Lesson 5

Technology for Teaching and Learning

General Objectives
A. Describe what technology driven lesson are and why they are important.
B. Identify the different learning theories that support the use of technology in teaching.
C. Distinguish the key principles in designing effective lessons using technology

In today’s modern education, technology plays a vital role in improving the way teachers
deliver their lessons and how students learn. Understanding various theories and models helps
educators design effective technology-driven lessons that are engaging, meaningful, and student-
centered.

One important theory is Edgar Dale’s Cone of Experience, which shows the difference between
passive and active learning. The cone suggests that students learn better through real-life
experiences rather than just reading or listening. It encourages teachers to use methods like
hands-on activities, role-playing, and real-world tasks to improve understanding and memory.

Another useful framework is the TPACK Model, which stands for Technological, Pedagogical,
and Content Knowledge. This model helps teachers connect what they teach (content), how they
teach it (pedagogy), and the tools they use (technology). When teachers understand how these
three elements work together, they can make their lessons more effective in a digital classroom.

The SAMR Model, created by Dr. Ruben Puentedura, helps teachers improve learning by using
technology at four different levels: Substitution, Augmentation, Modification, and Redefinition.
This model encourages teachers to move beyond just replacing traditional tools with technology
and start creating new learning experiences that were not possible before.
Bloom’s Digital Taxonomy is also helpful for digital learning. It updates the original Bloom’s
Taxonomy to include digital tools that support thinking skills, such as remembering,
understanding, applying, analyzing, evaluating, and creating. Tools like blogs, videos,
simulations, and podcasts can be used depending on the goal of the lesson.

The ASSURE Model is a step-by-step guide for planning lessons with technology. It stands for
Analyze learners, State objectives, Select methods, media, and materials, Utilize them, Require
learner participation, and Evaluate and revise. This model helps teachers focus on students’
needs and choose the right technology for better learning results.

There are also several instructional models that support technology use, such as Student-
Created Content, Collaborative Learning, Active Learning, Mobile Learning, Flipped
Learning, Competency-Based Learning, and Social Learning. These approaches give students
more chances to interact, create, and learn in ways that match their interests and needs.

THEORIES AND PRINCIPLES IN THE USE AND DESIGN OF TECHNOLOGY-

DRIVEN LESSONS
A. LEARNING THEORIES AND PRINCIPLES IN:
1. Dale's Cone of Experience (with Education equal attention given to both the Conventional
Technology and the Innovative and Emerging Technology for Teaching)
Dale's Cone of Experience
•Edgar Dale was an American educator who developed the Cone of Experience, also known as
the Learning Pyramid.
•A visual representation of the impression that learning activities can be placed in extensive
categories based on the amount to which they express the non-abstract referents of real-life
experiences.
•Edgar Dale's Cone of Learning is a visual metaphor for learning modalities. The objective of
this visual is not intended to place value on one learning modality over another, rather to show
the difference between Active Learning and Passive Learning.
B. TPACK AND OTHER FRAMEWORK FOR TECHNOLOGY-DRIVEN TEACHING
AND LEARNING
1. ТРАСК MODEL-The TPACK framework was introduced by Punya Mishra and
Matthew J. Koehler of Michigan State University in 2006.
•Shows us that there's a relationship between technology, content, and pedagogy.
•Paves a way to educators to engage students in collaborative learning and to develop the
concept of digital pedagogies.
•To promote a better understanding of the synergy between technology and pedagogy,
Applying Technological, Pedagogical Content Knowledge to Your Lesson
•Content Knowlege (CK)- what are you teaching and what is your own knowledge of this
subject?
•Pedagogical Knowledge (PK)- how do your students learn best and what instructional strategies
do you need to meet their needs and the requirements of the lesson plan?
•Technological Knowlegde (TK)- what digital tools are available to you. which do you know
well enough to to use, and which would be most appopriate for the lesson at hand?
•Pedagogical Content Knowledge (PCK)- understanding the best practices for teaching specific
content to your specific students.
•Technological Content Knowledge (TCK)- knowing how the digital tools available to you can
enhance or transform the content, how it's delivered to students, and how your students can
interact with it.
•Technological Pedagogical Knowledge (TPK)- understanding how to use your digital tools as a
vehicle to the learning outcomes and experiences you

Activity: Matching & Application Task

Instructions:
Matching
Match the term in Column A with its correct description in Column B. Write only the letter
of your answer.
Column A Column B
1. CK a. Knowing how to use digital tools for learning outcomes
2. PK b. Understanding the best ways to teach a subject
3. TK c. What you are teaching and your knowledge of it
4. PCK d. How students learn best and teaching strategies
5. TCK e. How technology can enhance or transform content
6. TPK f. Knowledge of available digital tools and how to use them

Expected Answers

1–C
2–D
3–F
4–B
5–E
6–A

2. SAMR MODEL-It is a framework created by Dr. Ruben Puentadura to share a common

language accross disciplines as teachers strive to personalize learning and help students
visualize complex concepts.A planning tool that helps to design better learning activitie for
students.
SUBSTITUTION
•Means replacing traditional activities and materials-like in-class lectures or paper worksheets-
with digital versions.
•The goal is to keep things simple.
AUGMENTATION
•This level involves incorporating interactive digital enhancements and elements like comments,
hyperlinks, or multimedia. The content remains unchanged, but students can now take advantage
of digital features to enhance the lesson.
MODIFICATION
•At this level, tachers can think about using a learning management system like Google
Classroom, Moodle, Schoology, or Canvas to handle the logistical aspects of running a
classroom, like tracking grades, messaging students, creating calendar, and posting assignments.
REDENTIFICATION
•In redefinition level, it enables activities that were previously impossible in the classroom.
3. BLOOM'S DIGITAL TAXONOMY MODEL-Bloom's Digital Taxonomy (2008) was
developed by Andrew Churches as an extension of the original Bloom's Taxonomy and
creates a hierarchy of learning activities in a digital environment.
•The purpose of Bloom's Digital Taxonomy is to inform instructors of how to use technology and
digital tools to facilitate student learning experiences and outcomes.
•It aims to, "To expand upon the skills associated with each level as technology become a more
ingrained essential part of learning."
•The use of this adapted version and the examples of tools it provides focus "should not be on the
tools themselves, but rather on how the tools can act as vehicles for transforming student
thinking at different levels."
CREATING-(Tools - Animating, blogging, filming, podcasting, publishing, simulating, wiki
building, video blogging, programming. directing.)
EVALUATING-(Tools-Grading, networking, rating. testing, reflecting, reviewing, blog
commenting, posting, moderating.)
ANALYZING-(Tools Mashing, mind mapping, surveying, linking, validating.)
APPLYING-(Tools-Calculating, Charting, editing, hacking, presenting, uploading. operating,
sharing with a group.)
UNDERSTANDING-(Tools - Advanced searching, annotating, blog journaling, tweeting,
tagging, commenting, subscribing.
REMEMBERING-(Tools - Bookmarking, copying, googling, bullet-pointing, highlighting,
group networking, searching.)

Activity: “Sort and Place” Challenge

Instructions:
Below are 10 of technology use in the classroom.

Write the correct category it belongs to:

SAMR Model: Substitution, Augmentation, Modification, Redefinition

Bloom’s Digital Taxonomy: Creating, Evaluating, Analyzing, Applying, Understanding,
Rememberin

1. Using Google Docs instead of a paper worksheet.

2. Creating a blog post to share a science experiment.
3. Adding hyperlinks and embedded videos to a lesson PDF.
4. Using mind mapping software to organize research ideas.
5. Students working with international peers via video conferencing to co-create a
project.
6. Highlighting and bookmarking important parts of an online article.
7. Using Google Classroom to manage assignments and communicate with students.
8. Creating a short animated video to explain a math concept.
9. Rating and commenting on peers’ presentations in an online forum.
10. Conducting a live online survey to gather class opinions.

Expected Answer
Item Category
1. Substitution
2. Creating
3. Augmentation
4. Analyzing
5. Redefinition
6. Remembering
7. Modification
8. Creating
9. Evaluating
10. Analyzing

4. ASSURE MODEL
•The ASSURE model was developed by Heinrich and Molenda in 1999. It is a well-known
instructional design guide using constructivist perspective which integrates multimedia and
technology to enhance the learning environment.
•Is a procedural guide for planning and delivering instructions that integrates technology and
media into the teaching process.
•It also refers to a systematic approach of writing lesson plans that helps teachers in organizing
instructional procedures.
6 steps of ASSURE Model:
1. Analyze Learners;
"Once you have an understanding and reasonable grasp for the learners competence at the
beginning of the instruction, the teacher can modify to assist the learner in their learning
endeavors (Callison 2002).
(1) General Characteristics (of the learners)
-A superficial analysis of learner characteristics can provide helpful leads in selecting
instructional methods and media.
CHARACTERISTICS OF THE LEARNERS DEPEND:
•from reading skills, ethnic or cultural subgroup. learner's apathy, social background and etc.
(2) Specific Entry Competencies
- instructors must verify assumptions about entry competencies through informal means (such as
in-class questioning or out-of-class interviews) or more formal means (such as testing with
standardized or teacher-made tests).
(3) Learning styles
-Learning style refers to a cluster of psychological traits that determine how an individual
perceives, interacts with, and respond emotionally to learning environments.
Analyze Learners;
1. verbal/linguistic (language)
2. logical/mathematical (scientific/quantitative)
3. visual/spatial
4. musical/rhythmic
5. bodily/kinesthetic (dancing/athletics)
6. interpersonal (ability to understand other people
7. intrapersonal (ability to understand oneself)

Activity Title: “Step to Your Style”

Objective:
Students will quickly identify their learning style
Alright class, we’re going to play a quick game called Step to Your Style.
Here’s how it works: I will read a sentence about a way of learning. If it sounds like you, step to
the left side of the room. If it doesn’t sound like you, step to the right side.

1. I like learning by watching pictures or videos. (Visual)

2. I remember things better when I sing or use music. (Musical)
3. I learn best by moving, acting, or doing hands-on activities. (Bodily/Kinesthetic)
4. I like reading books or writing to understand lessons. (Verbal/Linguistic)
5. I enjoy solving puzzles, problems, or working with numbers. (Logical/Mathematical)
6. I like talking and working with other people to learn. (Interpersonal)
7. I understand lessons better when I think quietly by myself. (Intrapersonal)
8. I like drawing, coloring, or making creative projects to remember lessons. (Visual/Spatial)
9. I enjoy listening to stories instead of reading them. (Auditory/Musical)
10. I prefer learning outdoors or while moving around instead of sitting all the time.
(Bodily/Kinesthetic)

2. State Objectives;are statements describing what the learner will do as a result of

instruction. In other words, objectives are the learning outcomes, that is, what will the
student will learn from the lesson?
Most objectives contain four parts:
1. Audience-who your learners are?;
2. Behavior to be demonstrated:
3. Conditions under which the behavior will be observed: and
4. Degree to which the learned skills are to be mastered.
3. Select Methods, Media and Materials;
•Select the appropriate method for the given learning task, select available materials, modify
existing materials, or design new materials to help accomplish this task. (Smaldino, Lowther, &
Russell, 2012).
•The Instructor should connect the audience to the objectives. To connect the two the teacher
must determine what method to use.
4. Utilize Methods, Media and Materials:
•The teacher selects and describe in how they are going to implement the media (or material)
into your lesson to help your learners meet the lesson's objective.
Preview the Materials
-No instructional materials should be used blind that's why during the selection process you
should have determined that the materials are appropriate for your audience and objectives.
Practice the Presentation
-After previewing the materials, you should practice your portion of the presentation. However,
do not over practice, or the presentation will sound "canned."
Prepare the Environment
-Wherever the presentation is to take place classroom, auditorium, meeting room, or whatever
the facilities will have to be put in order. Utilization of many media requires a darkened room, a
convenient power supply, and access to light switches.
Present the Material
This is what you've been preparing for, so you will want to make the most of it. Our term for this
is showmanship, instructor should be able to direct attention in the classroom.
5. Require Learner Participation; and
•describe how you are going to get each learner actively and individually involved in the lesson.
•incorporate questions and answers, discussions, group work, hands-on activities, and other ways
of getting students actively involved in the learning of the content.
• pay close attention to your learners and feel confident that they are truly grasping the content
and not just listening.
6. Evaluate and Revise.
•evaluate the instruction process from start to finish using the objectives you created in the
beginning.
•reflect on your objections, the instructional strategy, the instructional materials, and the
assessment.
MODELS OF TECHNOLOGY ENHANCED INSTRUCTIONAL LESSONS
•Student Created Content
•Collaborative Learning
•Active Learning
•Personal Learning Networks
•Mobile Learning
•Competency Based Learning
•Social Learning
•Flipped Teaching and Learning

Directions: Write TRUE if the statement is correct, and FALSE if it is not.

1. Objectives describe what learners should achieve by the end of the lesson.
2. “Audience” in an objective refers to the students or learners.
3. The “Behavior” tells what action or skill the learner will demonstrate.
4. Conditions state the tools, materials, or situations for performing the skill.
5. The “Degree” explains how well the learner should perform the skill.
6. Practicing your lesson helps you deliver it more effectively.
7. Preparing the environment may include setting up equipment and arranging seating.
8. Learner participation can be done through group work and discussions.
9. It is not important to check materials before using them in the lesson.
10. Evaluating and revising a lesson can help improve future teaching.

1. Which principle emphasizes the importance of aligning technology use with effective
teaching methods?
(a) Technological Fluency
(b) Pedagogical Integration
(c) Digital Citizenship
(d) Cognitive Load Theory
Answer: B
2. A lesson incorporating interactive simulations and collaborative projects best
exemplifies which principle?
(a) Clear Learning Objectives
(b) Meaningful Engagement
(c) Active Learning
(d) Accessibility and Inclusivity
Answer: C
3. What is a crucial consideration when selecting technology for a lesson?
(a) The latest and most advanced technology available
(b) The teacher's personal preference for specific software
(c) The appropriateness of the technology for the learning objectives and learners
(d) The cost of the technology, regardless of its effectiveness
Answer: C
4. Which principle highlights the need to teach students responsible and ethical technology
use?
(a) Assessment and Feedback
(b) Effective Management
(c) Digital Citizenship
(d) Flexibility and Adaptability
Answer: C
5. A lesson designed to accommodate diverse learning styles and abilities best reflects
which principle?
(a) Clear Learning Objectives
(b) Meaningful Engagement
(c) Accessibility and Inclusivity
(d) Appropriate Technology Selection
Answer: C
6. What should be the primary focus when designing a technology-integrated lesson?
(a) Using the most innovative technology available
(b) Achieving clear learning objectives through effective teaching strategies, with technology as
a tool
(c) Keeping students entertained with engaging technology
(d) Minimizing the teacher's workload
Answer: B
7. Which of the following best describes Edgar Dale's Cone of Experience?
a) A model illustrating the effectiveness of different learning experiences.
b) A visual representation of the human brain's learning process.
c) A method for assessing student learning styles.
d) A framework for designing interactive learning activities.
Answer: a
8. According to Dale's Cone of Experience, which type of learning experience is considered
the most abstract?
a) Direct, purposeful experiences
b) Dramatic experiences
c) Reading
d) Abstract symbols
Answer: d
9. . Which of the following learning activities would be considered near the base of Dale's
Cone of Experience (most concrete)?
a) Watching a documentary
b) Reading a textbook chapter
c) Participating in a role-playing activity
d) Listening to a lecture
Answer: c
10. How can educators effectively use Dale's Cone of Experience in their teaching?
a) By relying solely on abstract methods to challenge students.
b) By incorporating a variety of learning experiences to cater to diverse learning styles.
c) By focusing exclusively on direct, purposeful experiences for all lessons.
d) By ignoring the cone and teaching only through lectures.
Answer: b
11. . What is a potential limitation of Dale's Cone of Experience?
a) It is overly simplistic and doesn't account for individual differences in learning.
b) It is too complex and difficult for teachers to understand and implement.
c) It is outdated and irrelevant to modern educational practices.
d) It only focuses on visual learning styles.
Answer: a
12. What does TPACK stand for?
a) Teachers' Pedagogical Content Knowledge
b) Technological Pedagogical Content Knowledge
c) Technology Pedagogical Creative Knowledge
d) Textbook Packaging of Curricular Knowledge

Answer: b
13. The TPACK framework merges which core knowledge domains?
a) Pedagogy and Technology
b) Content and Pedagogy
c) Technology and Content
d) All of the above
Answer: d
14. How many domains of knowledge does TPACK consist of?
a) 3
b) 4
c) 7
d) 8
Answer: a
15. Which domain focuses on how technology interacts with specific subject matter?
a) Pedagogical Content Knowledge (PCK)
b) Technological Content Knowledge (TCK)
c) Technological Pedagogical Knowledge (TPK)
d) Content Knowledge (CK)
Answer: b
16. . A teacher uses Google Docs for student Civil War reports. This best reflects:
a) TPK
b) TCK
c) PCK
d) TPACK
Answer: d
17. What is NOT emphasized as critical for successful TPACK integration?
a) Diverse pedagogical techniques
b) Technologically advanced tools
c) Content adaptation for learning styles
d) Technology enhancing, not replacing, instruction
Answer: b
18. Who developed the TPACK framework?
a) Lee Shulman
b) Mishra and Koehler
c) Park (2018)
d) Puentedura
Answer: b
19. TPACK is applicable to:
a) Only high school math/science
b) All grade levels and subjects
c) Early childhood education only
d) None of the above
Answer: b
20. What does TCK primarily focus on?
a) Technology’s role in learning objectives
b) Specific technology tools for subjects
c) The interaction between technology and content
d) Pedagogical methods supported by technology
Answer: C
21. A teacher transforms content through multiple representations (e.g., videos,
simulations). This reflects:
a) TK
b) CK
c) PCK
d) TCK
Answer: d
22. . Which statement about TPACK is TRUE?
a) It is a standardized technology curriculum
b) It assesses student performance in tech use
c) It guides technology integration with pedagogy and content
d) It replaces prior knowledge with new information
Answer: c
23. . What is a misconception about students’ backgrounds in edtech lessons?
a) Students should have diverse tech experiences
b) Students should have the same tech skills
c) Students should have no prior tech exposure
d) Students should adapt to technology independently
Answer: b
24. TPACK emphasizes:
a) Technology in all learning environments
b) Technology enhancing content and pedagogy
c) Technology as a substitute for traditional methods
d) Technology for quantitative knowledge only
Answer: b
25. Which is NOT a TPACK component?
a) TCK
b) TPK
c) TCM (Technological Content Management)
d) CK
Answer: c

26. What is a key benefit of understanding TPACK for teachers?

a) It informs instructional practices effectively
b) It simplifies lesson planning
c) It reduces technology dependence
d) It standardizes student assessments
Answer: a
27. Which step in the ASSURE model focuses on understanding student characteristics
and prior knowledge?
a) State Objectives
b) Analyze Learners
c) Select Methods
d) Utilize Technology
Answer: B
28. Which of the following is NOT a key aspect to consider when analyzing learners in the
ASSURE model?
a) Prior knowledge of the subject matter
b) Learning styles (visual, auditory, kinesthetic)
c) The instructor's preferred teaching style
d) Technological proficiency
 Answer: c
29. A teacher is planning a lesson on fractions. She notices that many students struggle with
visualizing fractions. What aspect of learner analysis is she addressing?
a) Prior knowledge
b) Learning styles
c) c) Technological proficiency
d) d) Motivation
Answer: b
30. Which of the following is crucial during the "Utilize" stage of the ASSURE model?
a) Thoroughly researching the latest educational technology.
b) b) Ensuring that technology is functioning correctly and that students are comfortable using
it.
c) c) Selecting the most expensive technology available.
d) d) Ignoring any technical difficulties that arise.
Answer: b

REFERENCES
Kelly, M. (2020, February 20). Why become an assistant principal in a middle or high school?

ThoughtCo. [Link]

Kelly, M. (2020, February 20). Why become an assistant principal in a middle or high school?

ThoughtCo. [Link]
Kelly, M. (2020, February 20). Why become an assistant principal in a middle or high school?

ThoughtCo. [Link]

UNIT 5 THEORIES AND PRINCIPLES IN THE USE

OF DESIGN OF TECHNOLOGY-DRIVEN
LESSONS