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THEORIES AND
PRINCIPLES IN THE USE
AND DESIGN OF
TECHNOLOGY-DRIVEN
LESSONS
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A.
Learning
Theories and
Principles in:
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Dale’s Cone of Experience

-In the modern era wherein technology advances in

time, ICT is providing with new ways to access and
process knowledge across all disciplines.
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-The use of technology in education is

highlighted in Theories and Principles of
Technology Driven Lessons, which covers
the instructional strategies, institutional
norms, and governmental guidelines that
result in a successful and long-lasting
education.
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What is Dales Cone

Experience?
•It is first introduced in Dale’s 1946 book,
Audio Visual Methods in Teaching.

•It designed to “show the progression of

learning experiences” from the concrete
to the abstract.
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•According to Dale the arrangement of the

cone is not based on its difficulty but rather
based on abstraction.

•It also helps teachers to plan different

kinds of learning experiences in order to
create the most effective learning
environment for the purpose of studying
geographical content.
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•The Dale’s Cone of Experience mainly

focuses on experiences while also exhibiting
such basic learning skills like reading,
speaking, hearing, and observing.

Typically, it focuses on how the children do

something as they learn more from it.
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The 8M's of Teaching

2. 3. 4.
1. Milieu
Matter Method Material
- the - the content - the teaching - the resources
learning of learning and learning of learning
environment activities
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6. 7. 8.
5. Media
Motivation Mastery Measurement
- the - the - the - the evidence
communicati arousing and internalizatio that learning
on system sustaining n of learning took more
internet
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The diagram below shows the basic principle of cone of

experience, how people generally remember and how will they
able to retain the lesson.
A.
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The diagram below shows the basic principle of cone of

experience, how people generally remember and how will they
able to retain the lesson.
B.
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1. Text or verbal symbol

- when a learner moves from

direct and purposeful
experiences to verbal symbols
the degree of abstraction
gradually grows. And as a result,
learners become spectators,
rather than participants.
Learners can see, handle, taste,
feel, and smell the most
purposeful experiences.
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2. Visual Symbols

- graphic substitutes for literal

reality. Representations of
direct reality, which comes in
the form of signs and symbols.
Which are drawings, diagrams,
charts, graphs, maps and
posters.
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3. Still Pictures, Radio,

Recordings (photos,
podcast, audio)

- a feast for the eyes or ears. It

represents media that we can
experience in no fixed order
photographs and audio
recordings.
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4. Motion pictures
(Videos, Animations)

- a moving feast for

the eyes and ears
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5. Exhibits

-meaningful displays with

limited handlings.

Exhibits are specifically

designed for interactivity,
others restrict learners to
look but don't touch.
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6. Field trips

- sites and sounds of real word

settings. This level extends the
learning experiences through
excursions and visits on the different
places that are not available inside
the classroom. Through this level the
learning experience will not be limited
to the classroom settings but rather
extended in a more complex
environment.
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7.
Demonstrations

- this is how it works and or how

you do it.
It is a visualized explanation of
important fact idea or process
through the use of pictures,
drawings, film, and other types
of media in order to facilitate
clear and effective learning.
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8. Dramatize
experiences (role play
exercises)

- these are commonly used as

activities that allows students
to actively participate in a
reconstructed experience
through role playing or
dramatization.
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9. Contrived
experiences

- are substitute of real things

when it is not feasible to
bring the real things to the
class.

These include model, mock

ups, specimens, objects
simulations, and games.
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10. Direct purposeful

experiences (Hands-
on Practice)

- these refers to foundations of

experiencing learning using
the sense, meaning,
knowledge and understanding
are established.
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B. TPACK AND OTHER

FRAMEWORKS FOR
TECHNOLOGY-DRIVEN
TEACHING
AND LEARNING
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•a. TPACK
(Technology,
Pedagogy and
Content Knowledge)
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What is TPACK?

- TPACK is a technology integration

framework that identifies three types of
knowledge instructors need to combine
for successful edtech integration -
technological, pedagogical, and content
knowledge (TPACK).
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- Technology has become an increasingly

important part of students' lives beyond
school, and even within the classroom it
can also help increase their
understanding of complex concepts or
encourage collaboration among peers.
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CONTENT KNOWLEDGE
(CK)

- This describes teachers' own knowledge

of the subject matter. CK may include
knowledge concepts, theories, evidence,
and organizational frameworks within
particular subject matter; it may include
the field's best practices and established
approaches to communicating this
information to students.
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PEDAGOGICAL
KNOWLEDGE (PK)
- 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 skill, lesson
planning and assessments.
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TECHNOLOGICAL KNOWLEDGE
(TK)

- 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.
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PEDAGOGICAL CONTENT
KNOWLEDGE (PCK)

- This describes teachers' knowledge

regarding foundational areas of
teaching and learning, including
curricula development, student
assessment etc. And much like CK, will
also differ according to grade level
and subject matter.
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TECHNOLOGICAL CONTENT
KNOWLEDGE (TCK)

- 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.
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TECHNOLOGICAL
PEDAGOGICAL KNOWLEDGE
(TPK)

- This describes teachers'

understanding of how particular
technologies can change both the
teaching and learning experiences
by introducing new pedagogical
affordances and constaints.
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•b. SAMR
• (Substitution,
Augmentation,
Modification,
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According to Dr.
Ruben, there are four
levels of technology
used in the
classroom or in
learning.
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Substituti
• on
Using technology to replace
another form of technology
without changing its function

Augmentation
• Using technology to improve the
function of a task
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Modification
• Using technology to
redesign a task

Redefinition
• Using technology to
create new tasks
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•c. Bloom’s Digital

Taxonomy
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• Bloom’s Taxonomy
• -Bloom’s Taxonomy is a classification of
thinking or organized by level of complexity.

• - Developed by the educational psychologist

BENJAMIN BLOOM in 1956.
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• What is “revised” bloom’s taxonomy?

• - In 2001 Anderson and krathwohl one of the

student of Benjamin Bloom, revised the
Bloom’s Taxonomy.
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• BLOOM’S DIGITAL TAXONOMY

• -Bloom’s digital taxonomy was developed by

Andrew Churches (2008) as an extension
of the original bloom’s taxonomy and creates
a hierarchy of learning activities in a digital
environment
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- The purpose of bloom’s digital taxonomy

is to inform instructions of how to use
technology and digital tools to facilitate
student learning experiences and outcome.
- It includes the operation varies device such
as an overhead by computers, presentation
digital tools like google classroom and
online video.
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•THE SIX LEVELS OF

BLOOM’S DIGITAL
TAXONOMY
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1. REMEMBERING
• -to recall facts and basic concept or retrieval of
material.

• 2. UNDERSTANDING
• - To explain ideas, concept or construct meaning
from written materials or graphics.
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• 3. APPLYING
• - to use information in new situation. Such as
models, diagram or presentation.

• 4.ANALYZING
• - To draw connections among ideas or determining
how each part interrelate to an overall structure or
purpose.
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• 5. EVALUATING
- To justify a stand or decision, to make judgement
based on criteria and standards through checking
and critiquing.

• 6. CREATING
• - To produce a new original work.
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• d. ASSURE model ( Analyze learner, State

objectives, Select methods, Media & materials,
Utilize media & materials, Require learner
participation, Evaluate and revise)
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• ASSURE MODEL

- is an instructional design model that

has the goal of producing more
effective teaching and learning.
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• The ASSURE model

• identifies six essential
• elements in the
• instructional process.
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• 1. Analyze Learners- With the learner as the

center of the instructional process, the initial
consideration is to get a picture of the learners
learning styles, age level, interest or preferences,
background, special needs and cultural diversity.
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• Demographics
• Andragogy- Teaching adults centers learning
on the necessary skills or knowledge to further
personal and professional development.
• Pedagogy- Teaching children centers learning
on the essential stages that a child must
accomplish before being able to move on the
next stage.
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• General Characteristics

• Describe the characteristics of the class as a

whole. Include information regarding the number
of the students, grade or age level, gender,
socioeconomic factors exceptionalities and
cultural/ethnic/or other types of diversity.
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• Entry Competencies
• Do the learners have the knowledge base
required to enter the lesson?
• Do they have the entry competencies and
technical
• Learning Styles
• vocabulary for this lessons?
• Describe the learning styles preferences of the
individual member of the class,
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• 2. 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
describe what learners would be able to perform
as a result of the instruction.
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• The mark of a good set of learning objectives is

conformity to the ABCDs of well-stated learning
objectives. They are as follows:

• AUDIENCE- for whom is the objective

intended?

• BEHAVIOR- what is the behavior or

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• CONDITIONS- what are the conditions under

which the behavior or performance will be
observed?

• DEGREE- to what degree will the knowledge or

skilled be mastered?
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• 3. Select Methods, Media and

Materials

• - Selecting the most 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.
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• Select instructional materials

• Produce new materials

• Repurpose existing materials

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• 4. Methods, Media and Materials

• - It is very important to preview or use

media and materials before your lesson,
especially when using technology (smart-
board, document camera, streaming video)
to make sure everything works
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It's important to follow the

"five p's"

1. Preview the Technology,

Media, and Materials

2. Prepare the Technology,

Media, and Materials
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3. Prepare the
Environment

4. Prepare the Learners

5. Provide the Learning

Experience
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5. Learner Participation

-Requiring students to be actively involved in the lesson

will not only engage students, but will help them retain
what they are learning. Some ways to do this are to
incorporate cooperative learning structures,
questioning, having discussions, or creating fun, hands-
on activities, games and many more.
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6. 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.
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e. Models of
Technology-Enhance
Instructional Lesson
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Contributors

-Learners can upload materials such as a

video or an audio, post a message, submit
an output in a drop box or add documents
and eBooks and add a picture or contribute
to a digital world using a "popup".
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Creators

- Students can collate a digital portfolio or

commonly known as an e-Portfolio or create
a virtual poster or an interactive resource.
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Communicators

- 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.
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Collaborators

- Students can participate in posting

ideas in a forum where there can be an
asynchronous communication.
 Thank you!
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