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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

Welcome to your quest for exciting facts about Module 3!

The varied theories and principles in the use and design of technology-driven
learning lessons is a critical factor in promoting innovation in the instructing, and the
learning process relies particularly upon their convictions on how individuals adapt.
Specifically, they have to know who their students are and how to move toward
instruction. As a future teacher, your job is to give learning encounters that will help
accomplish the target outcomes. 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.

Are you ready? Then start the lessons now!

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 e

 Present exemplars of the different instructional tools suitable for

a
Time Frame 3 days
instructional setting.
P a g e 25

Downloaded by Ria Lucena ([email protected])

 Introduction
Next to the discussion on the ICT policies and safety issues in teaching and
learning, you will now understand and examine Edgar Dale‘s Cone of Experience to get
informed with various instructional media that form part of the system approach to
instruction.
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.

Activity

en below. Analyze how the elements are arranged from the bottom upward or top- down and put your ideas to

the graphic organized

below

Source adapted from E. Dale, Audio-visual Methods in Teaching, 1969, NY: Dryden Press.

P a g e 26 | 51
 Analysis

 How are the experiences of reality organized in the Cone of Experience?

 Which way is farthest away from the real world, in this sense, most abstract?

 Is the basis of the arrangement of experiences difficulty of experience or

amount of abstraction (the amount of immediate sensory participation
involved)?

 Does the Cone of Experience design mean that all teaching and learning must
move systematically from base to pinnacle?

 Can you overemphasize the amount of direct experience that is required to learn a
new concept?

 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

Passive Active
 Abstraction

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 of

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. We revive the
eruption of the revolution in the Philippines by playing the role of characters in a
drama.

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 animated 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. Specific complicated procedures can be performed by the teacher
for the benefit of pupils who are reduced to the position of passive listeners. For
better performance, the teacher should try to involve the students in the
demonstration process by asking questions and answering them or by helping them
plan the demonstration and execute it. For example, a teacher in Physical Education
shows the class how to dance the tango.

5. Study 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.
Learning several principles, gaining relevant information, knowledge, and skills (in
combination with lots of entertainment) related to the school‘s various issues;
curriculum. We put the classroom back into the community and the community‘s
concerns back into the school.
Sample title for your study trips
Science Museum Trip - Science Field Trip
Historical Reenactment Trip - Living History Field Trip
Eco-Adventure Trip - Biology Field Trip
Museum of Natural History Trip - Social Science Field Trip
Reward Trip - Celebration/Fun Field Trip
Aviation Museum Trip - Military History Field Trip
Heritage Museum Trip- Culture Field Trip
Historic Church Trip - Religious Field Trip

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. Many exhibitions are ―only for your
eyes.‖ However, several shows provide interactive opportunities in which visitors
can touch or manipulate the displayed models.

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 presenta¬tion, 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. Visual
perception has a predictive framework that is interesting. This contains visual
graphic resources such as charts, maps, diagrams, sketches, posters, comics, photos,
drawings on blackboards, and illustrations. The visual symbols (free to use any
language) form a primary contact language.
Drawings - A drawing might not be a real thing but
better than nothing to have practical visual help. To
prevent ambiguity, it is important that the real thing is
depicted correctly by our drawing.

Cartoons The cartoon is another useful visual symbol

which can add innovation to our teaching. Metaphorically
a first-rate cartoon reveals its story.

Strip drawings - A series of sketches linked to a funny story

or an adventure in a newspaper, magazine, etc .. It is a series
of adjacent, typically horizontally organized images which
are intended to be read as a narrative or a sequential
sequence.

Diagrams - It is any line drawing that shows arrangement and relations as of parts to
the whole, relative values, origins and development, chronological fluctuations,
distributions, etc. ( Dale, 1969)

Types of Diagrams

Affinity Diagram - used to cluster complex

apparently unrelated data into natural and
meaningful groups. An affinity diagram is to
arrange ideas into a specific or natural
relationship. Bananas, bananas, and oranges, for
example, would be grouped as fruits while green
beans, broccoli, and carrots would be grouped as
vegetables.

Tree Diagram – A tree diagram is a modern method for

planning management that defines the hierarchy of tasks
and subtasks required to complete and be objective. The
tree diagram begins with one element, then branches out
to two or more, each branching into two or more, and so
on. The finished diagram is like a tree, with a trunk and
many branches.

Fishbone Diagram - Often referred to as the cause

and effect diagram or Ishikawa diagram is a
visualization method for categorizing the possible
causes of the root cause of the issue. A fishbone
diagram usually used for root cause analysis
incorporates the brainstorming technique with a
form of mind map design.
Charts - It is a diagrammatic representation of individual connections within an
organization.

Types of Charts

Time Chart a tabular time diagram displaying data in

ordinal series.

Tree or Stream Chart shows creation, growth and

change starting with a simple course spreading out over
several branches

Flowchart visual way of showing a process from

beginning to end. A diagram of the series of
individual gestures or acts or events involved in a
complex structure or operation.

Organizational Chart Shows how one part of the

company applies to other sections. It is a graphical
representation of the structure which shows the
relationships within the positions or jobs.

Comparison and Contrast Chart shows similarities and

differences.

Pareto chart Is a type of bar

chart, prioritized from left to
right in decreasing order of magnitude or importance

Gannt chart is an activity time chart. A

diagram displaying a sequence of horizontal
lines representing the amount of work
completed or produced during different periods
to the amount expected for those periods

Graphs - Pictures helping us to understand the details. A diagram showing the

relationship between the variable quantities, usually two variables, each calculated at
the right angles along with one of a pair of axes.
 Circle Graph –A visual representation of data
made by dividing a circle into sectors that each
represent parts of a whole. Usually, the amounts in
each area are expressed in percent, so that all of
the amounts total of 100%.

Bar Graph – Using to compare the

magnitude of the same things at different
relations or to see the relative sizes of the
entire pieces. Also, the numerical values of
variables are represented by the height or
length of lines or rectangles of equal width.

Pictorial Graph – a visual representation of data

by using pictograms. It uses icons or pictures in
relative sizes to highlight some data patterns and
trends.

Graphic organizers – In your subject, you've encountered many graphic leaders,

teaching values. Also known as knowledge map, idea map, story map, cognitive
organizer, advance organizer, or idea diagram, this is a pedagogical method that uses
visual symbols to communicate knowledge and concepts through interactions
between them.

Maps - Is a reflection of the earth's surface or a part thereof.

Physical Map Is altitude, temperature,

precipitation, rainfall, vegetation, and soil. A
diagram of known iconic places on
chromosomes. In base pairs, the actual distance
is determined between landmarks.

Relief Map is a three dimensional represents and

shows contours of the physical data of the earth or
part of the earth. It is indicating hills and valleys
by shading rather than by contour lines alone, also
elevations and depressions representing hills and
valleys, typically on an exaggerated relative scale.
 Political maps are reference maps commonly used. They 're
put worldwide on the walls of classrooms. They display
the geographical boundaries between units of
government, such as nations, states, and counties. We
show highways, cities, and significant water features
like oceans, rivers, and lakes.

Poster - A large printed picture, photograph, or notice that you stick or pin to a wall
or board, usually for decoration or to advertise something.

10. Verbal symbols - They are not like the artifacts or concepts they stand for. They do
not generally contain visual references to their meaning. To express any meaning,
verbal representations are words, phrases, sounds, or other utterances that are spoken
aloud. The verbal symbol may be a phrase, an idea, a concept, a scientific theory, a
formula, a philosophical aphorism, or some other representation of the experience
listed in any verbal symbolization. Published terms fall into that range. It may be a
word for a concrete-object (book), an idea (freedom of speech), a scientific principle
(the principle of balance), a formula (e=mc2)

Dale's Cone of Experience as a tool to help my students build learning experiences.

The Cone of Experience corresponds with three significant modes of learning:

 Enactive (direct experience),- Enactive or direct contact includes working with

objects (the student joins a knot to practice knot tying). The enactive perception
requires direct action and effective use of the senses and the body.
 Iconic (pictorial experience) - Iconic learning includes reading photos and
sketches (the student looks at paintings, pictures, or movies to learn how to tie
 knots). Iconic perception is separated from the world of science and limited to
two or three senses.
 Symbolic (highly abstract experience)- Symbolic experience involves reading
or hearing symbols (the student learns or hears the word ―knot‖ and forms
an image in mind). In symbolic experience, the action is removed nearly
altogether, and the experience is limited to thoughts and ideas.

Application

A. Reflect on the following questions.

1. Think about your most unforgettable learning experience. How was it (or how
was it not) a ―rich experience‖ as defined by Dale?

2. Dale thought a rich experience would be ―emotionally satisfying‖ and

―motivate [learners] to read throughout their lives.‖ Describe an experience
you‘ve had that has been emotionally satisfying and inspired you to continue
learning throughout your life.

3. Why does Dale recommend that teachers maximize their time by

giving practical and abstract opportunities to teach?
 4. How does this instructional tool increase Textbook information?

Closure

You did it! Now that you‘ve already learned Cone of Experience‘s
consequences for teaching and learning, you can now move on to the next lesson, TPACK
Framework for Effective Pedagogical Practice.

Lesson 2

TPACK Framework for Effective Pedagogical Practice

Learning Outcomes

expected to:
chnological pedagogical content knowledge (TPACK) framework needed by a teacher for effective pedagogical practice in
a tec echnology tools in designing a lesson.

Time Frame 3days

Introduction

As you put together to be a teacher, how do you validate your content knowledge
with your specialization? In terms of your teaching competencies, what strategies
techniques do you understand will work if you use it when teaching? You will keep in
mind the use of the technological device when teaching, what would be?

Teaching subjects or courses are challenging. However, technology has the

potential to help. To increase the chance of technology assisting students in learning,
teachers must develop technological, pedagogical, and content knowledge (TPACK).

TPACK emerges, which forces you to look at the process of using technology in
the classroom clearly and concisely. By looking at each aspect of this framework as a
separate but equally important type of knowledge, you can make the right educational
decisions on how, when, and what kind of technology to use in instruction. Teachers as
curriculum designers can integrate their knowledge of student thinking and learning, the
subject matter, and technology to create useful lessons.

In the lesson, you will begin to explore the TPACK model or framework.
 Activity

Read and carefully understand the sample lesson plan created based on Harris
and Hofer‘s (2009) procedure followed by its TPACK element description and answer the
questions in the analysis below.

LESSON PLAN

Unit Title: Cardinal and Ordinal Numbers

Subject: English
Grade Level: 4th grade
Time Allocation: One class meeting (70 minutes)

Competency Standards:
3. Understanding very simple written English in classroom contexts.
4. Spelling and rewriting very simple written English in classroom contexts.

Basic Competences:
3.2 Understanding very simple sentences and written messages.
4.2 Rewriting very simple, written English correctly and appropriately.

Indicators:
1. Pointing the difference between cardinal and ordinal numbers.
2. Mentioning cardinal and ordinal numbers from one to one hundred.
3. Using cardinal and ordinal numbers in simple sentences.

Learning Objectives:
1. Students can mention the difference between cardinal and ordinal numbers
after discussing with their peers.
2. Students can mention at least ten cardinal and ordinal numbers ranging from one
to one hundred independently.
3. Students can produce at least five sentences containing five different cardinal
or ordinal numbers independently.

Learning Material:
Cardinal and Ordinal Numbers

Learning Strategies:
Group discussion, pair work, individual assignment.

Learning Activities:
(Note: Before the lesson, the teacher may have asked the students to do little research about
numbers around them. They may do it while at home or school.)

1. The teacher asks the students to sit in groups and discuss what they have found during
their research about numbers.
2. The teacher asks representatives of the groups to tell the class about what the groups
think about their findings during their research about numbers.
3. The teacher guides the students to compare the forms of the numbers they found and
find the difference between them.
4. The teacher introduces the terms cardinal and ordinal numbers and explains as well as
gives examples of how to write and use them in simple sentences.
5. Students are assigned in pairs and take turns to play cardinal and ordinal numbers drag
and drop game and word matching game (Note: depends on the availability of the
personal computers as well as the Internet connection, the teacher can assign different
pairs to different PCs and play the games as teams). The teacher will walk around to
observe and assist any team having difficulty with the games.
6. Students tell the class and the teacher about their results on playing the games, whether
there is any difficulty concerning the questions or items of the games or not, and the
 teacher will give feedback and comments about them.
7. The teacher distributes a BINGO worksheet to the students and guides them to play the
BINGO game classically.
8. The teacher reviews what the students have learned through the BINGO game and
helps them wrap-up their learning experience by asking them to take turns to do an
online quiz about cardinal and ordinal numbers individually.
9. While doing so, the teacher assigns the students who have not yet got the turn to do the
online quiz to write down five simple sentences containing both cardinal and ordinal
numbers and submit them to the teacher as soon as they finish.

Resources and Tools:

1. Cardinal and Ordinal Numbers Word Matching Game, available
at www.manythings.org/wbg/numbers-mw.html
2. Cardinal and Ordinal Numbers Drag and Drop Game, available
at www.manythings.org/wbg/numbers-jw.html
3. Cardinal and Ordinal Numbers BINGO Game Sheet, available for direct printing
at www.eslhq.com/worksheets/preview_worksheet.php?worksheet_id=131265
4. Cardinal and Ordinal Numbers Quiz, assessable
at www.usingenglish.com/quizzes/240.html

Assessment:
The teacher can use the online quiz as well as the five-sentences writing assignment as the
tools for assessing students‘ progress and understanding about cardinal and ordinal numbers.
Source: Setyawan, T. Y. (2014). Designing the TPACK Lesson Plan for Primary English Classrooms

Analysis

 Describe the Content Knowledge (CK), Pedagogy Knowledge (PK),

Technology Knowledge that the teacher used in designing the lesson?

 How is the Pedagogical Content Knowledge (PCK) element of the lesson

articulated?

 How is the Technological Content Knowledge (TCK) component of the

lesson formulated?
  Based on the plan, how is the teacher demonstrates Technological
Pedagogical Knowledge (TPK)?

 Overall, describe the Technological Pedagogical Content Knowledge that

the teacher possesses?

 How and why this particular combination of technology, pedagogy, the

content most appropriate for this lesson/unit?

Abstraction

What is TPACK?

TPACK is a Useful framework for researchers working to explain the convergence

of learning and teaching technologies. Based on Shulman‘s (1986) concept of PCK,
Mishra, and Koehler (2006) included technology to PCK and described the resulting
TPCK as the interlocking of technology, pedagogy, and content. TPACK is a system
tailored to the dynamic interactions of teacher knowledge of content (CK), pedagogy
(PK), and technology (TK). Integrating technology and pedagogy into a given topic may
require complex intersections such as TPK (technological pedagogical knowledge), PCK
(pedagogical content knowledge), and TCK (technological content knowledge). Doering
et al. (2009) emphasized the dynamic nature of TPACK, an evolving and multifaceted
(rather than static) representation of teacher knowledge, as new technologies emerge for
integration into particular content areas.

At the heart of excellent teaching with technology are three essential factors:
content, pedagogy, and technology, plus the relationships among and between them. The
dynamics between and among the three elements played out differently in various
contexts account for the substantial differences seen in the size and nature of the
incorporation of educational technology. These three knowledge roots (content,
pedagogy, and technology) form the core of the technology, pedagogy, and content
knowledge (TPACK) framework (Koehler & 2008; Mishra & Koehler, 2006).

The TPACK framework was proposed to emphasize the need to situate technology
knowledge within the content and pedagogical knowledge. TPACK considers teachers‘
expertise As dynamic and multifaceted, critical techno-centric approaches focusing on
the achievement of technical competences separate from pedagogy and content. Seven
components (see Figure 1) are comprised of the TPACK Framework. They are described
as:
 Figure 1. Technological Pedagogical Content Knowledge (Koehler & Mishra, 2009;
adapted from Koehler & Mishra, 2008)

1. Technology knowledge (TK): Knowledge of various technologies. They range

from low-tech technology like pencil and paper to emerging technologies like the
internet, digital media, interactive whiteboards, and software programs. TK is
about recognizing educational technology, evaluating its possibilities for a
particular subject area or classroom, learning how to identify whether it can assist
or hinder learning, and continually learning and adjusting to emerging technology
offerings.
2. Content knowledge (CK): Awareness of the actual subject matter that teachers
need to learn about teaching. This explains the appreciation teachers have of the
subject matter. CK may include knowledge of principles, hypotheses, facts, and
organizational structures within a given subject matter; it may also include the
best practices of the field and existing methods for presenting this information to
students. The CK will also differ according to the level of discipline and grade.
Senior high school science and history classes, for example, require less detail
and scope than undergraduate or graduate courses, so the CK of their different
teachers will differ, or the CK that each teacher imparts to their students can
differ.
3. Pedagogical knowledge (PK): Awareness of teaching strategies and processes
such as classroom management, assessment, creation of the lesson plan, and
learning of the students. As a general type of information, PK covers educational
objectives, principles, and goals and can extend to more specific fields, including
recognizing student learning styles, lesson planning, and assessments.
4. Pedagogical content knowledge (PCK): This defines the awareness of teachers
about the essential areas of teaching and learning, including the creation of
curricula, student evaluation, and reporting performance. PCK focuses on
encouraging learning and exploring the ties between pedagogy and its supporting
activities (curriculum, assessment, etc.), and similar to CK, may also differ
depending on the grade level and subject matter. However, in all situations, PCK
seeks to improve teaching practices by building more consistent linkages between
the material and the pedagogy used to communicate it.
5. Technological content knowledge (TCK): Knowledge of how technology can
create new representations for specific content. TCK requires an awareness of
how the subject can be conveyed through different educational technology
 offerings and considering which specific educational technology tools might be
best suited for particular subject matters or classrooms.
6. Technological pedagogical knowledge (TPK): Knowledge of various
technologies that can be used in teaching and learning experiences. Another
dimension of TPK relates to understanding how to apply these resources
alongside pedagogy in ways relevant to the discipline and the creation of the
lesson at hand.
7. Technological pedagogical content knowledge (TPACK): Focus on the
knowledge required by teachers for integrating technology into their teaching in
any content area. Teachers, who have TPACK, act with an intuitive understanding
of the complex interplay between the three essential components of knowledge
(CK, PK, and TK). TPACK is the culmination of these complex combinations and
desires, drawing from them – and from the three wider underlying fields of
content, pedagogy, and technology – to create a useful framework for teaching
using educational technologies. For teachers to use the TPACK system
effectively, they should be open to unique, critical ideas, including:
 Concepts of the taught material can be expressed using technology;
 Pedagogical techniques can use technology to communicate content in
various ways;
 Different subject definitions allow students to have specific ability levels and
educational technology may help address some of these requirements;
 Students have various experiences in the classroom – like previous
educational experience and technology exposure – and lessons using
educational technology should take this opportunity into account;
 Educational technology may be used in combination with established
awareness of the students, either by improving previous epistemologies or by
introducing new ones.

This incentive is most apparent if teachers are unexpectedly forced to address

fundamental educational issues and restore the complex equilibrium between all three
elements using new educational technology. This view inverts the traditional view that
pedagogical priorities and innovations are derived from the curricula in the subject field.
Things are rarely that simple, mainly when newer technologies are employed.

Teaching with technology is a hard thing to do right. The TPACK paradigm

suggests that contextual such as content, pedagogy, technology, and teaching/learning
have roles to play both individually and together. Excellent teaching with technology
involves continuous development, maintenance, and restoration of a dynamic equilibrium
between all components. It‘s means noting that there are a variety of variables that affect
how this balance is achieved.

Application

1. Reflect on the following questions:

According to Mishra & Koehler (2006), ―the simple incorporation of

technology into the educational process is not enough.‖ Many approaches to the
professional development of teachers provide a one-size-fits-all approach to technology
integration when, in reality, teachers work as a potential teacher in a variety of teaching
and learning contexts – facing these challenges.
 How can teachers incorporate technology into their instruction?

What other matters or concerns should teachers look into and consider concerning the
use and integration of instructional media and technology?

Closure
Well done! You have just finished Lesson 2 of this Module. Should there be some
parts of the lesson which you need clarification, ask your teacher during your face-to-face
interactions or other means of communication.
Now, if you are ready, please proceed to Lesson 3 of this Module, which will discuss
the ASSURE model.

Lesson 3

The ASSURE Model

Learning Outcomes

of the lesson you are expected to:

d the concept of the Assure model in designing lessons with technology. Apply the ASSURE model in planning and c

Time Frame 3 Days

Introduction

This section will discuss one instructional design model that can be used in
planning instruction for teaching. The ASSURE instructional design (ID) model uses a
six-step process to effectively integrate the use of technology and media into lessons to
improve student learning. For successful instruction to occur, cautious arranging is
required. As a future teacher, this model is intended to help you viably coordinate
media/innovation into your lesson or instructions - to help ―guarantee‖ learning.
 Activity

Examines the teachers‘ use of the ASSURE model to create technology-integrated

lessons and implement these lessons with their students in a variety of settings. Answer
the questions in the analysis section below.

ASSURE Model Lesson Plan

Lesson Title: Macbeth Introduction

Grade Level: Grade 11
Lesson Length: 90-minute block

I. Analyze Learners

Learners’ general characteristics: The lesson is designed for 11th-grade high school
students. This is an in-class support class comprised of 7 male and 11 female students, of
which six (6) students have Individualized Education Program (IEP) accommodations.
Academic ability and learning styles vary. In general, students become easily distracted and
lose focus quickly. The students are familiar with the work of William Shakespeare and are
capable of identifying the various literary devices found in work.

Entry characteristics: The students in this class are skilled in the use of computers and
tablets. However, their proficiency in this technology is limited to the use of social media and
entertainment applications.

Learning styles: Although the class is comprised of students of all learning styles, the
majority of students in this class are tactile learners.

II. State Standards and Objectives

This lesson is designed to meet the Common Core Standards for Language Arts. The
standards covered in this lesson plan include:
Objective 1: The students will be able to determine the atmosphere created in Act I, scene i of
the play and discuss how language and choice setting is responsible for that atmosphere.

Curriculum Standard
Analyze the impact of the author‘s choices regarding how to develop and relate
elements of a story or drama (e.g., where a story is set, how the action is ordered, how
the characters are introduced and developed)

Objective 2: The students will be able to rewrite Act I, Scene i of Macbeth, using modern
terminology.

Curriculum Standard
Determine the meaning of words and phrases as they are used in the text, including
figurative and connotative meanings; analyze the impact of specific word choices on
meaning and tone, including words with multiple meanings or language that is
particularly fresh, engaging, or beautiful.

Objective 3: Students will be able to understand the significance of Act I, scene i of Macbeth

Curriculum Standard
Analyze how an author‘s choices concerning how to structure specific parts of a text
(e.g., the choice of where to begin or end a story, the choice to provide a comedic or
tragic resolution) contribute to its overall structure and meaning as well as its aesthetic
impact.

Objective 4: Students will experience varying interpretations of Act I, scene i of Macbeth and
produce their interpretation

Curriculum Standard
 Analyze multiple interpretations of a story, drama, or poem (e.g., recorded or live
production of a play or recorded novel or poetry), evaluating how each version
interprets the source text. (Include at least one play by Shakespeare and one play by an
American dramatist.)

III. Select Strategies, Methods, Media, and Materials

Strategies. A variety of teacher-centered and student-centered approaches have been designed

for this lesson.

Technology and Materials. Students will have access to computers, printers, microphones,
headphones, word processing software, video, and audio editing software, and the Internet.

Media. Students will use print, audio, texts, visuals such as photos, and clip art or drawings to
create assignments.

IV. Utilize Technology, Media, and Materials

Prepare the materials: With the assistance of the instructional technology coordinator,
Classroom computers and chrome books will be checked and ready for student‘s use.
Appropriate software will be accessible to the students.

Prepare the environment: Desks are to be arranged in a manner that allows for small group
work. Additionally, a computer station must be accessible to all students to complete various
aspects of the assignment.

Prepare the learners: Students will have been prepared for this lesson during the lesson

Prior. Students have notes on Shakespeare and literary devices, which can be referred to as
needed.

V. Require Learner Participation

Student participation in this lesson will include both large and small group activities. The
lesson is structured to begin with, with large group instruction and activities to prepare for the
smaller group activities.
Large group activities: The lesson will begin with students assuming roles and reading
Act I, scene i of Macbeth. A brief discussion will focus on what the students
think is happening in the scene. Student reading will be followed by students
listening to a recording of the scene. Using the Promethean Board, students will
begin to develop a comparison chart of what they read and what they heard.
This will be followed by viewing the performance of the scene via YouTube.
Students will add to the chart upon completion of the viewing.

Small group activities: The students will break into groups of three or four to rewrite
the scene they have just watched. They will use computers to access the internet
for research and assistance. Once rewritten, students will use PowerPoint
presentation software to present their version of Act I, scene i to the class.

VI. Evaluate and Revise

Student activities will be evaluated using the rubric (you can attach your rubric)
 Analysis

 What do you understand about the ASSURE model?

 How does the teacher use the ASSURE model to integrate technology into
the instruction?

 What do you think the impact on student learning resulted from the
ASSURE- based instructional lessons?

 What are your perceptions of implementing the instruction and of student learning
with technology?
 Abstraction

What is ASSURE Model?

The ASSURE model is an instructional framework or rule that instructors can use
to create lesson plans which coordinate the utilization of innovation of technology and
media (Smaldino, Lowther and Russell, 2008). The ASSURE Model emphasizes the
student and the general result of achieving learning targets. The ASSURE model is an
enhanced advancement of the ADDIE general model. Although the ASSURE model has
six stages, which don‘t relate to ADDIE‘s five, ASSURE additionally presents
configuration stages, and offers with it the two principle includes: the underlying
spotlight on examination and the cyclic structure.
The exceptional component of this model is that it is centered around ―arranging
and directing Instruction that fuses media‖ (Heinich, Molenda and Russel, 1993). Its
principal point of view is on the best way to incorporate media (any sort of media) into
guidance in a technique equipped for delivering the ideal learning results. Created by
Robert Heinich and Michael Molenda decades prior, the ASSURE model picked up
ubiquity due to its utilization in a well-known course reading for instructors.
It is a notable instructional structure
control that utilizes the constructivist point of
view, which integrates multimedia and
technology to upgrade the learning condition
(Lefebvre 2006). The ASSURE model was
altered to be used by educators in the study hall
by Smaldino, Lowther, and Russell, 2008. The
teacher leans toward the ASSURE model since
it is intended to be utilized for a couple of long
stretches of instruction and every individual
understudy. This model doesn‘t require high
multifaceted nature of conveyed media,
profound ID information, or high correction of plans (Gustafson and Branch, 2002). The
ASSURE model gives the new or beginner teacher a general guide to follow to assist
them with deduction increasingly like experienced teachers.
This model was developed by Heinrich and Molenda in 1999 and is based closely
on the Instruction Events of Robert Gagne. Furthermore, Smaldino, Lowther & Russell,
2008, adapted the ASSURE model to be used by teachers in the classroom.
Understanding when to use teaching techniques and immersive technology is key to
being successful academically in the future.

Six Steps of ASSURE Model

The ASSURE Model has six steps, each represented by a letter in the acronym title,
with each step describing a set of tasks central to the informed selection and use of
educational technology. The ASSURE acronym stands for these essential components:

Analyze Learners - The first step in the process is to make the instructor evaluate her
learners‘ attributes. Those learner characteristics that are correlated with the optimal
learning outcomes should be given a priority. The collected information will help you
with the decisions you make on the other steps in the process. When you assess the
learners‘ character, this will help you in choosing different techniques and tools to assist
the learning process. Your learner analyzes will include:
 General attributes of learners (e.g., age, academic abilities, gender, interests, etc.
 Prior competencies
 Learning styles, such as auditory, visual, and tactile
State Objectives - The next step in planning is to state the objectives of the lesson or
presentation accurately. Targets must be specified in terms of what the learner (not the
instructor or presenter) would do as a result of the training (in behavioral conditions).
Your lesson will have two or three clear targets. Usually, goals include four (4) essential
parts:
 A statement that describes the intended Audience. For example, ―The first-
grade student will . . .‖ or ―The student will . . . ―
 A description of the student‘s anticipated Behavior resulting from your teaching.
This conduct must be detected to be assessable. For example, it is beneficial to
use action verbs such as add, alphabetize, organize, construct, pick, classify,
contrast, define, describe, diagram, identify, kick, mark, locate, create, multiply,
name, produce, pronounce, choose, sketch, sort, determine, say, throw,
emphasize, verbalize and compose. Ignore such terms as learning, appreciating,
grasping, or understanding.
 A description of the Condition to be observed for results. What tools does it
require the student to use (e.g., a map, a dictionary)? Which tools or equipment
does it need the student to use? Will the student be permitted to use notes or a
summary when composing an article?
 A declaration of the learner‘s Degree of accuracy or ability must be demonstrated
to pass forward. The conditions should be based on the real-world and not
specified on the multiple-choice test. Time and efficiency are also crucial to other
purposes. Will an English student in 11th grade be able to write a theme in 5
paragraphs within 50 minutes? If a third-grade student can solve at least seven of
ten single-digit multiplication problems, can the instructor believe he or she has
mastered the concept?

Select Media and Materials - In this step, you have set the starting point (the student‘s
current information, aptitudes, and perspectives) and the consummation point (objectives)
of your instruction. Presently your activity is the fabricate an instructional scaffold that
will associate the two focuses. You may choose accessible materials, change existing
materials, or structure new materials to help achieve the task. You may select a few
distinct kinds of media to use with the unit. Any of the media/innovations examined in
the content will be fitting.

Utilize Media and Materials - Here you should choose how the students will utilize the
materials. Next, set up the room and be sure the essential hardware and offices are
accessible and prepared for your utilization before you use the exercise. It‘s vital to
follow the ―five p‘s‖ process to achieve this:
 Preview the Technology, Media, and Materials
 Prepare the Technology, Media, and Materials
 Prepare the Environment
 Prepare the Learners
 Provide the Learning Experience

Require Learner Performance - This step expects you to depict how you will get every
student effectively and exclusively engaged with the exercise. Students understand best
when they are effectively engaged with the learning experience. Whatever your teaching
approaches, make sure to fuse questions and replies, conversations, group work, hands-on
exercises, and different methods of getting the students engaged effectively with the
learning of the contents. You should give close consideration to your students and feel
sure that they are really getting a handle on the content and not merely tuning in. Taking
an interest in the learning will encourage this degree of comprehension. Permit them to
build information instead of attempting to feed them with information. Finally, for this
step, feedback must be provided to the learner before any type of evaluation is conducted.
Evaluate and Revise - The last advance of the ASSURE technique is to Evaluate
Student Performance. Here the assessment ought to be coordinated to the target.
Eventually, this final stage is the most significant. You should assess the guidance
procedure through, and through utilizing the goals you made before all else. It is useful to
consider your complaints, the instructional process, the instructional materials, and the
appraisal. By assessing the students against the targets, it tends to be resolved if the
exercise was successful and whether any progression should be altered or rethought.

The ASSURE lesson plan model guides in the joining of innovation into study hall
guidance. It fills in as a guide for educators and spotlights fair and square of innovative
help applied. The best possible utilization of this model will enhance day by day
exercises and understudy exercises and expand the capability of open innovations.

Application
Compare and contrast an ASSURE lesson plan from 4As lesson plan. Complete the
diagram below.

ASSURE 4As

similarities
 Closure

Congratulations! You have positively answered the endeavors and tasks for
this lesson. It is not out of the ordinary that you have taken a great deal from this
exercise. If there are a few pieces of the activity that you don‘t comprehend, don‘t
hesitate to ask your teacher through instant message, email, or different methods for
correspondence accessible.

You have just finished this Module. Enjoy the next module and gained more
understandings of ICT in various content areas. Have fun learning! But before that,
please answer the module assessment to check your knowledge.

MODULE SUMMARY

You are awesome! You have completed Module 3, which is all about Theories and
Principles in the Use and Design of Technology-Driven Learning Lessons. Essential
points covered in the Module include:

 The Cone of Experience is a visual depiction of the idea that learning events can
be put in specific categories based on the extent to which the non-abstract
referents of real-life experiences express themselves.

 Dale‘s explanations are vague enough to allow a wide variation of understandings

to rely upon. Nevertheless, Cone has been considered for many ways to bear
witness to the vigor and attractiveness of Dale‘s visual metaphor.

 The TPACK framework was proposed to emphasize the need to situate technology
knowledge within the content and pedagogical knowledge. TPACK considers
teachers‘ expertise As dynamic and multifaceted, critical techno-centric
approaches focusing on the achievement of technical competences separate from
pedagogy and content.

 With the increasing focus on technology, we also need to learn how to combine
technology with our content and pedagogy to create a productive learning
environment.

 ASSURE model, even though it was incorporated from Gagne‘s nine events of
instruction, and both models are very similar. The main reason this model is my
personal preference is that it is intended for planning and delivery of teaching
with technology and media, and therefore makes it appropriate for planning
distance education.

 ASSURE model to instruct teachers on how to prepare and implement lessons

that incorporate technology efficiently into their teaching in the classroom. Its
simple, realistic approach has made it one of the education arena‘s most
commonly taught models of instruction.
References

Bilbao, P. et al. (2019). Technology for Teaching and Learning 1. Manila, Philippines.
Lorimar Publishing INC.

Davis, B., & Summers, M. (2015, August). Applying Dale‘s Cone of Experience to
increase learning and retention: A study of student learning in a foundational
leadership course. In Engineering Leaders Conference 2014 on Engineering
Education (Vol. 2015, No. 4, p. 6). Hamad bin Khalifa University Press (HBKU
Press).

Harris, J., Hofer, M., Blanchard, M., Grandgenett, N., Schmidt, D., Van Olphen, M., &
Young, C. (2010). ―Grounded‖ technology integration: Instructional planning
using curriculum-based activity type taxonomies. Journal of Technology and
Teacher Education, 18(4), 573-605.
https://activitytypes.wm.edu/HarrisHofer&Others-
InstructionalPlanningUsingLATsTaxonomies.pdf

Kurt, S. ―ASSURE: Instructional Design Model,‖ in Educational Technology, November

23, 2015. Retrieved from https://educationaltechnology.net/assure-instructional-
design-model/

Kurt, S. ―TPACK: Technological Pedagogical Content Knowledge Framework,”

in Educational Technology, May 12, 2018. Retrieved from
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tpack-framework/

Martin, D. (2019, November). Designing a course with accountability and Dale’s Cone
of Experience. https://www.facultyfocus.com/articles/course-design-
ideas/designing-a-course-with-accountability-and-dales-cone-of-experience/

Mishra, P., & Koehler, M. J. (2006). Technological pedagogical content knowledge: A

framework for teacher knowledge. Teachers College Record, 108(6), 1017–1054.

Module 1 Technology Frontier – edu210site. https://edu210site.wordpress.com/module-

1-technology-frontier/

New Jersey Department of Education. (2013). Common Core Standards. Retrieved from
www.state.nj.us/education/sca

Riales, J. W. (2011). An examination of secondary mathematics teachers’ TPACK

development through participation in a technology-based lesson study.
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Online Sources
Educational Technology 1: Lesson 9: Dramatized Experience.
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