THEORIES AND PRINCIPLES IN THE USE AND

DESIGN OF TECHNOLOGY- DRIVEN LESSONS

MODULE
3
MODULE OVERVIEW

In this Module:

1. Edgar Dale’s Cone of Experiences

2. TPACK Model of Technology Integration
3. SMAR Model of Technology Integration

Technology integration does not only refer to the use of technology in the
classroom. It also refers to how technology matches the task and provides students with
an opportunity to build a deeper understanding of content. Technology integration's
effectiveness is achieved when students can select technology tools to promptly obtain
information, analyze and synthesize the information, and present it professionally.

So, for you to get acquainted with how you will integrate technology in the
teaching and learning process, you must learn the theories and principles of technology
integration.

This module discusses three of the most common theories and principles of
technology integration. This includes Edgar Dale's Cone of Experiences, TPACK Model
of Technology Integration, and SMAR Model of Technology Integration.

At the end of this module, you are expected to:

1. analyze how are the different theories and principles of technology integration
will be used in the teaching and learning process;
2. create their own version of the model of technology integration models; and
3. follow properly the guidelines on how to make a lesson using each model of
technology integration.
 Edgar Dale’s Cone of Experiences

LESSON
1
Objectives:
This lesson aims to analyze Edgar Dale's Cone of Experiences. At the end
of the lesson you will be able to:

1. discuss the different each bond of Edgar Dale's Cone of Experiences; and
2. compare Dale's Cone of Experiences to Bruner's Three- Tiered Model of
Learning.

Introduction

In the systematic approach to teaching, one of the elements that teachers need to
consider is selecting learning experiences. This learning experience is being defined as
any interaction, course, program, or other experience in which learning occurs, whether
it occurs in traditional settings or non- traditional settings or whether it includes
traditional educational interactions or non-traditional interactions.

In this lesson, you will be able to learn Edgar Dale's Cone of Experiences and how
these experiences are used in the classroom.

Activity 1
I want you to read the text written on the picture below. Give your
stand about the text. Do you agree or not? Write your answer on the
space provided.

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Analysis
Study the diagram below. Analyze how the different learning experiences are
arranged. Write your discussion on the space provided.

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Abstraction
Cone of experience is a visual model, a pictorial device that
presents bands of experience arranged according to the degree of
abstraction and not degree of difficulty. The farther you go from the
bottom of the cone, the more abstract the experience becomes (Corpuz &
Lucido, 2015).

In addition, the Cone of Experiences stands for the experiences that are fluid,
extensive, and continually interact (Dale, 1969). This means that the learning experiences
can overlap or sometimes may be combined. For example, the use of Video in the class is
considered one experience, but this also uses audio and visual experiences.

So, what are the bands of experiences in Dale's Cone of Experiences? Let us discuss
each experience, and we will start from the bottom to the top of the cone.

Now, I want you to analyze this experience "It was only when I went to Manila
Zoo that I learned that a giraffe is that tall and an elephant is that big." How did the
narrator learn the concept based on her experience? The narrator learned the concept
because of the experience she had when he went to the zoo. This means that she was able
to see the giraffe at her eye and conclude how tall the giraffe was. This experience is called
DIRECT PURPOSEFUL EXPERIENCES. This is the firsthand experience that serves as
the foundation of learning. We are able to build learning through our senses, the sense of
Implications of Cone of Experiences in the Teaching- Learning Process

1. Use different instructional materials to help the learner conceptualize his/ her
experiences.
2. Do not start teaching with a symbolic level without an adequate foundation of the
concrete.
3. When teaching, don't get stuck in the concrete. Make sure that you also allow the
students to the abstract level for them to develop their higher-order thinking skills.

APPLICATION If you teach a lesson the meaning of, ½, and ¼, how will you proceed if
you follow the pattern in Dale's Cone of Experience beginning with the
concrete moving toward the abstract? Write your answer on the space
provided.

CONGRATULATIONS!!!
YOU HAVE SUCCESSFULLY COMPLETED THIS LESSON!
CONTINUE YOUR GOOD WORK AND BE THE BEST THAT
YOU CAN BE!

YOU CAN DO IT!

JUST DON’T LOSE YOUR HOPES AND ENTHUSIAMS TO
LEARN!