TECHNOLOGY FOR TEACHING AND

LEARNING 1
 Theories and Principles in the
Use and Design of Technology
Driven Learning Lessons
UNIT 3 Learning Theories and Principles in:
1. Dale’s Cone of Experience (with equal attention given
to both the Conventional Technology and the Innovative
and Emerging Technology for Teaching)
2. TPACK (Technology, Pedagogy and Content
Knowledge)
3. ASSURE Model (Analyze Learners, State Methods,
Media, & Materials, Utilize Media & Materials, Require
Learner Participation, Evaluate and Revise)
LEARNIN • Evaluate the concept of Dale's Cone of Experience
and Connect to the attitude of the students.
G
• Understand TPACK and Apply in future teaching
OBJECTI and learning process.
VES • Know the ideas of ASSURE model and Relate it to
teaching process.
 Dale’s Cone of
UNIT 3 Experience
(with equal attention given to both the
Conventional Technology and the
Innovative and Emerging Technology
for Teaching)
 DALE’S
CONE OF
LEARNIN
G
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
 1. Milieu
The Eight  the learning environment.

M’s of
Teaching
2. Matter
 the content of learning.
The Eight 3.Method
 teaching and learning activities.

M’s of
Teaching
4. Material
 the resources of learning.
 5. Media

The Eight  communication

system.

M’s of
Teaching
6. Motivation
 arousing and sustaining
interest in learning.
 7. Mastery
The Eight  internalization of
learning.

M’s of
Teaching
8. Measurement
 evidence that learning
took place.
 • Media and Material of 8 M’s of instruction are actually the
elements of the Cone of Experience.

11 Stages of Dale’s Cone of Experience

Dale’s 1. Direct Purposeful Experiences
Cone of 2. Contrived Experiences
3. Dramatized Experiences
Experience 4. Demonstrations
5. Study Trips
6. Exhibits
7. Television
8. Motion Pictures
9. Still pictures, Recordings, Radio
10. Verbal Symbols
11. Visual Symbols
1. Direct Purposeful
Experience
 This is experiential learning
where one learns by doing.
2. Contrived Experiences
 There are things or events that
may be beyond the learners
grasp and so contrived
experiences can provide a
substitute.
3. Dramatized Experiences
 These are activities that allows
students to actively participate
such as role-playing.
4. Demonstrations
 It is an actual execution of a
procedure or a process. One of an
appropriate way of making the
learning meaningful.
5. Study Trips

 These are actual visit to a

certain location to observe a
situation.
6. Exhibits
 These are displays of models such as
pictures, artifacts, posters, among
others that can provide the message or
information.
7 and 8. Television and Motion
Pictures
 These technology equipment
provide a two-dimensional
reconstruction of a reality. They
provide a feeling of realism as
viewers try to understand the
message portrayed by actors in
the films.
9. Still pictures, Recordings,
Radio
 Together in this category are the
audio-recorded materials or
information broadcast through the
radio.
10. Verbal Symbols

 May not exactly look like the concept or

object they represent but are symbols,
words, codes or formulae.
11. Visual Symbols
 These are more abstract
representations of the concept or
the information broadcast through
the radio.
Brunner Three Distinct Steps to present Brunner’s
’s Three-Tiered Model of Learning

Three- 1. Enactive – a series of actions.

2. Iconic – a series of illustrations or icons.

Tiered 3. Symbolic – a series of symbols.
Model
of
Learnin
UNIT 3 TPACK
(Technology, Pedagogy and Content
Knowledge)
 TPACK
(Technolog • TPACK (Mishra & Koehler, 2006) is a framework
y, Pedagogy that combines the teacher’s three knowledge
areas: technological knowledge, content
and knowledge, and pedagogical knowledge.

Content • TPACK helps to understand how to use

Knowledge technology to teach concepts in a way that
enhances student learning experiences.
)
• The TPACK framework was first introduced by Punya Mishra
and Matthew J. Koehler of Michigan State University in 2006.

Punya Mishra Matthew J. Koehler

TPACK’S
FRAMEW
ORK
 SEVEN
TYPES OF 1. Content Knowledge
(CK)

TPACK’S
 The understanding of
the content or subject
matter such as
KNOWLE language, arts, math,
science, history among

DGE others.
 SEVEN
TYPES OF 2. Pedagogical
Knowledge (PK)

TPACK’S
 This describes teachers’
knowledge of the
practices, processes,
KNOWLE and methods regarding
teaching and learning.

DGE
 SEVEN
TYPES OF 3. Technological
Knowledge (TK)

TPACK’S
 Describes teachers’
knowledge of, and ability
to use, various
KNOWLE technologies,
technological tools, and

DGE associated resources.

 SEVEN 4. Technological Content
Knowledge (TCK)
TYPES OF  This describes teachers’
understanding of how

TPACK’S technology and content

can both influence each
other such as
KNOWLE considering which
specific edtech tools
DGE suited for specific
subject matters or
classrooms.
 SEVEN 5. Technological
Pedagogical Knowledge
TYPES OF (TPK)
 This describes teachers’
TPACK’S understanding of how
particular technologies

KNOWLE can change both the

teaching and learning
experiences by
DGE introducing new
pedagogical affordances
and constraints.
 SEVEN 6. Pedagogical Content
Knowledge (PCK)
TYPES OF  This describes teachers’
knowledge regarding
TPACK’S foundational areas of
teaching and learning,

KNOWLE including curricula

development, student
assessment, and
DGE reporting results.
 SEVEN
7. Technological
TYPES OF Pedagogical Content
Knowledge (TPCK)
TPACK’S  Describes the
knowledge about the
KNOWLE tools and techniques you
use to teach the content.

DGE
 • Concepts from the content being taught can be represented
using technology.
KEY IDEAS
• Pedagogical techniques can communicate content in
FOR different ways using technology

EFFECTIVE • Different content concepts require different skill levels from

students, and edtech can help address some of these
TPACK requirements.

IMPLEMEN • Students come into the classroom with different

backgrounds including prior educational experience and
TATION exposure to technology and lessons, utilizing edtech should
account for this possibility.

• Educational technology can be used in tandem with

students’ existing knowledge
 ASSURE Model
UNIT 3 (Analyze Learners, State Methods,
Media, & Materials, Utilize Media
& Materials, Require Learner
Participation, Evaluate and Revise)
ASSURE
MODEL
MOLENDA AND HEINRICH
 Heinrich and Molenda (1999). It is a well-known Instructional
Design. A guide in crafting an instructional flow that can guide
the teacher in integrating appropriate technology and media into
the instructional process.
 SIX STEPS:
• Analyze Learners
SIX • State Objectives
• Select Methods,
COMPON Media, and Materials
• Utilize Methods,
ENTS OF Media and Materials
• Requires Learner
ASSURE Participation
• Evaluate Student
MODEL Performance
 1. Analyze Learners
• Review need
assessment
• Conduct additional
SIX needs assessment
• Create statement of
COMPON need

ENTS OF 2. State Objectives

ASSURE • Determine objectives
• and outcomes
MODEL • Develop product
outline
• Identify quality
evaluation
 3. Select Methods, Media
and Materials
• Identify existing
information
SIX • Create needed content
• Align content with outline
COMPON and objectives

ENTS OF 4. Utilize Methods, Media,

ASSURE and Materials
• Renew with web
MODEL development
• Develop Prototype
• Develop product &
dissemination
 5. Require Learner Participation
• Design evaluation methods
• Revise based on user testing or
review
SIX • Conduct evaluation for reporting
purpose
COMPON
ENTS OF
6. Evaluate Student
ASSURE Performance
• Determine TA implications
MODEL • Launch and Promote product
• Gather Information &
feedback
 1. CONTRIBUTORS
LEARN • learners can
upload materials

ER‘S such as a video or

an audio, post a
message, submit
CAN an output in a
drop box or add

BECOM documents.

E
 2. CREATORS
LEARN • students can
collate a digital
portfolio or
ER‘S commonly known
as an eportfolio or

CAN create a virtual

poster or an
interactive
BECOM resource.

E
 3. COMMUNICATORS
LEARN • students can chat
with peers, post a
ER‘S reply in a blog and
contribute a

CAN comment to the let

thread flow.

BECOM
E
LEARN 4. COLLABORATORS
• students can

ER‘S participate in posting

ideas in a forum
where there can be
CAN an asynchronous
discussion.

BECOM
E
LEARN 5. BLOGS
• a webpage
ER‘S that need to
create and

CAN post your

ideas.

BECOM
E
 6.PADLETS
LEARN • tool that can be
assessed online

ER‘S and suited for

sharing
information of
CAN content and allow
engagement of

BECOM students.

E
 • Provides a systematic approach to designing
BENEFIT lessons.
S OF • Encourages the use of a variety of instructional
methods.
USING • By emphasizing evaluation and revision, model
gives the opportunity to constantly improve and
ASSURE update your content.

MODEL
 • Samadalan, J. M. (2021, February 24). Dales’ Cone of
Experience, TPACK model, SAMR, ASSURE Model and Models
of Technology-Enhanced Instructional Lessons.
https://differentth.blogspot.com/2021/02/dales-cone-of-
REFEREN experience-tpack model.html?
m=1&fbclid=IwAR3MRO7_VQdQgQtR90mCPR8m3TWa3ekNsyA

CES bc5DgutqSDzjrQyFeb1R16VE

• Kurt, S. (2019, September 16). TPACK: Technological Pedagogic

al Content Knowledge Framework - Educational Technology. Educ
ational Technology. https://educationaltechnology.net/technologica
l-pedagogical-conte

• Pappas, C. (2023, April 11). How Can You Use The ASSURE
Instructional Design Model In eLearning? eLearning Industry.
https://elearningindustry.com/how-can-you-use-the-assure-
instructional-design-model-in-elearning
THANK
YOU!!!