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THEORIES AND PRINCIPLES - PPTX Final

The document discusses several models for integrating technology into education, including Edgar Dale's Cone of Experience, TPACK, SAMR, and ASSURE. These models provide frameworks to understand how different types of experiences, knowledge, and technologies can enhance learning.

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Apple Mae Rubio Ejorango
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23 views

THEORIES AND PRINCIPLES - PPTX Final

The document discusses several models for integrating technology into education, including Edgar Dale's Cone of Experience, TPACK, SAMR, and ASSURE. These models provide frameworks to understand how different types of experiences, knowledge, and technologies can enhance learning.

Uploaded by

Apple Mae Rubio Ejorango
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PPTX, PDF, TXT or read online on Scribd
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THEORIES AND

PRINCIPLES IN THE USE


AND DESIGN OF
TECHNOLOGY-DRIVEN
LESSONS
EDGAR DALE’S CONE
OF EXPERIENCE
Edgar Dale was an American
educator who developed the
Cone of Experience, also
known as the Learning
Pyramid. He made several
contributions to audio and
visual instruction, including a
methodology for analyzing the
content of motion pictures.
The Cone of Experience is a
visual model that shows a continuum of
learning; a pictorial device that presents
bands of experiences.
Direct, purposeful experiences
This level of learning involves hands-on, real-
world experiences where learners are actively
involved in the learning process. These
experiences provide learners with a deeper
understanding of the subject matter and help
them to develop a range of skills.
Contrived experiences
These are simulated or created experiences that
are designed to replicate real-world situations.
They can be effective in teaching learners about
complex or dangerous situations that cannot be
experienced directly.
Dramatized experiences
These are experiences that are presented in a
dramatic or theatrical form, such as through
films or plays. They can be effective in
engaging learners and providing them with
an emotional connection to the subject
matter.
Demonstrations
Demonstrations are visual or physical
representations of a concept or process.
They can be effective in providing
learners with a clear understanding of
how something works or is done.
Field trips /Study Trips
Field trips involve taking learners to real-
world locations that are relevant to the subject
matter. They can be effective in providing
learners with a deeper understanding of the
subject matter and allowing them to apply
their knowledge in a practical setting.
Exhibits
Exhibits are visual or physical displays of
information related to the subject matter. They
can be effective in engaging learners and
providing them with a clear understanding of
complex concepts.
Television and Motion Pictures
These technology equipment two-dimensional
reconstruction of a reality. These allow learners to
experience the situation being communicated through
the mediated tools. They provide feeling of realism as
viewers try to understand the message portrayed by
actors in the films.
Still Pictures, Recordings, radio

Still are pictures or images. Together in this category


are the audio-recorded materials or information
broadcast through the radio.
Visual Symbols
These are more abstract representations of
the concepts or the information. Examples
of these are information presented through
a graph or a chart.
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.
Symbolic
Learning through abstractions

Iconic
Learning through observations

Inactive
Learning by Doing
TPACK – Technological,
Pedagogical and Content
Knowledge
TPACK
is a technology integration framework
that identifies three types of knowledge
instructors need to combine for
successful edtech integration—
technological, pedagogical, and content
knowledge
TPACK
- was first introduced by Punya Misha
and Matthew J. Koehler of Michigan
State University in 2006.
The Technological Pedagogical Content
Knowledge framework describes the kinds
of knowledge required by teachers for the
successful integration of technology in
teaching. It suggests that teachers need to
know about the intersections of technology,
pedagogy, and content.
Content Knowledge (CK)
This describes teachers’ own knowledge of the subject matter. CK
may include knowledge of concepts, theories, evidence, and
organizational frameworks within a particular subject matter; it
may also include the field’s best practices and established
approaches to communicating this information to students. CK
will also differ according to discipline and grade level – for
example, middle-school science and history classes require less
detail and scope than undergraduate or graduate courses, so their
various instructors’ CK may differ, or the CK that each class
imparts to its students will differ.
Pedagogical Knowledge (PK)
This describes teachers’ knowledge of the practices,
processes, and methods regarding teaching and
learning. As a generic form of knowledge, PK
encompasses the purposes, values, and aims of
education, and may apply to more specific areas
including the understanding of student learning
styles, classroom management skills, lesson planning,
and assessments.
Technological Knowledge (TK)
This describes teachers’ knowledge of, and ability to use,
various technologies, technological tools, and associated
resources. TK concerns understanding edtech, considering
its possibilities for a specific subject area or classroom,
learning to recognize when it will assist or impede learning,
and continually learning and adapting to new technology
offerings.
Pedagogical Content Knowledge (PCK)
This describes teachers’ knowledge regarding foundational areas
of teaching and learning, including curricula development,
student assessment, and reporting results. PCK focuses on
promoting learning and on tracing the links among pedagogy
and its supportive practices (curriculum, assessment, etc.), and
much like CK, will also differ according to grade level and
subject matter. In all cases, though, PCK seeks to improve
teaching practices by creating stronger connections between the
content and the pedagogy used to communicate it.
Technological Content Knowledge
(TCK)
This describes teachers’ understanding of how
technology and content can both influence and push
against each other. TCK involves understanding
how the subject matter can be communicated via
different edtech offerings, and considering which
specific edtech tools might be best suited for
specific subject matters or classrooms.
Technological Pedagogical Knowledge
(TPK)
This describes teachers’ understanding of how particular
technologies can change both the teaching and learning
experiences by introducing new pedagogical affordances
and constraints. Another aspect of TPK concerns
understanding how such tools can be deployed alongside
pedagogy in ways that are appropriate to the discipline and
the development of the lesson at hand.
SAMR
SAMR
◦ A model designed to help educators infuse technology into
teaching and learning. Developed by Dr. Ruben
Puentedura.
◦ The model supports and enables teachers to design ,
develop and infuse digital learning experiences that utilize
technology.
S - 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.
A - Augmentation
◦ In this part of technology integration, there is a
functional improvement in the use of a
technology tool.

◦ With the google map, you can use the features


available such as measuring distance from one
point to another.
M - Modification
◦In this level, technology is used to
redesign a lesson.

◦When studying geography for example,


google applications have panoramio.
R - Redefinition
◦ Represents idea of creating something from the
regular item. Technology allows the creation of
a new concept that has not been previously
conceptualized.

◦ Puentedura labels this as the transformation of


learning.
ASSURE
Model
ASSURE Model
◦ Heinrich and Molenda created this model in 1999.
◦ This model is a guide in crafting an instructional flow that
can guide the teacher in integrating appropriate technology
and media into the instructional process
◦ This model is composed of six essential steps in planning
instruction.
First step – 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.
Second step – 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.
Third Step –Select Methods, Media,
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.
Fourth Step – 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.
Fifth Step – 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.
Sixth Step – Evaluate Student
Performance
◦ Assessing learners’ performance can take place
across phases of the lesson. However, it is
emphasized that the basic rule is that evaluation
should be congruent to the learning outcome
provided in the lesson.

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