be an
asynchronous discussion. Using wikis to participate in group
work 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. Identifying the possible role that students need to be
can guide them to choose the appropriate way of using the right tool.

The bottom line is for you to integrate technology because

learners become engaged and they learn better hence, a well-
integrated phase of technology is critical.
 Our common tool is a mobile device. It is a computing gadget such as a
smartphone or tablet computer that can be handheld and carried along by the
user. If this tool is available, a creative teacher can strategize the meaningful
use of mobile as a way of engaging the learner.
 Tools must be used as fundamental components of a class as long as they
appropriate and strategically integrated to facilitate learning for the
integration of technology in a lesson in an informed judgment of a qualified
and innovative teacher.
Reference:
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se-a-topic-what-typhttps://www.adslzone.net/app/uploads/2016/10/panoramio-g
oogle-maps.jpges-of-books-read.jpg