Module 5

Theories and Principles in the Use and Design of Technology-

Overview
How teachers integrate technology in the teaching and learning depends very much

on their beliefs on how people learn. Specifically, they need to know who their

learners are and how to approach instruction. As educators, their role is to provide

learning experiences that will help achieve and defined outcomes. In this Module,

you will be acquainted with different theories and learning principles such as Dale’s

Cone of Experience, the TPACK Framework, SAMR and ASSURE model.

Content

Lesson 1: Edgar Dale’s Cone of Experience

Learning Outcomes

1. Familiarized with Dale’s Cone of Experience and provided classroom

processes or practices that exemplify each strata of the Cone of Experience.

2. Provided examples of the various instructional materials appropriate for given

instructional contexts.

Consider exploring makebeliefscomis. This is a free application that you in use to

create a comic strip. There are figures and characters that you can choose from and

write the dialogues that you can put in the bubble thoughts Search this application in

the internet.
If you will use this as a tool in teaching a particular content, what would it be? With

what grade level will this work? Using Edgar Dale's Cone of Learning, to which band

would you categorize the use of this material?

The Cone of Experience

"The come 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

In preparing to become a teacher, there are elements that should be taken into

consideration. One way of putting it is the &M's of teaching and each element

contributes to ensuring effective instruction.

The Fight M's of Teaching

1. Milieu-the learning environment

2. Maner-the content of learning

3. Method- teaching and learning

4. Material- the resources of learning

5. Media- communication system

6. Motivation- arousing and sustaining interest in learning

7. Mastery- internalization of learning

8. Measurement- evidence that learning took place

With reference to the 8 M’s of instruction, one element is media. Another is material.

These two M’s (media, material) are the elements of the Cone of Experience. Edar

Dale’s Cone of Experience relates well with various instructional media which form

part of the system’s approach to instruction.

The Cone of Experience is a visual model that shows a continuum of learning a

pictorial device that presents bands of experience. It does not strictly define the

bands to be mutually exclusive but allows the fluid movement across the levels, In

ICT, the sensory aids may overlap and even blend into one another For example,

viewing a play is far different from being a part of it. It is far different listening to

somebody explaining the architectural design from executing the plan.

The version of Dale's Cone of Experience with percentages as to which band will

hone higher order thinking skills and engage learners more may be confusing

because it may not necessarily mean that learning better takes place, she’s

materials or activities belong to the upper level of the cone or that the nature of

involvement is more active if it is in the bottom. For all the descriptive categorization
of learning experiences, other elements such as students" motivation to be engaged

and learn must be factored in as well.

Dale (1969) asserts that:

the pattern of arrangement of the bands experience is not difficulty but degree of

abstraction the amount of immediate sensory participation that is involved. A still

photograph of a tree is not more difficult to understand than a dramatization of

Hamlet. It is simply in itself a less concrete Hacking material than the

dramatization....

In our teaching, then, we do not always begin with direct experience at the base of

the Cone. Rather we begin with the kind of experience that is most appropriate to the

needs and abilities of learning situation. Then, of course, we vary this experience

with many other types of learning activities (Dale, 1969 at cited in B. Corpuz & P.

Lucido, 2012).

The Bands in Dale's Cone of Experience

Direct purposeful experiences -These refer to foundation of experiencing learning.

Using the senses, meaningful knowledge and understanding are established. This is

experiential learning where one learns by doing.

Contrived experiences- It is in this category that representations such as models,

miniatures, or mockups are used. There are things or events that may be beyond the

learners grasp and so contrived experiences can provide a substitute.

Dramatized experiences- These are commonly used as activities that allow

students to actively participate in a reconstructed experience through role playing or

dramatization.
Demonstrations- When one decides to show how things are done, a demonstration

is the most appropriate experience. It is an actual execution of a procedure or a

process. A demonstration of how to bake a cake or how to execute the dance step is

an appropriate way of making the learning experience meaningful.

Study trips- These are actual visits to certain locations to observe a situation or a

case which may not be available inside the classroom.

Exhibits-These are displays of models such as pictures, artifacts, posters, among

others that provide the message or information. These are basically viewed,

however, there are currently exhibits that allow the viewers to manipulate or interact

with the display and as a result, the exhibit becomes more engaging and fun.

Television and motion pictures- This technology equipment provide a two-

dimensional reconstruction of a reality. These allow learners to experience the

situation being communicated through the mediated tools. They provide a feeling of

realism as viewers try to understand the message portrayed by actors in the films.

Still pictures, Recordings, Radio-Still are pictures or images. Together in this

category are the audio-recorded materials or information broadcast through the

radio.

Visual symbols These are more abstract representations of the concept or the

information. Examples of these are information presented through a graph or a chart.

For example, a process can be presented using a flow chart.

not exactly look like the concept or object, they represent but are symbols, words,

codes or formulae.

In addition, Brunner's three-tiered model of learning points out that every area of

knowledge can be presented and learned in three distinct steps.

1. Enactive a series of actions

2. Iconic series of illustrations or icons

3. Symbolic series of symbols

With young learners, it is highly recommended that a learner proceeds from the

ENACTIVE ICONIC and lastly to the SYMBOLIC. A young learner would not he

rushed to move in immediate abstraction at the highest level without the benefit of a

gradual unfolding. However, when the learner is matured and capable to direct his

own learning, it may move fluidly across the cone of experience.

Lesson 2: TPACK as a Framework for Technology Driven Teaching and

Learning

Learning Outcomes

1. Familiarized oneself with TPACK and SAMR model as framework in

integrating technology in the practice of teaching.

2. Selected and employed an appropriate technology (tool or application) in an

instructional plan.

3. Evaluated one’s capability in integrating technology in his lesson.

T- technological

P- Pedagogical

A-And

C-content

K- knowledge

The TPACK framework was introduced by Puny Mishra and Matthew J. Koehler of

Michigan state university in 2006.

What is TPACK?

TRACK describes the kinds of knowledge needed by a teacher for effective

technology integration. Set of knowledge that teachers need. Explains how to teach

effectively using technology. Based on content (what you teach) and pedagogy (how

you teach). Option for looking at complex phenomenon like technology integration.

Three Primary Forms of Knowledge

 Pedagogical knowledge (PK)-knowledge about the processes & practices or

methods.

 Technological knowledge (TK)- knowledge about technology

 Content knowledge (CK)- knowledge about the subject matter to be learned or

taught.

These primary forms of knowledge blend together (PCK, TCK. & TPK)

 Pedagogical content Knowledge (PCK)

is knowledge almost how to combine pedagogy and content effectively.

Technological content knowledge refers to knowledge about how technology

may be used to provide new ways of teaching content.

 Technological Pedagogical Knowledge (TPK)

Technological Pedagogical knowledge is a understanding of how tracking

and learning can change when particular technology are used in particular ways.

Key ideas to make effective use of TPACK.

 -Concepts from the content being taught can be represented using technology.

 -Pedagogical techniques can communicate content in different way using

technology.

 -Different content concepts require different skill levels from students, and

educational technology can help address some of the requirements.

 -Educational technology can be used in tandem with students’ existing

knowledge, helping them either strengthen prior epistemologies or develop new

ones.

TPACK OFFERS

THE TEACHERS:

 It adds a new dimension to pedagogical or content knowledge.

 It allows a teacher to know how to provide students with an excellent

education in 21” century.

THE STUDENTS:

 It helps to relate the contents with their daily life.

Necessity of TPACK in Business Education

 Teach students

how to manage Big

Data

 Meet the

expectations of the students.

 Investigation in distinct areas of knowledge

TPACK

Model

Lesson 3: The

ASSURE

Model

Learning

Outcomes

1. Identified learning theories and principles applied in the use and design of

learning lessons with technology.

2. Applied the ASSURE Model in crafting a lesson.

Applied the ASSURE Model

- crafting a lesson is a guide in crafting an instructional flow that can guide the

teacher in integrating appropriate technology and media into the instructional

process. It also refers to a systematic approach that the teacher can use when

writing an instructional plan.

 First Step: Analyze Learners Learner as the center of instructional process

Learner’s learning style Age level Interest or preferences Special needs

Cultural diversity.

 Step 2: State Objectives Main instruction guide that will direct the flow to

reach the target. Known as learning outcomes expected of the lesson.

Statement describes what the learner would be able to perform because of

the instruction.

 Step 3: Select Method, Media and Materials Selecting appropriate way of

delivering the lesson and using the applicable media or technology can

effectively make learners acquire understanding of lesson or gain the

competence desired.
  Step 4: Utilized Method, Media and Materials Teacher decides which part of

the instructional flow will a particular materials or technology be employed and

the manner on how it will be more effective to achieve the learning outcome.

 Step 5: Require Learning Participation Student engagement is an important

element. The learners must be made to understand their role in taking

accountability of their own learning.

 Step 6: Evaluate Student Performance Assessing learners’ performance can

take place across phases of lesson. Evaluation should be congruent to the

learning outcome of the lesson.

Steps in Producing a Digital Story

1. Brainstorming a story concept

2. Create a story board that will contain the graphics, sounds, text, narration, and

music needed.

3. Collect pictures, materials and store them in an organized fashion.

4. Using productivity tools, put them together using iMovie, moviemaker, video, ppt,

PowToon, power director, viva video and the like.

[Link], revise and share your story.

When writing the script, you need to consider important elements:

1. Point of view

2. Dramatic question

3. Emotional content

4. Economy
5. Voice

6. Soundtrack

7. Pacing

Storyboarding

✓ Is a valuable initial phase in the digital storytelling process.

✓ It is like doing a layout of the text or the script, the images or pictures that should

go with it, the narration or voiceover as well as the transitions or effects that can be

employed to have engaging production

Lesson 4: Models of Technology-Enhanced Instructional Lessons

Learning Outcomes

1. Identified how a technology tool is integrated in a lesson.

2. Evaluated a sample lesson with the element of technology integration and

suggested how it can be enhanced.

Roles of Learners

[Link]

-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:

[Link]
 -Students can collate a digital portfolio or commonly known as an ePortfolio or

create a Virtual poster or an interactive resource. They can produce a digital story.

edit the entries and share.

[Link]

-Using technology tools, 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. Using the chat room or

the web conferencing by Skype creates a new dynamic to what a learning place is.

[Link]

-Capstone projects can be outputs of collaboration. Students can participate in

posting ideas in a Forum where there can be an asynchronous discussion. Using

wikis to participate in group work with group work with aim to accomplish a task or

comment on blogs are a few ways on the performing the role of a collaborator in a

new idea of a learning place.