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TTL Lesson 1 and 2

The document summarizes key concepts from two lessons: Lesson 1 discusses Edgar Dale's Cone of Experience, a model showing different types of learning experiences ranging from direct experiences to abstract symbols. It also outlines the eight elements of Dale's teaching methodology. Lesson 2 introduces TPACK, a framework combining technological, pedagogical, and content knowledge for effective technology-driven teaching. It defines the three knowledge areas and their intersections, and also discusses the SAMR model for technology integration in lessons.

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99 views36 pages

TTL Lesson 1 and 2

The document summarizes key concepts from two lessons: Lesson 1 discusses Edgar Dale's Cone of Experience, a model showing different types of learning experiences ranging from direct experiences to abstract symbols. It also outlines the eight elements of Dale's teaching methodology. Lesson 2 introduces TPACK, a framework combining technological, pedagogical, and content knowledge for effective technology-driven teaching. It defines the three knowledge areas and their intersections, and also discusses the SAMR model for technology integration in lessons.

Uploaded by

nathanielranuda
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as PPTX, PDF, TXT or read online on Scribd
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Module 5: Theories and

Principles in the Use and


Design of Technology-
Driven Lessons
Group 2
Contents:
Edgar Dale’s Cone of
Lesson 1:
Experience
TPACK as a Framework for
Lesson 2: Technology-Driven Teaching
and Learning
Lesson 1:
Edgar Dale’s
Cone of
Experience
Edgar Dale
an American educator who
developed the Cone of Experience,
also known as the Learning
Pyramid. He made several
contributions to audio and visual
instruction, including a
methodology for analyzing the
content of motion pictures.
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 (8) 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
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 two M’s (media and material)
are actually the elements of Edgar
Dale’s Cone of Experience.
The Cone of
a visual model that shows a continuum of
learning; a pictorial device that presents bands
of experience. It does not strictly define the
Experience
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.
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
Which bandversion
will hone of Dale’s
higher Cone skills
order thinking of and
engage learners more
Experience
• 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)
•The pattern of arrangement of the bands experience is not
difficult but degree of abstraction the amount of immediate
sensory participation that is involved.
•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 Contrived experiences
experiences
-it is in this category that
-these refer to foundation representations such as
of experiencing learning. models, miniatures, or
Using the senses, mock ups are used. There
meaningful knowledge and are things or events that
understanding are may be beyond the learners
established. This is grasp and so contrived
experiential learning where experiences can provide a
one learns by doing. substitute.
Dramatized experiences Demonstrations

-These are commonly used -When one decides to show


as activities that allows how things are done, a
students to actively demonstration is the most
participate in a appropriate experience. It is
reconstructed experience an actual execution of a
through role. playing or procedure or a process.
dramatization.
Study trips Exhibits

-These are actual visits to -These are displays of


certain locations to observe models such as pictures,
a situation or a case which artifacts, posters, among
may not be available inside others that provide the
the classroom. message or information.
These are basically viewed.
Television and motion Still pictures, Recordings,
pictures Radio

-These technology equipment -Still are pictures or images.


provide a two- dimensional Together in this category are
reconstruction of a reality. the audio-recorded materials
These allow learners to or information broadcast
experience the situation being through the radio.
communicated through the
mediated tools. (REALISM)
Visual symbols Verbal symbols

-These are more abstract -This category appears to


representations of the be the most abstract
concept or the because they may not
information. Examples of exactly look like the
these are information concept or object they
presented through a represent but are
graph or a chart. 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-Drive
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.
The technological, pedagogical and content knowledge known as
TPACK is a theoretical model describing the quality of the 21st
century teacher.

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 or PK is the how it is the experts


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 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 (Schuman
2008) considered this teaching at
it’s best.
•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 research project in class or other outside
of the school.

•It allows students to learn content through digital tools they can document
and record evidence and plot out of strategy using a collaborative tool where
the group can discuss their action plan while in or out of school.

•So, TPACK is about what teachers know. How they teach and how technology
is used in delivery of the lesson to make it more engaging and making learning
more relevant as the 21st century.
SAMR
SAMR– a kind of model that helps educators implement
technology in 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. (November, 2013)

● S - Substitution
● A – Augmentation
● M – Modification
● R – Redefinition
Substitution
-It is literally using technology as an alternate for the regular item that is
employed in augmenting or assisting instruction. Substitution is when
technology acts as a direct substitute for an activity and does not provide
any functional change.

Augmentation
-In this part of technology integration, there is a functional improvement
in the use of technology tool. Augmentation is when technology acts as a
direct tool substitute that adds functional improvement to the activity.
Modification
-In this level, technology is used to redesign a lesson. Modification is when
technology allows for significant task redesign.

Redefinition
-It is the idea of creating out of something from the regular item.
Technology allows the creation of the new concept that has not been
previously conceptualized. Puentendura 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.
Benjamin Bloom (February 21,
1913 - September 13, 1999) was
an American educational
psychologist who made
significant contributions to
the classification of
educational objectives and
the theory of mastery
learning.
Thankyou
for
listening!
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