LESSON 5

THEORIES AND PRINCIPLES IN THE USE AND

DESIGN OF TECHNOLOGY-DRIVEN LESSONS

TOPICS1in
1. Edgar Dale’s Cone of Experience
2. TPACK as a Framework for Technology-Driven Teaching and Learning
3. The ASSURE Model
4. Models of Technology-Enhanced Instructional Lessons

LEARNING OUTCOMES
At the end of the lesson, you should be able to:
1. identify learning principles and theories that are applied in technology-
driven teaching learning models; and
2. use the learning principles and theories as basis in the development of
the teaching plans and selection of instructional materials.
3.

INTRODUCTION

How teachers integrate technology in the teaching and learning process 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 the defined outcomes. In this lesson, you will be acquainted with different
theories and learning principles such as Dale’s Cone of Experience, the TPACK Framework, SAMR
and the ASSURE model.

TOPIC 1: EDGAR DALE’S CONE OF EXPERIENCE

The Cone of Experience

“The cone 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 8M’s of teaching and each element contributes to
ensuring effective instruction.

The Eighth M’s of Teaching

1. Milieu- the learning environment

2. Matter- the content of learning
3. Method- teaching and learning activities
4. Material- the resources of learning
5. Media- communication system
6. Motivation-arousing and sustaining interest in learning
7. Mastery- internalization of learning

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 8. Measurement- evidence that learning took place

With reference to the 9M’s of instruction, one element is media. Another is material.
These two M’s (media, material) are actually the elements of the Cone of Experience. Edgar
Dale’s Cone of Experience relates well with various instructional media which form part of the
system’s approach to instruction.

Verbal
symbols

Visual
symbols

Recordings Radio
Still pictures

Motion pictures

Education television

Exhibits

Study trips

Demonstrations

Dramatized experiences

Contrived experiences

Direct purposeful experiences

Figure 3. Dale’s Cone of Experience

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 fact, 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 actually
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 when 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 e experiences, other elements such as students’ motivation
to be engaged and learn have to 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 teaching material that the dramatization…

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 In our teaching, then, we do not always begin with direct experience at the base
of the Cone. Rather, we begin with the king of experience that is most appropriate to the
needs and abilities of particular learning situation. Them of course, we vary this experience
with many other types of learning activities. (Dale, 1969 as 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

senses, meaningful knowledge and understanding are established. This is experiential
learning where one learns by doing.

Contrived experiences- it is in this category that representation such as models, miniature,

or mock ups 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 allows 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
if 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- these 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, recording, 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.

Verbal symbols- this category appears to be the most abstract becauyse they may not exactly
look like the concept or object they represent but are symbols, words, codes or formulae.

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 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- a series of illustration or icons
3. Symbolic- a series of symbols

With young learners, it is highly recommended that a learner proceed from the ENACTIVE
to ICONIC and lastly to SYMBOLIC. A young learner would not be rushed to move to 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.

TOPIC 2: TPACK AS A FRAMEWORK FOR TECHNOLOGY-DRIVEN

TEACHING AND LEARNING

Shulman’s (2008) Pedagogical Content Knowledge (PCK) is a framework which involves

the teachers’ competence in delivering the concepts being taught by simplifying complex ones if
needed or leading the students to study a concept more deeply and extensively. This is made
possible dues to the teachers’ understanding of the amount and the content structure of
knowledge.

Mishra and Koehler (2006) continues to build upon Schulman’s PCK and incorporated
technology hence, TPACK.

What is TPACK?

TPACk is a framework that combines the teacher’s three knowledge areas: technological
knowledge, content knowledge, and pedagogical knowledge. This framework shows the
interconnectedness of content knowledge with pedagogical knowledge and the integration of
technology in making teaching more engaging, relevant and effective. It looks at how these
knowledge are intercept or work together to increase students motivation and make the content
more accessibly engaging to students. This framework has significantly influences practices in
teaching as a result of research.

The Technological, Pedagogical, and Content Knowledge known as TPACK is a theoretical

model describing the capability of the 21st century teacher. To be relevant to the learners of
today, the teachers should be able to blend his knowledge and capability in the content of the
discipline.

CK is content knowledge. It is the ‘what”- understanding of the content such as language

arts, math, science, history among other. This is composed of facts, concepts, theories or
principles in a given discipline. Pedagogical Knowledge(PK) is the ‘How”. It is the expert’s
knowledge in the science of teaching from educational and learning theories to individual
differences to strategies and techniques as well as assessment of learning. The teachers need to
possess the capability to handle learning through effective method and appropriate strategies.

The intersection of the pedagogical and content areas of knowledge is the PCK. This how
much competencies the teachers have in making the students learn concepts and skills. This

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includes the knowledge of how to use techniques that can meaningfully address different
learning styles while supporting content with deeper understanding. Schulman(2008) considers
this teaching at its best.

The incorporation of technology knowledge into PCK by Mishra and Koehler(2006) is

relevant to 21st century teaching. This is the TK or the technological knowledge. This is the
teachers’ knowledge on how to select, use and integrate these tools in the teaching and learning
context. This is not only about the tools but also about the quality of content that students can
access through appropriate applications and sites.

When technology is used in a specific subject area to enrich and deepen student’s
understanding of content, this is the intersection called TCK or Technological-Content
Knowledge. For example, to deepen students’ understanding of a concept to area of study,
students can gather information and collect data and evidence using technology tools and
present these information using an application.

Furthermore, TPK which is Technology-Pedagogical Knowledge is knowing how to select,

use or develop technology to manage students learning, For example, who will use collaborative
tools that will allow students to work together and share information? How will you use an
application that will allow students to creatively share their well-researched project in class or to
others outside of the school? if they need to communicate with an expert in the industry, what
tools can they employ so that they may be able to interview the right expert who can assist them
in their capstone project? As a teacher, using the appropriate technology to ensure effective
instruction is TPK.

It allows student to learn content through digital tools. They can document and record
evidence and plot out a strategy using a collaborative tool where the group can discuss their
action plan while in or out of school. The drawn plan can be presented using a productivity tool
(i.e. powerpoint presentations or digital story) to pertinent persons for feedback. Once approved
and given support, the project can now proceed to the next level-implementation stage.

The intersection of all knowledge areas is known as the TPACK. So, TPACK is about what
teachers know, how they teach and how technology is used in the delivery of the lesson to make
it more engaging and making learning more relevant in the 21 st century.

In conclusion, TPACK will start with content and then pedagogy and layer in technology.
Sometimes, you might get excited about the technological tool and design a lesson around it.
Remember, it is NOT about technology tool but it is the right blend of the three knowledge areas.

Figure 1 shows balanced and collaborative functions of the varied activities manifesting
teachers/ competencies.

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 Technological
Pedagogical Content
Knowledge (TPACK)

Technological Technological
Technological
Pedagogical Knowledge (TK) Content
Knowledge (TPK) Knowledge (TCK)

Pedagogical Content
Knowledge Knowledge
(PK) (CK)

Pedagogical
Content
Knowledge (PCK)

Contexts

Figure 1. TPACK Model

On the web…

There are two relevant video clips that can be viewed. They will reinforce the
understanding of TPACK. Search in YouTube the following files and view them.

1. TPACK in Two Minutes (https://www.youtube.com/watch?v=FagVSQ1ZELY)

2. Introduction to the TPACK Model Video Common Sense Media
(Https://www.youtube.com/watch?v=glkn9Veggxo)
What insights have you gained after viewing them?

SAMR

Another important model in the integration of technology in instruction is SAMR.

SAMR is a model designed to help educators infuse technology into teaching and learning.
Developed by Dr. Ruben Puentedura, the model supports and enables teacher to design, develop,
and infuse digital learning experiences that utilize technology. (Nov. 9, 2013)

S - stands for Substitution. It is literally using technology as an alternate for the regular item that
is employed in augmenting or assisting instruction. Instead of using a map or a globe in teaching
geography, teachers can use Google map or Google earth instead. Showing a location in a map
can be substituted by the use of Google map or Google earth.

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A - is Augmentation. In this part of technology integration, there is a functional improvement in
the use of technology tool. With the Google map, you can use the features available such as
measuring the distance from one point to another. You can provide a task by making students
utilize this. For example, ask them to measure the distance and get the estimate time of travel if
they start from one point to go to the next point. With this use of the Google map, you tap on
certain functions that the application provides. Instruction with technology integrated is
enhanced.

M - means Modification. In this level, technology is used to redesign a lesson. When studying
geography for example, Google application has panoramio. Using this you can guide students to
start uploading their own pictures of places they may have visited online. A brief description of
these places can also be added. If internet connectivity is not available in the classroom, they can
do the task after class. With clear and proper instructions, students can be guided to work on the
assignment.

R - represents the idea of creating something from the regular item. This is Redefinition.
Technology allows the creation of a new concept that has not been previously conceptualized.
Puentedura labels this as the transformation of learning. Students are given the opportunity to
create an output based on what they know and learned using a technology tool and application.
So with the ready pictures uploaded in panoramio, students can probably write the script for a
guided tour using his available materials (i.e. pictures) using Google Earth and start arranging
these to be shared through the World Wide Web. It would be good if before the students start
posting or publishing their work online, as a teacher, you can review it just to be sure it is ready
to be shared.

Transformation

Tech allows for Integrated movies, Skype experts,

R creation of new task hot links, software, compare, combine
Redefinition previously apps results via wikis and
inconceivable blogs, publish world
wide online
Tech allows for Integrated email Spreadsheets,
M significant lesson graphs, images, graphs, email with
Modification redesign spreadsheets others, redesign lab,
hand in
Tech is a tool Word processing Grammar, spell
A substitute with some with spell check, cut check, cut, paste,
Augmentation improvement and paste print, hand in
Tech is a tool Word processor Word process lab
S substitute with no used as a typewriter report, print out,
Substitution functional change hand in

Enhancement

Figure 2: SAMR Model

Figure 2 provides examples of integrating technology in some learning areas. source; Integrating
Technology: Introduction to SAMR Model Created by Double Morgan for Sevier District Canvas
Training (2015)

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This may help…

You may use applications that you know.

If you have no idea, you may start exploring
some tools and application found in the image
of Apps in Education Poster and think how you
can integrate them in a lesson. All you need to
do is to explore them and be familiar with their
features.

Figure 3. Apps in Education Poster

Blooms’ Digital Taxonomy

Benjamin Bloom is a known educationist who provided the cognitive taxonomy which has
greatly been used in education. His students, Anderson and Krathwohl made some revisions. This
is the Revised Bloom’s Taxonomy.

Higher Order Thinking Skills Higher Order Thinking Skills

Evaluation Creating

Synthesis Evaluating

Analysis Analysing

Application Applying

Comprehension Understanding

Knowledge Remembering

Figure 4. A Comparison between the Original and the Revised Bloom’s Taxonomy

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Figure 5 is an infographic that shows the relation of SAMR and Bloom’s Revised Taxonomy.

Figure 5 . SAMR Model in relation to Bloom’s Revised Taxonomy

Some more application that can be explored is found in this infographic.

Figure 6. iPAD Apps Supporting Bloom’s Revised Taxonomy

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 TOPIC 3: THE ASSURE MODEL

Take a look at Figure 1.

Figure 1. The ASSURE Model

In designing a lesson with the integration of technology, it is crucial to observe a

framework that can act as a guide in its formulation (Heinrich & Smaldino, 2002). The ASSURE
model identifies six essential elements in the instructional process.

The ASSURE Model

ASSURE model 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.

This model is composed of six essential steps in planning instruction. Theoretically, it is a

mental framework that a teacher considers.

▪ The first step of the procedure is Analyze Learners.

With the learner as the center of the instructional process, the initial consideration
is to get a clear picture of the learners’ learning styles, age level, interests or preferences,
background, special needs and cultural diversity.

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 ▪ The second step of the procedure is State Objectives.

This is the main instruction guide that will direct the flow to reach the target.
Known as the learning outcome expected of the lesson, this statement describes what
the learner would be able to perform as a result of the instruction.

▪ The third step is Select Methods, Media and Materials.

Selecting the appropriate way of delivering the lesson and using the applicable
media or technology can effectively make learners acquire understanding of the lesson
or gain the competence desired. The teacher has to decide which strategy, material or
technology would be best considering the learners and the desired learning outcomes.

▪ The fourth step is Utilize Methods, Media and Materials.

Having selected the strategy, media and materials is halfway of the task done.
Planning how to implement these entails a lot of consideration. Bearing in mind the
learning outcome of the lesson, the teacher decides which part of the instructional flow
will a particular material or technology be employed and the manner on how it will be
more effective to achieve the learning outcome.

▪ The fifth step is Require Learner Participation.

Student engagement is an important element. The learners have to be made to

understand their role in taking accountability of their own learning. Therefore, the
teacher has to design sections of the lesson where the learners are guided to participate
in and perform tasks with minimal or no supervision at all.

▪ The sixth and the last element is Evaluate Student Performance

Assessing learners’ performance can take place across phases of the lesson.
However, it is emphasized that the basic rule is that the evaluation should be congruent
to the learning outcome provided in the lesson. Some learning outcomes can be
sufficiently evaluated using a pen and paper test but there are other learning outcomes
that can be assessed by using rubric or having an aggregated write-up through the use of
a portfolio assessment. The teacher decides which is appropriate for the intention of the
evaluative activity.

In conclusion, the ASSURE process is really just a matter of common sense. However, it is
good to follow a regimented guide to improve your teaching technique. Any effective teacher
knows that the perfection of their technique does not come overnight, and there is always room
for improvement. By following the ASSURE process, you will be sure to improve your teaching for
many years to come.

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 TOPIC 4: MODELS OF TECHNOLOGY-ENHANCED INSTRUCTIONAL
LESSONS

The learning place can also evolve especially when you consider the varied roles that
learners play. They can learn and perform the task in any physical or virtual location. There is also
the element of flexibility since learners can agreed rules have to be established to provide the
right amount of guidance without curtailing their ingenuity.

Learners can become…

Contributors- Learners can upload materials such as a video or an audio, post a message,
submit an output in a dropbox or add documents and eBooks and add a picture or contribute to
a digital world using a ‘popup.’

Creators- 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.

Communicators- 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
give the students the chance to communicate their thought. Using the chat room or the web
conferencing by Skype created a new dynamic to what a learning place is.

Collaborators- 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 the aim to accomplish a task or comment on blogs are a
few ways on performing the role of a collaborator in a new idea of a learning place.

There are many great ideas on how to integrate a technological tool or an application in
teaching the lesson. Identifying the possible the role that students need to be can guide them to
choose the appropriate way of using the right tool. The bottom line is for you to integrate
technology because learners become engaged and they learned better hence, a well-integrated
phase of technology is critical.

One common tool is a mobile device. It is a computing gadget such as a smartphone or a

tablet computer that can be handheld and carried along by the user. If this tool is available, a
creative teacher can strategize the meaningful use of mobile as a way of engaging the learner.

Tools must be used as fundamental components of a class as long as they are appropriate
and strategically integrated to facilitate learning for the integration of technology in a lesson is
an informed judgment of a qualified and innovative teacher.

Blogs

One interesting tool to explore is the blog. It is a webpage that you need to create and
where you can write and post your ideas. These are updated on a regular basis which can inspire
or educate those who read it. It is an online journal that allows you to share with the world what
you think or feel.

There are many kinds of blog and the type will depend on the purpose for which it was
created.

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 Quality of content is crucial in making your blog attractive to readers. Blogging provides
benefits and one of which is it allows you to improve your writing skills. Just in case you will start
creating your own blog, explore Wordpress. It is a blogging platform.

Once you know a digital tool or an application, the next step is to think how you can use
the tool when teaching a lesson in your class.

1. Blogging Ideas
a. Reflect on Reading. Using blogs, post your reflections on a book that you are assigned
to read.
b. Picture Prompt. Post a blog on you reflections based on a picture. Students can be
given a word limit in writing a creative piece or an idea.
c. Stat! Given limited time, students post their interpretation of a statistical data
provided in class. This can be a homework assigned to them.
d. DreamOn! In a social studies class. Students can post about their dream destinations
by describing the culture, the people and scenic spots/ Pictures can be added to
enliven the posts.

2. Web Conferencing Ideas

a. Expert Guest Practitioner. Invite somebody who is an expert in a particular field

into a web conference (e.g. Skype)
b. Share and Compare. Using web conferencing, data from a science investigation
can be shared to other groups or students from other schools.
c. Mediated Tutorial. Through web conferencing, learners can set a timefor a
tutorial session with an assigned peer. A variation can be a mediated tutorial
session with an assigned peer. A variation can be a mediated tutorial by a teacher
through any of the following web conferencing tools for teachers (e.g. Skype, FB
Messenger, MeetingBrunner, GoToMeeting, Yugma, WebEx, etc.)

On the Web…

Padlet is another tool that can accessed online and suited for sharing information or
content and can allow engagement of students, Although it can be used for business but with
creativity, it can be appropriate for educational purposes.

One important step to select toll is to study and its functions. Identify which one will work
for your class while having in mind the main purpose why you are teaching the lesson. As a result,
your students become more engaged that ever before.

Give some suggested ways on how you can employ the padlet. Elaborate by creating
details on appropriately integrating the padlet in you lesson. Write your ideas in the second
column.

Describe how the function of the padlet is

Technique using a padlet
incorporated in a lesson
Brainstorm session
Book review session
As an assessment tool

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 In designing a lesson, always remember that it is not about the technology tool upon
which the lesson revolves. Rather, it has to be objective of the lesson and the knowledge and
skills to be taught that will guide you in selecting the appropriate tool of aid in order to achieve
those objectives.

So the following steps may be a good guide:

Step 1: Identify learning objectives based on a topic or content.

1. Determine if the objectives are observable or can be manifested by the

learner.
2. Consider the topic or subject matter that needs to be covered in the lesson.

Step 2: Determine knowledge and skills.

1. Analyze students’ knowledge and skills.

2. Determine how students will be able to learn the knowledge and skills.
3. Look for resources that can be useful in achieving the objectives.

Step 3. Select tool or an instructional aid to use.

1. Be familiar with the tool you have selected and learn how to use it.
2. Consider the content that needs to be placed in the tool or the information
that goes with the use of the tool.

Step 4: Determine the method of assessment.

1. Use a criteria to evaluate the technology tool to instructional aid but always
considering the content as the most important criterion.
2. Consider the quality of information, the technological skills needed by the
students or how you can present the technology tool that would suit your
objective.

Take a look at this sample lesson plan that employs the use of a mobile device.

A Sample Plan Making Use of a Mobile Device

Performance Outcomes: Learners must be able to …

1. Identify the plot of a given fiction (in literature)
2. Write a summary of one section of the plot (any of the beginning, middle, or end)
3. Create a script to enact one section of the plot
4. Use a mobile device to document the section of the plot and which has to be uploaded
for the class to review

Prepare Things Needed in Setting up the Classroom

1. A literary material from a book
2. Mobile device with a camera
3. Internet access (i.e. beyond class hours or at home if there is no internet connectivity
in school)
4. Mobile devices have to be charged
5. Teacher needs to ensure that a platform (e.g. a site, a blog, or a wiki) has been set up
where learners can upload their own material

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Plan and Push the Instructional Flow
1. After finishing a particular fiction literature such as a short story or a particular text,
discuss with learners the elements of a plot: the beginning, the middle and the end of
the story.
2. Divide the class into smaller groups assigning each team to work on the plot of the story
in any of the (1) beginning, (2) middle, or (3) end.
3. Each team will write a short script that summarizes the portion of the plot assigned to
them.
4. Then they will act out a scene and make use of their mobile device to record their final
play.
5. The recording will then be uploaded to the class site (e.g. google site) or class wiki for
the rest of the big class to view and comment.

Provide Plausible Possibilities

1. The written script of a scene can be acted out like in a radio play using the audio
recording feature of their mobile device like in a podcast. This can also be uploaded in
the class site.
2. As a team, create a different ending or inject a different twist in the story. The team
can select the best plausible twist.

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