REVIEW OF TECHNOLOGY FOR TEACHING AND LEARNING MODULE OVERVIEW

Many students believe that using technology in the classroom will help prepare them for the digital future.
These 21st-century skills are essential in order to be successful in this day and age. Jobs that may not have had
a digital component in the past may have one now. Education isn’t just about memorizing facts and
vocabulary words, it’s about solving complex problems and being able to collaborate with others in the
workforce. EdTech in the classroom prepares students for their future and sets them up for this increasingly
digital economy.

MODULE LEARNING OBJECTIVES

At the end of this Module, you should be able to

1. Define the basic terms of ICT in teaching.
2. Discuss the roles of technology in teaching and learning.
3. Differentiate the Theories and Principles in the Use and Design of Technology Driven
Learning Lessons.IEW OF THE BASIC CONCEPTS IN ICT

Let us explore various resources to have a clear understanding of this lesson. Let us unpack some concepts
and terms related to technology for teaching and learning. You can further find more explanation here as you
go along with other references in the library or in the web.

Here are some terms and concepts that you need to know.
1. TECHNOLOGY- Refers to a mix of process and product used in the application of knowledge.
2. ICT LITERACY - Is the use of digital technology, communication tools and/or networks to
access, manage, integrate, evaluate, create, and communicate information to function in a knowledge
society.
3. EDUCATIONAL TECHNOLOGY- Refers to the use of technology in teaching and learning.
Includes both digital and non-digital technology.
4. DIGITAL LITERACY - Is the ability to find, evaluate, utilize, share, and create contents
using information technologies and the Internet.
5. DIGITAL LEARNING- Is any type of learning that is accompanied by technology or by
instructional practice that makes effective use of technology.
6. ONLINE DIGITAL TOOLS AND APPS- Uses Internet connection to access the information needed.
7. OFF-LINE DIGITAL TOOLS AND APPS- Used without internet access.
8. INSTRUCTIONAL TECHNOLOGY- Is the theory and practice of design, development,
utilization, management, and evaluation of the processes and resources for learning.
9. SOFTWARE- Refers to program control instructions and accompanying documentation; stored
on disks or tapes when not being used in the computer.
10. MULTIMEDIA- Is a sequential or simultaneous use of a variety of media formats in each
presentation or self-study program.
11. INTERNET- Is a massive network of networks, a networking infrastructure. Global network
connecting millions of computers.
12. WORLD WIDE WEB (WWW)- A graphical environment on computer network that allows you
to access, view and maintain documentations that can include text, data, sound, and videos.
13. WEB ACCESS- Is the ability of the learner to access the Internet at any point during the lesson
to take advantage of the array available education resources.
14. WEBQUEST- Inquiry-oriented lesson format in which most or all information that learners work with
comes from the web. It is a teacher structured research experience for the students that is primarily
based on the use of the www and typically takes one or more instructional periods.
15. PRODUCTIVITY TOOLS- Refers to any type of software associated with computers and others.

PANGASINAN STATE UNIVERSITY

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technologies that can be used as tools for personal, professional or classroom productivity.
16. TECHNOLOGY TOOL- Can be anything that help you accomplish your goal with the use of
technology
a. data/ calculation
b. design
c. discussion
d. email
e. handheld devices
17. BLOG- Online journal where posted information from both teachers and students are arranged.
18. WIKI- An editable website usually with limited access, allows students to collaboratively create and post
written work or digital files, such as digital photos or videos.
19. FLIPPED CLASSROOM- Utilizes a reverse instructional delivery, where the teacher is required to use the web
resources as homework or out of class activity as initial instruction of the lesson which will be discussed during
class time.
20. PODCAST- Video or audio multi-media clip about a single topic typically in the format of the radio talk show.
21. GOOGLE APPS- Cloud-based teaching tool which is stored in google server and is available for students both
at home and in school.
22. VLOG- Is a video blog where each entry is posted as a video instead of the text.
23. FACEBOOK- Popular social networking site used by students and adults worldwide to present information on
themselves and to the world.
24. VOIP (VOICE OVER INTERNET PROTOCOL) - Is a category of hardware and software that enables people
to use the internet as a transmission medium for telephone calls by sending voice data in packets using IP rather
than traditional circuit transmission.

These are only few of the many terms found in our word cloud with your group mates explore in the web or reference
books other terms that are defined and understood.

ROLES OF TECHNOLOGY FOR TEACHING AND LEARNING

Are students of today interested to use technology to learn? Do teachers have the skills to use technology to enhance
their teaching? With the Fourth Industrial Revolution, nobody can deny the influence of technology in our lives. As
future teachers of the 21st century, it is high time that you prepare yourselves to integrate technology in your classrooms.
Using technology is a tool and a catalyst for change. What are the roles of technology for teaching and learning?

As teaching and learning go together, let us explore what would be the roles of technology for teachers and teaching
and for learners and learning. Educational technology has three domains:

1. TECHNOLOGY AS A TUTOR - Together with the teacher, technology can support the teacher to teach
another person. Technology, when programmed by the teacher can be a shooter on its own. The teacher
will simply switch on or switch off radio programs television programs or play DVDs or CDs that contain
educational programs. There are online tutorial education programs, as well.

2. TECHNOLOGY AS A TEACHING TOOL - Like a tutor, technology is a teaching tool but can
never replace a teacher. This is like the handyman which is just there to be reached. Like any other tool, it
is being used to facilitate and lighten the work of the teacher. It will be good if the teacher can also create or
develop technology tools that are needed in the classroom.

3. TECHNOLOGY AS A LEARNING TOOL - While the teacher utilizes technology as a tool for teaching,
likewise it is an effective tool for learning. As a learning tool, it makes learning easy and effective. It can
produce learning outcomes that call for technology-assisted teaching. Even the teachers who are teaching
can utilize similar tools for learning. As a learning tool, it is a very interesting that even the elderly uses
these tools for learning in life.

There are numerous roles that technology plays in the job of teachers. As a tool, technology has opened wider
avenues in management of resources and management of learning. Likewise, it has modernized the teaching-learning
environment in schools. Here are some roles that technology can do for teachers and teaching.

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 Technology provides enormous support to the teacher as the facilitator.

 Technology has modernized the teaching-learning environment.
 Technology improves teaching-learning process and ways of teaching.
 Technology opens new fields in educational researches.
 Technology adds to the competence of teachers and inculcates scientific outlook.
 Technology supports teacher professional development.
Teachers must also be aware that technology plays a great role in terms of learning. Here are some roles that
technology can do for learners and learning.

 Technology support learners to learn how to learn on their own.

 Technology enhances learners’ communication skills through social interactions.
 Technology upgrades learners’ higher order thinking skills; critical thinking, problem solving and
creativity.

THEORIES AND PRINCIPLES IN THE USE OF TECHNOLOGY-DRIVEN LESSONS

Dale’s Cone of Experience

The cone of experience is a pictorial device used to explain the interrelationships of the various types of audio-
visual media, as well as their individual “position” in the learning process. The cone’s utility in selecting instructional
resources and activities is as practical today as when Dale created it.

Edgar Dale introduced the Cone of Experience that shows the progression of learning experiences from the
concrete to the abstract.
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 the fact, the sensory aids may overlap and even blend into one another.

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.

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 experiential learning where in learns by doing.

Contrived Experiences — it is category that representation such as models, miniatures, or mockups are used. There
are things or events that may be beyond the learner’s 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 roleplaying or dramatization.

Demonstration — when one decides to show how things are done, a demonstration is the most appropriate expert. It
is an actual execution of a procedure or a process.

Study Strips — this 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 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 a viewer’s trying to understand the massage portrayed by actors in the films.

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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.

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

They found that direct instruction, or lecture, is most used in the classroom and has “a significant effect on retention”.
Reading, although it appears to have little value based on Dale's Cone will influence the students' ability to learn
throughout their lives.

With young learners it is highly recommended that a learner proceeds from the enactive to iconic and lastly to the
symbolic. A young learner would not be rushed to move to immediate obstruction at the highest level without the benefit
of a gradual scaffolding. However, when the learner is matured and capable to direct his own learning it may move
fluidly across the cone of experience.

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 areas intercept or work together to increase student’s motivation and make the content
more accessibly engaging to students.
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, and history,
among others. 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 difference to strategies and techniques as well as assessment of learning.
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 includes the knowledge of how to use techniques
that can meaningfully address different learning styles while supporting content with deeper understanding.
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 understating of content this is the
intersection called TCK or Technological-Content Knowledge. For example, to deepen students’ understanding of a
concept or area of study, students can gather information and collect data and evidence using technology tools and
present this information using an application.
Furthermore, TPK which is Technology-Pedagogical knowledge is knowing how to select, use or develop technology to
manage student 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 other outsides 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 presentation or a digital story) to pertinent persons for feedback.
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 21st century.
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 the technology tool but it is the
right blend of the three knowledge areas.

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SAMR

Transforming technology into a blended learning experience has become a necessity for those educators wanting
to engage student centered learning in the 21st century classroom. While it is possible to create a successful and highly
interactive student-based learning experience without technology, it is technology that can amplify the learning
experience. It must be remembered that amplification will have an effect on great educational pedagogy but will also do
the same for instruction that may not meet the goal. As teachers invite technology into the classroom it has become
evident that as learners themselves, they go through formative steps as they become proficient in the blended experience.

Through the work of Dr. Ruben Puentedura, Ph. D. the SAMR Model (Substitution Augmentation Modification
Redefinition) provides a wonderful lens to look at this progression. It must be understood that the goal is to create lessons
that allow for the ability to facilitate lessons that practice Redefinition. At the same time, it must be remembered that all
the stages allow for technology interaction and increased student engagement. There are times where simple

Substitution is all that is needed and is most appropriate given the learning target. As educators become familiar
with the SAMR Model it allows them to reflect and evaluate their technology integration practice while striving for
powerful learning experiences. While learning activities can get blurred between the steps of SAMR, it must be
remembered that educators are working on a progression. The first two steps involve technology as an enhancement
tool and the last two involve technology as a transformation tool. Many times, the steps between enhancement and
transformation can take a bit of time as educators practice, reflect, and learn.

In the space below you will find those important SAMR Steps.

Substitution - Tech acts as a direct tool substitute, with no functional change

This is the lowest level of technology integration. At this stage, technology replaces an activity that may have
been done before using an analog version. This is the very first stage of enhancement of a lesson using technology. This
might include word processing a student authored story rather than handwriting it. While it is the lowest level it still
might be a wonderful use of the technology. Another example might be the teacher curating the curriculum for students
using their LMS (Learning Management System). The teacher has worked hard at finding articles, reading lists, research
links, and even You Tube videos on a various topic. The web is being used as a substitution for what may have been a
prior resource list given to students. Once again, it is a wonderful start with some great learning opportunities, but it still
is a substitution. According to Dr. Ruben R. Puentedura, the teacher is just using the technology to replace a resource list
that could be used in the library. Keep in mind that this can be still very useful. Does the substitution of technology
serve the learning target, or might it get in the way? Did the technology substitution assist in student engagement? The
teacher must reflect on what might have been gained because of the substitution.

Augmentation – Tech acts as a direct substitute tool, with functional improvement

The next step includes the Augmentation Stage, going one level up the ladder from Substitution. It is important
to remember that this step is still at the enhancement level. At this stage, the technology has improved the learning
experience by adding functionality that would have not been as possible with the technology. In a word processing
document student are taught to use different tools such as the word count, thesaurus, and grammar checks. Perhaps
students are using calculators or spreadsheets to solve a problem. It could be that students are researching, and the
teacher directs students to current news events, blogs, or interpretations of the research by various authors.

Students could compare viewpoints, view up-to-date information that may not be in the library, or even
have the opportunity to participate in the comment section of a blog. While the line could be blurred between
Substitution and Augmentation there really is a deeper learning because of the technology. There should be a step up in
both student engagement and rigor. A teacher must reflect and recognize that the technology has added to the learning
experience. They must determine if the overall learning has been improved because of the technology integration.

Modification – Tech allows for significant task redesign

At this stage, the technology could change the look and feel of what students perform. There really is a
definite change in the lesson that may have started with an analog foundation. Transformation has begun!

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This step demands more reflection and work from the facilitating teacher. At the same time, Modification brings in
the student opportunity to proceed up Bloom’s Taxonomy. This might include authoring a collaborative story in a Google
Doc so that peer editing, and collaboration can happen anytime and anyplace. Perhaps even some pictures are added to
the story or report to further engage the intended audience. Students may use advanced searching skills to find
articles on their own that contrast viewpoints from different counties. Perhaps students compile their research
collectively using a group inside of a bookmarking tool such as Diigo. A word cloud might be employed to study the
meaning of an article or author’s writing. While students use traditional literary critique, a word cloud might provide a
new analysis such as visual look at word frequency in a reading. This brings about an entirely new layer to the learning
environment. Students might use a Google Form to collect and analyze data. In this method of data collection students
may be able to survey larger and more diverse populations, while having a layer of tools to represent the data to an
audience. Many times, modification allows more student voice and the outcome may not be as prescribed. At the
modification stage a teacher must reflect on whether the technology did allow for some project redesign that enhanced
the project while still accomplishing the learning objectives. It could be that multiple modifications may allow a lesson to
advance to the next level.

Redefinition - Tech allows for creation of new tasks that were previously inconceivable
At this stage, the technology allows students to jump outside the original design box. This is so much more than
a redesign. It focuses on the employment of new tasks. While the teacher may initiate some of these, student voice and
choice must also be employed. A story could change into a picture book, a slide show, or even a movie. The audience
could go beyond the school and include the community, state, county, or world. Mentors could be virtual. Perhaps
students are curating and creating their own content to be used by other students. Imagine a research that allows students
to create their own search engine using Google Custom Search.

The original standards remain with addition of new skills that circle around 21st century skills. The redesign
was made possible because of the blending of the technology into the learning process eliminating the constraints and
barriers of the physical classroom. At the same time, the technology might appear transparent to the learning process.
Students become producers, creators, and innovators. They begin to own their own learning process. At this stage, the
teacher must reflect on whether the redesign still accomplished original standards while also allowing for engaged
student centered learning.

All educators must realize that the final goal of any classroom is redefinition. At the same time, there will be
times when even the most proficient educators with technology conduct a task at the substitution level. It really comes
down to the tool fitting the task and learning target. An understanding of the SAMR Model allows educators to reflect
on their own progress while investigating ways to use educational technology in a useful and productive way. The
SAMR Model allows all educators to view the steps they are taking down the road of technology enhancement toward
true transformation. It is a wonderful and exciting journey!

ASSURE

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 you need to be critical thinkers by using instructional materials or digital to discuss your lesson of
your learners.

This model is composed of six essential steps in planning instruction.

1. 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.

2. 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 because of the instruction.

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3. 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 must decide which
strategy, materials or technology would be best considering the learners and the desired learning outcomes.

4. 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 material or technology be employed and the manner on how it will be more effective to
achieve the learning outcome.

5. Require Learner Participation

Student engagement is an important element. The learners must be made to understand their role in taking
accountability of their own learning. Therefore, the teacher must design sections of the lesson where the learners are
guided to participate in and perform tasks with minimal or no supervision at all.

6. 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 provide 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 using a portfolio assessment. The teacher decides which is appropriate for
the intention of the evaluative activity.

The ASSURE process is just a matter of common sense. However, it is good to flow 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.

It also refers to a systematic approach that the teacher can use when writing an instructional plan or by
following the ASSURE process, you will be sure to improve your teaching for many years to come.
Integrating technology into the curriculum is very important because it is the best way to make a positive difference in
education. While many specific strategies can be used to add technology, the following model is one example of how to
integrate technology into your future lessons. The ASSURE model can be also an instructional model for planning a
lesson and the technology that will enhance it. We can also discover who the pioneers of this model are.

Therefore, the ASSURE model is just one strategy to effectively integrate technology into curriculum. Some
teachers create an ASSURE poster to help them remember the steps of the model. As you become a more experienced
teacher, you will probably find that steps in the assure model are second nature and that will lead to better teaching. As
you revise lessons from year to year, remember to keep in mind new and emerging technologies that might be more
effective to enhance your teaching skills.

PRINCIPLES FOR THE SELECTION OF TECHNOLOGY FOR EDUCATIONAL USE

 Principle of Appropriateness
 Principle of Authenticity
 Principle of Cost
 Principle of Interest
 Principle of Organization and Balance

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Study Guide in EGE 110- TECHNOLOGY FOR TEACHING AND LEARNING IN THE ELEMENTARY GRADES

Here are some pointers to remember:

 Familiarizing concepts and terms related to technology for teaching and learning will greatly affect your
competency as a future teacher.
 The roles of technology for teaching and learning includes technology as a tutor, technology as a teaching
tool, and technology as a learning tool.
 Technology has opened wider avenues in the job of teachers and support to learners.
 The cone of experience of experience is a visual model that shows a continuum of learning; a pictorial device
that presents bands of experience.
 A young learner would not be rushed to move to immediate obstruction at the highest level without the benefit
of a gradual scaffolding.
 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 21st century.
 SAMR Model it allows Teachers to reflect and evaluate their technology integration practice while striving
for powerful learning experiences.
 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.

REFERENCES

Bilbao, et al. (2019). Technology for teaching and learning 1. Quezon City, PH: Lorimar Publishing, Inc.
Pages: 1-25

Anderson, J (2010) ICT Transforming Education A Regional Guide UNESCO, Bangkok Asia and the Pacific
Regional Bureau of Education

Ballado, R. (2012) Basic Concepts for educational technology 1, Manila Philippines Lucido,

P & Corpuz B. (2012) Educational Technology 2, Quezon City, Lorimar Publishing

ACTIVITY FOR MODULE 1

GROUP NAME:
MEMBERS:

1. Draw your Personal TPACK Model.

2. Explain how your TPACK Model looks like and how are you going to balance it.

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Study Guide in EGE 110- TECHNOLOGY FOR TEACHING AND LEARNING IN THE ELEMENTARY GRADES

Rubric

Poor Fair Good

4 pts 7 pts. 10 pts

Organization Poor Fair Good

- Disorganized - Somewhat organized - Well organized

- Sloppy and confusing - Many keywords and - Logical and coherent
- contains very few concepts concepts are covered but - All key concepts and ideas
- key words and ideas are somewhat organized are well organized
missing

Content and concepts Poor Fair Good

- shows no or very little - shows basic understanding of - shows a thorough

understanding of the topic's the concept understanding of the topic's
concept - makes some mistakes in concepts
- Appropriate terminologies terminologies with a few - uses appropriate terminology
are not followed misconceptions and notations
-Concepts are presented with little
detail

Relationship among concepts Poor Fair Good

- Connections are not clear - Connections are somewhat - Connections indicate

and do not promote clarity clear and convey some superior organization and
- Most of the connections are meaning understanding and enhance
incorrect - Only some connections are meaning
incorrect - Connections are clear and
logical. They connect
concepts to
promote clarity and convey
meaning.

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