Technology for Teaching and Learning 1 (TTL1)

Module

Prepared by: Taukan M. Salugungan

Instructor

Module 1

Introduction to Technology for Teaching and Learning

Module Overview

“Technology is just a tool. In terms of getting the kids working together and
motivating them, the teacher is most important.” – Bill Gates –

Lessons in this Module

Understanding the Basic Concepts Related to Technology Roles of
Technology for Teaching and Learning

Hello students! Welcome to Technology for Teaching and Learning 1- Module 1.

In this module, essential terms and constructs of getting the knack of technology for teaching and
learning are defined. You will encounter these terms as we go through in this course. Also, this
module introduces to students the roles of technology for teaching and learning.
At the end of this module, you are expected to:

 Define terms and concepts essential to the understanding of technology for teaching and
learning.
 Use the concepts and terms in communicating with peers.
 Explain the roles of technology in teaching and learning.
 Portray the value of technology in supporting student learning.

Are you ready? Then start the lessons now!

 Lesson 1

Understanding the Basic Concepts Related to Technology

Learning Outcomes

At the end of the lesson, you should be able to:

Understanding the Basic Concepts Related to Technology for
Teaching and Learning
Use concepts and terms in communicating with peers.

Time Frame 2 days

Introduction

Welcome to Lesson 1 of Module 1! This lesson will provide you a flavor of essential
ideas in technology for teaching and learning.

1. Technology refers to methods, processes, and devices used for practical purposes. It includes
instruments from pencil and paper to modern electronic gadgets and tools for the practical task.

2. Information and Communication Technology and Literacy or ICT Literacy is the use of
digital technology, communication tools and networks to access, manage, integrate, evaluate,
create and communicate information (Guro 21, 2011).

3. Educational Technology refers to the utilization of technology in teaching and learning, which
includes both the non-digital (flip charts, pictures, models, realia, etc.). And digital (electronic tools:
hardware, software, and connections, etc.).\

4. Digital Literacy refers to the ability to discover, assess, utilize, share, and generate content
with the use of information technologies and the internet (Cornell University).

5. Digital Learning is an instructional practice that utilizes technology to reinforce students’ learning
experience. It covers the use of a broad spectrum of processes that comprises blended or virtual
learning. It can come as online or off-line, which utilizes digital technology.

6. Online Digital Tools and Apps use an Internet connection to access the information
needed, like Skype. It is a telecommunication application software product that focuses on
providing video chat and video calls between computers, tablets, mobile devices via the Internet and
to regular telephones.

7. Off-line Digital Tools and Apps can still be used even if there is no internet access. Among
these are Canary Learning, Pocket, Evertone, iBooks, KA LITE (Gupta, Prinyaka, 2017).

8. Instructional Technology refers to the theory and practice of design, development,

utilization, management, and evaluation of the processes and resources for learning
(Association for Educational Communications and Technology, Seels, B.B. &Richey, P.C.
1994).
9. Software refers to program control instructions and accompanying documentation stored on disks or
tapes when not being used in the computer. By extension, the term refers to audiovisual materials
(Smaldino, 2005).
10. Multimedia is a sequential or simultaneous use of a variety of media formats in a given presentation
or self-study program (Smaldino, 2005).
11. Internet is a massive network of networks, a networking infrastructure. It connects millions
of computers globally, forming a network in which any computer can communicate with
any other computer as long as they are connected to the internet. It is generally defined as a
global network connecting millions of computers ([Link]

12. World Wide Web (www) is also called a Web, which is a graphical environment on computer
networks that allows you to access, view, and maintain documentation that can include text,
data, sound, and videos (Smaldino, 2005). It is a way of accessing information over the medium of
the internet. It is an information-sharing model that is built on top of the Internet.

13. Web Access is the ability of the learner to access the Internet at any point during the lesson to take
advantage of the array of available educational resources.

14. Webquest is an inquiry-oriented lesson format in which most or all information that learners work
with comes from the web. These can be created using various programs, including simple word
processing documents that include links to websites.

15. Productivity Tools refers to any type of software associated with computers and related
technologies that can be used as tools for personal, professional, or classroom productivity.

Examples: Microsoft Office, Apple Works – word processing, grade and record-keeping, web page
production, presentation) (KFIT-Unesco 2016).

16. Technology Tool is an instrument used for doing work. It can be anything that helps you
accomplish your goal with the use of technology. These technology tools can be classified as:
a. Data/Calculation Tools. Examples: spreadsheets, Excels, Sketchpads, probability
constructor
b. Design Tools. These are used to make models and design, creating, and building.
Included here are Family Tree Maker, GollyGee, and Crazy Machines, among
others.
c. Discussion Tools. Four different approaches utilize discussion and interaction
on the Internet. These are threaded discussion forum, Blogging, Live chat, and Video
Teleconferencing, Netiquette, and Safety on the Net.
d. Email Tools. Emails are great communication tools for sending messages,
photographs, videos, and other files. It allows you to reach out to others around the
world. Examples are google mail, Ymail, Yahoo mail, and many more.
e. Handheld Devices. Handheld devices have become popular among learners. These
include Personal Digital Assistants, global positioning system, (GPS) and Geographic
Information system (GIS) in the classroom, Portable electronic keyboards,
Digital cameras, Mobile phones, Palm, Handheld computers.
17. Webquest is a teacher structured research experience for the students that are primarily based on
the use of the World Wide Web and typically takes one or more instructional periods (Bender &
Waller, 2011).
18. Blog is an online journal where posted information from both teachers and students is
arranged. There are three kinds of blogs: blogs used for communication, blogs used for
instruction, and blogs used for both (Ferriter & Garry, 2010).
19. Wiki, an editable website usually with limited access, allows students to collaboratively
create and post written work or digital files, such as digital photos or videos. Wikipedia is one of
the most widely recognized of all the wikis (Watters, 2011).

20. Flipped classroom utilizes a reverse instructional delivery, where the teacher is required to use the
web resources as homework or out of class activity as initial instruction of the lesson, which will be
discussed during class time.

21. Podcast is a video or audio multi-media clip about a single topic typically in the format of the
radio talk show. The two essential functions of a podcast are to retrieve information to
disseminate information (Eash, 2006).

22. Google Apps is a cloud-based teaching tool which is stored in the Google server and is available for
students both at home and in school. It includes the Gmail, a free-mail for all; Google calendar –
a tool used for organizational purposes; Google sites that provide options for developing blogs
and wikis; and Google docs are used for sophisticated word processing and editing for the document.

23. Vlog is a video blog where each entry is posted as a video instead of the text.

24. Facebook is a popular social networking site used by students and adults worldwide to
present information on themselves and the world.

25. VOIP (voice over internet protocol) is a category of hardware and software that enables people to
use the Internet as a transmission medium for telephone calls by sending voice data in packets using
IP rather than traditional circuit transmission.

Activity

Write honestly the words you are familiar with. Write your idea on the box below about the
word/s you see from the picture.
 Analysis

● How useful is the technology for teaching and learning?

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● What are the terms and concepts related to technology for teaching and learning?
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Lesson 2

Roles of Technology for Teaching and Learning

Learning Outcomes

At the end of the lesson, you should be able to:

Explain the roles of technology in teaching and learning Portray the
value of technology in supporting student
learning

Time Frame 2 days

Introduction

Welcome to Lesson 2 of Module 1. Now that you have unpacked yourselves with the terms
and concepts in technology for teaching and learning, you are now going to learn about the roles
of technology for teaching and learning, which are divided into two: For teachers and teaching
and for students and learning. The three domains of educational technology will also be tackled
in this lesson.

Roles of Technology for Teaching

According to Stosic (2015), educational technology has three domains:
1. Technology as a tutor. Technology can support the teachers, tutors and other professionals to help
students learn better.
2. Technology as a teaching tool. teaching.
3. Technology as a learning tool.
4. Technology can be used as an instrument in teaching.
5. Technology makes learning easier and more effective. use these tools for learning for life.
A. For Teachers and Teaching

1. Provides essential support to teachers.

2. Modernizes the teaching-learning environment.
3. Enhances teaching-learning methods and strategies in teaching. 4. Opens
opportunities for educational research.
5. Improves the capabilityof teachers and inculcates scientific attitude. 6. Serves
as an avenue for teacher professional development.
7. Encourages scientific attitude.

B. For Learners and Learning

1. Supports learners on learning how to learn on their own.

2. Develops the communication skills of learners through social interactions.
3. Augments learners’ higher-order-thinking skills: critical thinking, problem solving and creativity.

Activity:

Write a paragraph on how you are going to use technology when you become a teacher.
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Module 2

ICT Policies and Safety Issues in Teaching and

Learning
Module Overview

“There can be infinite uses of the computer and new-age technology, but if
teachers themselves are not able to bring it into the classroom and make it
work, then it fails.”-Nancy Kassebaum-

ICT National or International Policies That Are Applicable to Teaching

and Learning
Safety Issues in ICT
Uses of ICT Policies in the Teaching and Learning Environment

Welcome to your journey for an exciting fact about Module 2!

 Restrictions of distance have been broken by technology at present times. Now when we
live in a technology-based society, ICT learning is one of the best methods of teaching students
through virtual classrooms. The relationship between ICT and Education has been one of
rapid change from technology to learning. Schools increasingly determine new
technologies and models for teacher professional development in enhancing teaching and
learning (Ndongfack, 2010). The importance of national policies and programs for the realization
of ICTs can be an essential tool in education. According to Schmidt, et al., (2009), the way
teachers use ICT tools for effective teaching can be an important tool for information
communication technology development for learning and teaching.

At the completion of this module, you should be able to:

● enumerate the national ICT policies affecting classroom practices

● describe the implementation of ICT policies in teaching-learning

● identify ICT policies that are incorporated to the design and implementation of teaching-
learning activities
Lesson 1

ICT National or International Policies That are

Applicable to Teaching and Learning

Learning Outcomes

At the end of the lesson, you should be able to:

Understand ICT in Education
Define basic concepts in understanding ICT in Education
Enumerate the national ICT policies affecting classroom practices
Time Frame 2 days

Introduction

Information and Communications Technology (ICT) can impact student learning when teachers are
digitally literate and understand how to integrate it into the curriculum. When you want every student to
enumerate national ICT policies, each time you teach, understanding the existing and planned national
policies related to ICT, may help you achieve your goal. You will find the answers to this question in
this lesson.

The international policymakers join forces to successfully implement ICT in educational practice
to address the individual needs of students, the implications of technology for student
assessment, and teacher learning to successfully implement technology (Voogt, 2013). A National
ICT Policy is a policy put into place so that the government and stakeholders can have access to
information that is committed to
bringing digital technology to all individuals and communities.

The provision of ICT to academic staff and students is critical to recommend them to
more effective learning environments. By overcoming the needs and reinforcing the functional
aspects, it may help decision-makers to employ academic staff on an investigation of the status
of the developments of ICT in improving the teaching and learning environment in educational
institutions. (Alzahrani, 2017).

The ability of policymakers to innovate on related policy issues outperform

technological innovations because it changes and evolves. Different institutions in different
countries formulated and proposed policies in various forms. Lack of rigorous and significant
evidence complicates the attempts to outline impactful ICT/education policies.

The World Bank’s Systems Assessment for Better Education Results (SABER) initiative,
as part of their work, attempts to document national educational technology policies around the
world and their evolution over time. Policymakers try to benchmark their policies on ICT use in
education against international norms, so a related SABER-ICT policy framework has been
developed. Likewise, those of comparator countries around the world, identify key themes and
characteristics, draw on an analysis of their policy documents.

There are eight policy themes around the world that are commonly identified in
educational technology policies; (1) vision and planning; (2) ICT infrastructure; (3) teachers;
(4) skills and competencies; (5) learning resources; (6) EMIS; (7) monitoring and evaluation; and
(8) equity, inclusion, and safety. The framework only considers policy intent but not the extent
to which policies are realized in practice, nor the impact of such policies. The policymakers are
challenged to offer useful related policy guidance for rapid developments and innovations in the
technology sector (Trucano, 2016).

SABER-ICT policy framework may find useful by policymakers as a means to help their
country benchmark the current state of related policy development. It can look forward to potential
future policy directions and gain inspiration from other countries.
There are two official documents wherein Policy on the use of ICTs in the Philippine
basic education system is articulated. The Medium-Term Development Plan of the Philippines
(MTPDP) 2004-2010. The MTPDP states:

“ICT will be harnessed as a powerful enabler of capacity development. It will, therefore,

be targeted directly towards specific development goals like ensuring basic education for all and
lifelong learning, among others” (National Economic Development Authority, 2004a, p. 2)

and the 2002 Basic Education Curriculum (BEC), that stipulates the following goal of Philippine
primary education:
“We must educate our Filipino learners to filter information critically, seek credible sources of
knowledge, and use data and facts creatively so that they can survive, overcome poverty,
raise their personal and national esteem, and realize a gracious life in our risky new world.” (p. i)

The Philippine government, especially the Department of Education and

Department of Science and Technology, has forwarded ICT educations through policies and
projects. The Restructured Basic Education Curriculum launched in 2002 aimed to implement an
interactive curriculum and to integrate technology in instruction and education, with computer
literacy much emphasis. The Act of 1998 (R.A. 8484) was passed to generate the participation of
companies and to engage the private sector. There are programs with DepEd through streamline
data collection to improve ICT education. To help schools to participate in ICT-related
programs, the DepEd Computerization Program (DCP) was implemented.

According to Arinto (2006), policy statements on ICT integration in Philippine primary

education reflect a human development perspective. However, critical ICTs for schools’ programs
tend to be informed by a human capital approach. The human development perspective
 joined the mainstream of education and development in the 1990s, and it now reinforces the
international consensus on Education for All and the Millennium Development Goals, However,
many educational reform efforts. It continues to influence the human capital perspective (Avalos,
2003).
Activity

1. Write down the policies and suggest what to do to implement the ICT in Education
policy first at the national level (all schools) and then how to implement the policy
in our classroom.
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2. Individuals prepare a presentation for class discussion.

Analysis

ICTs are not only an instructional means to provide prerequisite learning activities; they
offer an exploratory space where the learner is in charge. Write down a list of the international and
national ICTs as a learning tool you think can improve quality in education.
 Lesson 2

Safety issues in ICT

Learning Outcomes

At the end of the lesson, you should be able to:

Describe the implementation of ICT policies in teaching-learning
Know and understand existing and planned national policies
related to ICTs in Education

Time Frame 3 days

Introduction

Understanding the safety issues in ICT would help students to understand why learners
there are issues of cyberbullying. This lesson will describe the implementation of ICT policies this
information in improving the delivery of teaching-learning.

“Technological change is not additive; it is ecological. New technology does not

merely add something; it changes everything.”
Originally, with the active participation of the learner instructor, the
implementation of ICT in education was to change the teaching and the learning process from
the traditional instructional teacher-centered endeavor to a learner-centered approach with
the active participation of the learner coach (Voogt et al., 2013).
The most natural part for the effective integration of ICT into the educational system
is given enough capital although the process of integration is complex and multifaceted,
like in curriculum and pedagogy, teacher competencies, institutional readiness, and long-
term financing,
To improve the quality of education, policymakers and implementation managers must
have a clear vision in investments of ICTs that requires a vast amount of money. Such
massive investments require not only careful planning for skills enhancement of both teachers
and learners but also thoughtful implementation. Both policymakers and implementation
managers at the national and institutional levels need to plan for the introduction of high
technology and understand the contextual complexities of the educational ecosystem of the
communities.
Youths acquire ICT skills faster than adults, according to the studies of the World Youth
Report (2003) and more likely to share these skills with their peers either intentionally
or through interaction. Hu & McGrath (2012) study reports on the implementation of
the national reform in Chinese secondary schools. The study focused on the use of ICT in
teaching the English language. Findings indicated that the majority of the teachers have a
positive attitude towards ICT and happy with the current ICT use in English. Moreover, results
showed that some teachers find difficulties in changing
from the traditional pedagogical method of teaching to a technological based pedagogy. Hu and
McGrath (2012) suggested that continuous professional development programs that can
motivate the attitudes of teachers positively to equip them with new ICT skills.
 Mooij and Smeets (2001) suggested five successive phases of
ICT implementation representing different levels of ICT transformation of the
educational and learning processes. These include:
(1) the incidental and isolated use of ICT by one or more teachers.
(2) increasing awareness of ICT relevance at all levels.
(3) emphasis on ICT co-ordination and hardware.
(4) focus on didactic innovation and ICT support.
(5) use of ICT-integrated teaching and learning that is independent of time and place.

Implementing ICT safety issue policies regarding cyberbullying

You might have heard the term’ cyberbullying,’ and it means to try to
hurt someone’s feelings by using ICT such as the internet, email, chatrooms, and
texting to deliver demeaning messages at any time and through a variety of
avenues. Today’s children with online access and equipped with digital mobile
phone or social network account can receive cyberbully messages anywhere and at
any time, and these digital messages can also be anonymous, that increase the
amount of fear experienced by the target child. This intense psychological stress of
victims of bullying unfavorably affects a child’s ability to concentrate on schoolwork,
and school lessons or activities.
Children who experience classic bullying and cyberbullying adversely
affects their academic performance. Those who experience classic bullying are
likely to avoid locations and activities they associate with negative experiences;
likewise, cyberbullied victims try to avoid the technological spaces. In cyberspace,
technological areas such as social media networking sites, online websites, social
networks, chat programs, and school computer rooms are all vital elements in the
educational development and social lives of students relevant to their academic
success. As technology and technological skills become more critical in modern
academics and professional training, cyberbullied, students face several academic and
career difficulties.
The Government today unveiled tough new measures to be like the UK that is
the safest place in the world to be online.
These are the suggested safety policy measures:
● Independent regulator will be appointed to enforce stringent new standards.
 ● Social media firms must abide by mandatory “duty of care” to protect users
and could face hefty fines if they fail to deliver.
● Measures are the first of their kind in the world in the fight to make the
internet a safer place.
The resources are categorized into four elements: Prepare, Engage, Educate,
and Respond. Each contributes to creating safer online environments for school
communities, whether the resources from each element are used on their own or
collectively, each contributes to creating safer online environments for school
communities.
● Prepare
Prepare resources to help schools evaluate their willingness to deal with
online safety issues and deliver suggestions to improve their practices. They are
useful for strengthening school policies and procedures in online safety.
● Engage
All members of your school community should be active participants in
creating and maintaining safe online environments. Engage resources to
encourage the participation of the school community in creating a safe online
environment. They help engage school community members as involved and
valued participants, and they facilitate the real involvement of students.
● Educate
Preventing an online incident is always better than having to respond to one.
The Educate resources support schools in developing the knowledge, skills, and
capabilities of students, staff, and parents to have positive and secure online
experiences. They bid best practice guidance for online safety education and sit
alongside eSafety’s complement of curriculum-aligned teaching-learning activities.
● Respond
There must be processes in place in case an incident happens so that
it is controlled appropriately. The Respond resources support schools to evaluate and
respond to online incidents effectively. They preserve digital evidence, offer
guidance to understand reporting requirements, minimized more harm, and
supporting wellbeing.
eSafety developed the Toolkit in consultation across every state and territory
with government and non-government education sector representatives. It was
established in response to the Royal Commission into Institutional Responses to
Child Sexual Abuse and the Education Council’s work program to report bullying
and cyberbullying.

Activity

1. Write a 1-page critique paper critically examining the implementation

process of technology integration about ICTs in education.

2. As educator, what to do to implement the ICT in Education and then how

to implement the policy in your classroom.

3. How to implement the ICT safety issues in cyberbullying.

 Analysis

1. What is the impact of ICT in Education Policy to teaching and learning?

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2. Interview a cyberbullied student and what are your suggestions to improve
student performance related to the discussion of safety issues in cyberbullying?
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Lesson 3

Uses of ICT Policies in the Teaching

and Learning Environment
Learning Outcomes

At the end of the lesson, you should be able to:

Identify ICT policies that are incorporated into the
design and implementation of teaching -learning activities and
have a deeper understanding of the uses of ICTs in facilitating
the teaching and learning process
Incorporate ICT policies in the design
and implementation of teaching-learning activities

Time Frame 2 days

Introduction

This module will provide the student with a deeper understanding of the uses of ICTs in
facilitating the teaching and learning process as well as the role that ICTs play in the larger
educational and national context. Students will explore ways in which ICTs can be used for
professional development, educational management, and school administration and
publicity.

Globally, researchers and policymakers acknowledge the importance of

developing a school-based ICT policy plan to facilitate the integration of
information and communication technology (ICT) in education. Despite this interest,
little is known about how schools can improve their local ICT policy capacity and how to
launch an ICT policy plan.
 In many countries, the use of ICT in education and training has become a priority
during the last decade. However, very few have achieved progress. Indeed, a small
percentage of schools in some countries reached high levels of effective use of ICT to
support and change the teaching and learning process in many subject areas. Others are
still in the early phase of Information and Communication Technologies adoption. Those
schools with sufficient ICT resources have better results achievements compared to those
schools that are not well-equipped. Finally, teachers are more convinced that
the educational achievements of pupils are anticipated to good ICT use. There is a
high percentage of teachers in Europe (86%) say that students are more motivated when
they used computers and the Internet in class.
Therefore, Philippine national policy has been formulated in the advanced use
of ICT in education. The Senate Committee on Education, in cooperation with the
DECS, launched Project CARES in March 2001. Project CARES was designed to
upgrade the use and application of ICT in public elementary and secondary
schools nationwide (Rimando, 2001). The primary concern of the project is the
school administration to respond to the need for accurate and timely data that
administrators and teachers need to manage their classes.

Philippines as a developing country are committed to instilling schools with

ICT, hopeful that these technologies will improve teaching and learning in today's
knowledge society. Subsequently, the government and the private sector have
introduced programs to deliver schools with computer hardware and software,
Internet connectivity, and teacher training. However, substantial gaps still exist in
ICT program implementations. There is a lack of data on schools’ use of ICT,
so there is little basis for policy formulation; furthermore, there is a lack of
coordination between public and private sector efforts. Within the ICT program,
thus leads to wasted time, money, and human resources. Finally, there is a demand
for further teacher training in both computer literacy and ICT integration in the
curriculum. These gaps must be sufficiently addressed before ICT can have a
significant impact on teaching and learning in Philippine schools (Rodrigo,
2001).

A. Policy Recommended Programs that have applications to education

teaching-learning:

1. ICT in Education Masterplan for all levels, including a National Roadmap

for Faculty Development in ICT in Education. A National Framework Plan
for ICTs in Basic Education was developed.

2. Content and application development through the Open Content in

Education Initiative (OCEI), which converts DepED materials into
interactive multi-media content, develops applications used in schools
and conducts students’ and teacher’s competitions to promote the
development of education-related web content.

3. PheDNET is a “walled” garden the hosts educational learning and

teaching materials and applications for use by Filipino students, their parents,
and teachers. All public high schools will be part of this network with only
DepEd-approved multi-media applications, materials, and mirrored internet
sites accessible from school ‘s PCs.

4. Established Community eLearning Centers called eSkwela for out-of-

 school youth (OSY), providing them with ICT-enhanced alternative
education opportunities.

5. eQuality Program for tertiary education through partnerships with

state universities and colleges (SUCs) to improve the quality of IT education
and the use of ICT in education in the country, particularly outside of Metro
Manila.
6. Digital Media Arts Program, which builds digital media skills for the
government using Open Source technologies. Particularly the
beneficiary agencies organizations, the Cultural Center of the Philippines,
National Commission and for Culture and Arts, State Universities, and local
government units.

7. ICT skills strategic plan, which develops an inter-agency approach to

identifying strategic and policy and program recommendations to address ICT
skills demand-supply type.
B. Some Issues on ICT and Internet Policy and Regulations

Issue No. 1: Freedom of Expression and Censorship.

● The UN Universal Declaration of Human Rights provides that everyone has
the right to freedom of thought, conscience, and religion, likewise the
right to freedom of opinion and expression.
● Censorship restricts the transmission of information by blocking it or
filtering information.

Issue No. 2: Privacy and Security

● Privacy means “personal privacy,” the right of individuals not to have
their home, private life, or personal life interfered with.
● Privacy of communication refers to the protection from interference
with transmission over the phone or the internet.
● Information privacy must be used for purposes and will not be
disclosed to others without the consent of the individuals.

Issue No. 3: Surveillance and Data Retention

● Indirect Surveillance – no direct contact between the agent and
the surveillance subject and but evidence of activities can be traced.
● Dataveillance –the use of personal information to monitor a
person’s activities.
● Data Retention – the storage and use of information from
communication systems.

Issue No. 4: E-pollutants from E-waste

● A large amount of E-waste is generated by ICT.

● These are in particular, terminal equipment for computing,
broadcasting, telephony, and peripherals.
● Material waste can be destroyed by crushing, toxic material brought by
the different equipment requires top management.

Activity

1. You will research other schools’ ICT policies and best practices by surfing the
 World Wide Web and write down your discoveries using the graphic organizer.

DISCOVERIES

Analysis

1. How ICT practices are utilized in the classroom?

2. What policies do reports on the use of ICT practices that impacts
teaching and learning in the classroom?

Module 3

Theories and Principles in the Use and Design

of Technology-Driven Learning Lessons

Module Overview

“Learners in the internet age don’t need more information. They need to know
how to efficiently use the massive amount of information available at their
fingertips – to determine what’s credible, what’s relevant, and when it’s useful to
reference.”
- Anna Sabramowicz

Lessons in this Module

Dale's Cone of Experience
TPACK Framework for Effective Pedagogical Practice The ASSURE Model
 In this Module, you will be acquainted with various theories and learning
standards, for example, Edgar Dale’s Cone of Experience, the TPACK
Framework, and the ASSURE model.

After this module, you will be able to::

● Explain comprehensively Dale’s Cone of Experience and present
classroom practices that exemplify each level of the Cone.
● Presents an exemplar of different instructional tools that are suitable for
an instructional setting.
● Understand and describe the Technological pedagogical content
knowledge (TPACK)
● Select and employ appropriate technology tools in designing a lesson.
● Understand the concept of the ASSURE model in designing lessons
with technology.
● Apply the ASSURE model in planning and creating a lesson.

Lesson 1

Dale’s Cone of Experience

Learning Outcomes

At the end of the lesson, you should be able to:

Explain comprehensively Dale's Cone of Experience and
present classroom practices that exemplify each level of the Cone.
Present exemplars of the different instructional tools suitable
for an instructional setting.

Time Frame 3 days

Introduction
The model of Dale’s Cone of Experience integrates several
concepts associated with the instructional model and learning processes. He
emphasized that learners retain more information by what they “do” as opposed
to what is “heard,” “read,” or “observed.” His studies caused the improvement
of the Cone to revel. These days, this “learning by doing” has become known as
“experiential learning” or “action learning.”
As you immerse yourself in the lesson, you will discover the importance of
the Cone as you plan your lesson to make learning more productive and engaging to
students.
Edgar Dale (1946) introduced Cone of Experience that reveals the development of
experiences from the very real to the extremely abstract (at
the top of the Cone). The Cone of Experience intends to notify students of how much a
person’s recall established on how they face the material.

The Cone charts the average retention rate of the knowledge for various teaching
methods. The further down the Cone you move, the higher the learning, and the more
knowledge is likely to be retained. It also indicates that it is important to note when
selecting an instructional method that engaging students in the process can improve the
retention of information. This shows that strategies of “action-learning” result in the
retention of up to 90 percent. Individuals learn better by using visual types of learning.
Perceptual types of learning are based on feelings. The more sensory channels are
possible in interacting with a resource, the better chance that many students can learn
from it (Diamond, 1989). According to Dale (1969), two teachers should develop lessons
that draw on more real-life experiences. Dale’s Cone of Experience is a device that helps
teachers make resource and activity choices.
Edgar Dale’s Cone
Experience gives the
following interpretation:
1. Lower levels of the
Cone involve the
student as a
participant and
encourage active
learning.
2. Pictures are
remembered better
than
verbal
propositions.
3. The upper levels of
the Cone need
more
instructional support
than lower levels.
4. Abstractness increases
as we go up the Cone,
and
concreteness increases as we go down the Cone.
5. Higher levels compress information and provide data faster for those who
can process it.

What are these bands of experience in Dale’s Cone of Experience?

1. Direct Purposeful Experience - Some experiences have the least abstractness

and the maximum possible concreteness. Purposeful means interactions of one
intent are meaningful. Skills we gained in real life through our first-hand, direct
involvement. In a teaching-learning cycle, it is the best mode, means, or
channels for the desired outcomes. Teachers will also strive to provide the
students with real-life realistic experiences in the form of showing actual
objects and enabling them to come into direct contact with the realities of
life themselves. Examples allow students to prepare their meals, make a
PowerPoint presentation, delivering a speech, performing experiments, or
making their furniture.

2. Contrived Experiences - These are not very rich, concrete, and direct as a real-
life experience. When the real thing cannot be accurately observed, artificial
stimuli can be given as a working model or as specific experiments in the
laboratory. The working model is the editing of fact, which varies in size or
complexity from the
original. It includes models, mock-ups, experiments, and so on. We may delete
the needless information in a condensed and edited version of the real thing,
and make the learning simple. A mock-up of Apollo, the moon exploration
 spacecraft, for example, allowed the North American Aviation Co. to
research the lunar flight problem.
Examples of Contrived Experiences:

Model- A replication in a small scale or a large scale or

exact size of a real item- but made of synthetic
materials. It is a substitute for a real item that may or
may not be operational – Gray, et. In 1969, al.

Mockup- Is an arrangement
of a real device or associated devices displayed in
such a way that representation of reality is created. A
unique model where the parts of a model are singled
out, heightened and magnified to focus on that part
or process under study. Example: Planetarium

Specimen- An individual animal, plant, piece of a mineral,

etc. It is used as an example of its species or type for
scientific study or display. An example is a product or piece
of work, regarded as typical of its class or group—a
sample for medical testing, especially of urine.

Object- May also include artifacts displayed

in a museum or objective displayed in
exhibits or preserved insect specimens in
science.

Simulation- A representation of a real manageable event in which the learner

is an active participant engage in learning behavior or in applying previously
acquired skills or knowledge

3. Dramatized Experiences – The experience gained through active participation and role-
playing in dramatic activities. Activities in which visual representation and role-playing
depict the actual events of the past or present. It is useful in the teaching-learning of
subjects like history, political science, language, and literature. The pupil who takes part in
dramatization gets closer to direct experience than a student who watches it. The plays can
be a variety of forms, such as full-length play, one-act play, puppet show, pageants (a kind
of group drama focused on local history), mime, tableau, dialogs, spot-spontaneous
acting, and mock conventions, etc.

Plays - depict life, character, culture, or a combination of the three. They

offer excellent opportunities to portray vividly essential ideas about life.

Pageants are usually community dramas that are

based on local history. An example is a historical
pageant that traces the growth of a
 school.

Pantomime is a "method of conveying a story by

bodily gestures." Pantomime's impact on the
audience rely on the actors' movements.

Tableau is a picture-like scene composed of

people against a background. It is an arrangement of
people who do not move or speak, especially on
a stage, who represents a view of life, an event, etc.

Role-Playing is an unrehearsed, unprepared,

and spontaneous dramatization of a situation
where their roles absorb assigned
participants. You pretend to be someone else
or pretend to be in a particular position you
are not really in at the moment.

Puppets - A puppet is an inanimate

object or representational figure
or manipulated by an entertainer, who is
called a puppeteer. Puppets can present
ideas with extreme simplicity.

Types of Puppets

Shadow puppets – flat, black silhouette

made from lightweight cardboard shown
behind a screen.

Rod puppets – flat, cut-out figures tacked to a stick with

one or more movable parts, and are operated below the
stage through wires or rods.

Glove-and-finger puppets – make use of gloves in

which small costumed figures are attached.
 Marionettes – a flexible, jointed puppet operated by
strings or wires attached to a crossbar and maneuvered
from directly above the stage.
4. Demonstrations – It’s a visual description of a significant reality, concept, or
process. Students can watch how certain things are done either in the form of actual objects or
models.

[Link] Trips – It is a planned point visit or a location outside the daily classroom. This is
an organized situation in the form of tours, flights, hikes, and excursions. Provide the
students with valuable opportunities to offer direct real-life experiences.

6. Exhibits – Bring the outside world into the classroom employing exhibits, the
concrete representation of the things. The teacher can help the students by gaining useful
experience through the observation and organization of educationally significant
exhibitions. Exhibits are less real or direct in terms of providing direct practical experience.
These may consist of meaningfully organized working models or photographs of templates,
maps, and posters.

7. Television and motion pictures – Television and movie clips can so expertly
recreate the history of the past, that we have to feel like we’re there. The special
meaning of the messages that film and television deliver lies in their sense of reality,
their focus on individuals and personality, their organization presentation, and their
ability to select, dramatize, highlight, and clarify.

8. Still, pictures, Recordings, Radio - This stage includes the number of devices that
might be classified roughly as one-dimensional aids because they use only one sense
organ that is either eye (seeing) or ear (hearing). All these materials are less direct
than audio-visual experiences.

9. Visual symbols - There are no longer practical reproductions of material objects, for such
representations are incredibly abstract. Visible concepts that describe something intangible by
association and something that reflects or stands for something else, usually by association
or by way of definition of something abstract.

Activity

Activating
Prior
Knowledge
Study the Cone
Experience given
below.
Analyze how the
elements are
arranged from
the bottom upward
or top-down and put
your ideas to the
graphic organized
below
 Analysis

1. How are the experiences of reality organized in the Cone of Experience?

2. How can you, as a future teacher, can use the Cone of Experience to maximize
learning?

Identify the bands of the Cone of learning that belong to passive and active learning
categories.