Technology for teaching

& learning 1

MODULE

2
THEORIES AND PRINCIPLES IN
THE USE AND DESIGN OF
TECHNOLOGY DRIVEN
LEARNING LESSONS

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 TOPIC 1- Dale’s Cone of Experience
As you journey on this lesson, you are expected to:

Learning Outcome

Use the Cone of Experience in relation to one’s own teaching

philosophy

Learning Objective

Draw the implications of the Cone of Experience to the

teaching-learning process

Focus Questions:
 What is the Cone of Experience?
 What are the sensory aids in the Cone of Experience?
 What are its implications to teaching?

Study the Cone of

Experience given below.
Analyze how the elements

Let’s Discover!
The Cone of Experience is a visual model, a pictorial device that presents
bands of experience arranged according to degree of abstraction and not degree of
difficulty. The farther you go from the bottom of the cone, the more abstract the
experience becomes.
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What are these bands of experience in Dale's Cone of Experience? It is best
to look back at the Cone itself. But let us expound on each of them starting with the
most direct.
 Demonstrations. These are a visualized explanation of an important fact, idea
or process by the use of photographs, drawings, films, displays, or guided motions.
These show how things are done. A teacher in Physical Education shows the class
how to dance tango. Study trips. These are excursions, educational trips, and visits
conducted to observe an event that is unavailable within the classroom.
Exhibits. These are displays to be seen by spectators. They may consist of
working models arranged meaningfully or photographs with models, charts, and
posters. Sometimes exhibits are for your eyes only. There are, some exhibits,
however, that include sensory experiences where spectators are allowed to touch or
manipulate models displayed.
Television and motion pictures. These can reconstruct the reality of the past
so effectively that we are made to feel we are there. The unique value of the messages
communicated by film and television lies in their feeling of realism, their emphasis on
persons and personality, their organized presentation, and their ability to select,
dramatize, highlight, and clarify.
Still pictures, Recordings, Radio. These are visual and auditory devices
which may be used by an individual or a group. Still pictures lack the sound and
motion of a sound film. The radio broadcast of an actual event may often be likened
to a televised broadcast minus its visual dimension.
Visual symbols. These are no longer realistic reproduction of physical things
for these are highly abstract representations. Examples are charts, graphs, maps, and
diagrams.
Verbal symbols. They are not like the objects or ideas for which they stand.
They usually do not contain visual clues to their meaning. Written words fall under
this category. 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=mc).

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 What are the implications of the Cone of Experience in the teaching-learning
process?
1. We do not use only one medium of communication in isolation. Rather we
use many instructional materials to help the learner conceptualize his/her experience.
2. We avoid teaching directly at the symbolic 1level of thought without
adequate foundation of the concrete. Learners' concepts will lack deep roots in direct
experience. Dale cautions us when he said: "These rootless experiences will not have
the generative power to produce additional concepts and will not enable the learner to
deal with the new situations that he faces (Dale, 1969)
3. When teaching, we don't get stuck in the concrete. Let us strive to bring our
students to the symbolic or abstract level to develop their higher order thinking skills.
SUMMARY
Edgar Dale's Cone of Experience is a visual representation of learning
resources arranged according to degree of abstractness. The farther you move away
from the base of the cone, the more abstract the learning resource becomes. Arranged
from the least to the most abstract the learning resources presented in the Cone of
Experience are:
 direct purposeful experiences
 contrived experiences
 dramatized experiences
 demonstrations
 study trips
 exhibits
 educational television
 motion pictures
 recordings
 radio
 still pictures
 visual symbols
 verbal symbols

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 The lines that separate the learning experience should not be taken to mean that the
learning experiences are strictly delineated. The Cone of Experience should not be taken
literally. Come to think of it. Even from the base of the Cone, which is direct purposeful
experiences, we already use words verbal symbols which are the most abstract. In fact,
we use words which are verbal symbols, the pinnacle of the cone, across ne cone from top
to bottom. Or many times our verbal symbols are accompanied by visual symbols, still
pictures.
Three pitfalls that we, teachers, should avoid with regard to the use of the Cone of
Experience are:
 using one medium in isolation
 moving to the abstract without an adequate foundation of Concrete experience
 getting stuck in the concrete without moving to the abstract, hampering the
development of our students higher thinking skills.

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Name:________________________________ Major: ______________ (Module 2: Topic 1)

Reflective Analysis
Directions: Answer the following questions. Write your answer in the box provided
below. You may add additional sheets if necessary.
1. How does the dictum in philosophy “there is nothing in the mind that was not first in
some way through the senses” relate to what you learned from the Cone of Experience?
Write your answer in the box provided below.

2. Alfred North Whitehead said: “In the Garden of Eden, Adam saw the animals before
he named them. In the traditional system, children name the animals before they see
them.” How would you relate this remark to the Cone of Experience?”

3. When Dale formulated the Cone of Experience, computers were not yet part
educational or home settings so they are not part of the original Cone. The computer

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technology actively engages the learner, who uses seeing, hearing and physical activity at
the keyboard as well as range mental skills. Where will the computer be on the Cone?

References
TOPIC 2- TPACK (Technology, Pedagogy
and Content Knowledge)

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 As you journey on this lesson, you are expected to:

Learning Outcome

Enhance the student’s ability to use technology in their learning and

later in their professions

Learning Objective

Analyze the form of knowledge used in the statements on classroom

context

Focus Questions:
1. What are the challenges in teaching with technology?
2. What are the components of teacher’s knowledge?

Study the TPACK

Framework below.
Analyze the components
The TPACK Framework

Let’s Discover!
The TPACK framework builds on Shulman’s (1987, 1986) descriptions of
PCK to describe how teachers’ understanding of educational technologies and PCK
interact with one another to produce effective teaching with technology.

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 Content Knowledge
Pedagogical Content Knowledge
Content knowledge PCK knowledge about the subject matter to
(CK) is teachers’
be learned
PCK isorconsistent
taught. The content
with to be covered
and similar in middle
to Shulman’s idea school science of
of knowledge or pedagogy
history is
thatdifferent from theto content
is applicable to be covered
the teaching of specificin an undergraduate
content. Central course on art
to Shulman’s
appreciation orofa PCK
conceptualization graduate
is theseminar on the
notion of astrophysics. Knowledge
transformation of content
of the subject matteris for
of
critical Specifically,
teaching. importance for teachers.
according to As Shulman
Shulman (1986)
(1986), thisnoted, this knowledge
transformation occurs would
as the
teacher interprets the subject matter, finds multiple ways to represent it, andframeworks,
include knowledge of concepts, theories, ideas, organizational adapts and
knowledge
tailors of evidence materials
the instructional and proof,toas alternative
well as established practices
conceptions and and approaches
students’ prior
toward developing such knowledge.
knowledge. PCK covers the core business of teaching, learning, curriculum, assessment
and reporting, such asand
Knowledge thetheconditions
nature ofthat promote
inquiry differlearning
greatlyand the links
between among
fields, and
curriculum,
teachers should understand the deeper knowledge fundamentals of the disciplinesand
assessment, and pedagogy. An awareness of common misconceptions in
ways of looking at them, the importance of forging connections among different
which they teach. In the case of science, for example, this would include knowledge content-
based ideas, students’
of scientific facts andprior knowledge,
theories, alternative
the scientific teaching
method, andstrategies, and thereasoning.
evidence-based flexibility
thatIncomes
the case of art appreciation, such knowledge would include knowledge are
from exploring alternative ways of looking at the same idea or problem all
of art
essential forfamous
history, effective teaching.sculptures, artists and their historical contexts, as well as
paintings,
knowledge of aesthetic
Technology and psychological theories for evaluating art.
Knowledge
TCK, then, is an understanding of the manner in which technology and content
influence and constrainKnowledge
Pedagogical one another. Teachers need to master more than the subject
matter they teach; they must also have a deep understanding of the manner in which the
Pedagogical
subject matter knowledge
(or the kinds (PK) is teachers’
of representations that candeep knowledge about
be constructed) can bethechanged
processes
by
theand practicesoforparticular
application methods technologies.
of teaching and learning.
Teachers needThey encompass,which
to understand among other
specific
things, overall
technologies are besteducational purposes, subject-matter
suited for addressing values, and aims.learningThis generic
in their form and
domains of
howknowledge
the content applies to perhaps
dictates or understanding how thestudents
even changes learn, general
technology—or vice versa. classroom
management skills, lesson planning, and student assessment. It includes knowledge
aboutTechnological
techniques or Pedagogical
methods usedKnowledge
in the classroom; the nature of the target audience;
and strategies
TPK is an understanding of understanding.
for evaluating student how teaching A andteacher withcan
learning deepchange
pedagogical
when
particular technologies are used in particular ways. This includes knowing how
knowledge understands how students construct knowledge and acquire skills and the
they develop habits of mind and positive dispositions toward learning.
pedagogical affordances and constraints of a range of technological tools as they relate to As such,
pedagogicalandknowledge
disciplinarily requires
developmentally an understanding
appropriate pedagogicalofdesigns
cognitive, social, and
and strategies. To
developmental theories of learning and how they apply to students in the classroom.
build TPK, a deeper understanding of the constraints and affordances of technologies and
the disciplinary contexts within which they function is needed.

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 For example, consider how whiteboards may be used in classrooms. Because a
whiteboard is typically immobile, visible to many, and easily editable, its uses in
classrooms are presupposed. Thus, the whiteboard is usually placed at the front of the
classroom and is controlled by the teacher. This location imposes a particular physical
order in the classroom by determining the placement of tables and chairs and framing
the nature of student-teacher interaction, since students often can use it only when
called upon by the teacher. However, it would be incorrect to say that there is only
one way in which whiteboards can be used. One has only to compare the use of a
whiteboard in a brainstorming meeting in an advertising agency setting to see a rather
different use of this technology. In such a setting, the whiteboard is not under the
purview of a single individual. It can be used by anybody in the group, and it becomes
the focal point around which discussion and the negotiation/construction of meaning
occurs. An understanding of the affordances of technology and how they can be
leveraged differently according to changes in context and purposes is an important
part of understanding TPK.
Thus, TPK requires a forward-looking, creative, and open-minded seeking of
technology use, not for its own sake but for the sake of advancing student learning
and understanding.
Summary
TPACK is the basis of effective teaching with technology, requiring an
understanding of the representation of concepts using technologies; pedagogical
techniques that use technologies in constructive ways to teach content; knowledge of
what makes concepts difficult or easy to learn and how technology can help redress
some of the problems that students face; knowledge of students’ prior knowledge and
theories of epistemology; and knowledge of how technologies can be used to build on
existing knowledge to develop new epistemologies or strengthen old ones.
By simultaneously integrating knowledge of technology, pedagogy and
content, expert teachers bring TPACK into play any time they teach. Each situation
presented to teachers is a unique combination of these three factors, and accordingly,
there is no single technological solution that applies for every teacher, every course,
or every view of teaching.

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 Rather, solutions lie in the ability of a teacher to flexibly navigate the spaces
defined by the three elements of content, pedagogy, and technology and the complex
interactions among these elements in specific contexts. Ignoring the complexity
inherent in each knowledge component or the complexities of the relationships among
the components can lead to oversimplified solutions or failure. Thus, teachers need to
develop fluency and cognitive flexibility not just in each of the key domains (T, P,
and C), but also in the manner in which these domains and contextual parameters
interrelate, so that they can construct effective solutions. This is the kind of deep,
flexible, pragmatic, and nuanced understanding of teaching with technology we
involved in considering TPACK as a professional knowledge construct.

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Name:________________________________ Major: ______________ (Module 2: Topic 2)

Now that you have read the text above, it is expected that you are ready to answer the following exercis

Application
Activity 1. Definition of Terms
Directions: Based on what you have learned, complete the definition of Technological
Pedagogical Content Knowledge (TPACK). Fill in the table with your answer.

TPACK Definition
Technology Knowledge
(TK)

Pedagogical Knowledge
(PK)

Content Knowledge (CK)

Technology Pedagogical
Knowledge (TPK)

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 Technology Content
Knowledge (TCK)

Pedagogical Content
Knowledge (PCK)

Activity 2. Identification
Directions: As a teacher, which form of knowledge (TK, PK, CK, TPK,TCK, & PCK) were
considered in the following statements. Write your answer in the space provided.
1. What are you teaching and what is your own knowledge of the subject? For this lesson,
you’ll need a solid understanding of cell anatomy and processes.__________

2. What digital tools are available to you, which do you know well enough to use, and
which would be most appropriate for the lesson at hand? For this lesson, students will
need to label a diagram and present, so the ability to fill in blanks with an answer key,
find images from the internet, create slides, etc. are important. ________
3. Knowing how the digital tools available to you can enhance or transform the content,
how it’s delivered to students, and how your students can interact with it. __________
4. How do your students learn best and what instructional strategies do you need to meet
their needs and the requirements of the lesson plan? In this case, you'll need to
understand best practices for teaching middle school science and small group
collaboration. __________
5. Understanding how to use your digital tools as a vehicle to the learning outcomes and
experiences you want. __________
6. Understanding the best practices for teaching specific content to your specific students.
_____________

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 TOPIC 3- ASSURE MODEL

As you journey on this lesson, you are expected to:

Learning Outcome

Compose a lesson plan using the ASSURE Model

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 Learning Objective

Incorporate the steps in ASSURE model as basis in creating lesson plan in a

chosen subject

Focus Questions:
 What does the acronym ASSURE stand for?
 What are the advantages in following ASSURE as an instructional design?

Let’s Discover!

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 The ultimate goal of instructional design is to make effort to build a course or
training that inspires both instructor and learners with unique and valuable teaching
and learning experience. However, because there is not a “perfect” design forever, it
is always necessary to improve an existing instructional design product by any
possibilities.
ASSURE model

ASSURE model includes six steps, or tasks, with each step describing a set of task
aligned to selection and use of technology,

 Analyze learners: prerequisite skills or knowledge; learning styles, and

motivations
 State objectives: A (Audience) B (Behavior) C (Condition) D (Degree) format
 Select, modify, or design methods, media and materials
 Utilize methods, media and materials
 Require learner participation
 Evaluate and revise

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Enhancement through ASSURE Model: 

Step 1: Analyze learners

The goal of enhancement is to inspire learners by providing them engaging learning
experience, and knowing as much as possible about learners is critical to the entire
process. So, the very first set of tasks in ASSURE model is to identify your audience in
the following aspects:
1. General characteristics (Such as age, gender, geography/location, accessibility
needs, etc.)
2. What group do they belong to, students, teachers, etc.?
3. Prerequisite skills or knowledge:
what are the prerequisite courses prior to this one?
what knowledge is assumed?
4. Learning styles (Visual, Aural, Verbal, Physical, Logical, Social & Solitary)
5. Motivations:
Why learners take this course?
What are learners’ needs of taking this course? For degree, for training, etc.?
Because an enhancement is based upon a previous development, instructor would
have a comparison between what he/she already achieved and what he/she want to
accomplish. In addition to know the audience well, it is also the step for instructional
designer to identify the instructor’s goal and expectations of the enhancement, and
share an availability of educational technologies and tools, so that the ID can make
proper suggestion and provide the best fit into context consultation.

Step 2: State Objectives

With the information of learners and instructor’s expectation of the

enhancement, now instructor and instructional designer needs to work collaboratively
to write objectives to identify the intended outcomes or expectations, in other words,
what the learner will do as a result of instruction. Please note that the focus of
objectives is on learner not the instructor, which is one of the biggest differences from
ADDIE model which focus on instruction more often.

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 ASSURE model adopts an ABCD format in writing proper objectives, so that
instructors understand what is supposed to happen in their instruction.

The ABCD format is: 

1. 1. Audience

 who your learners are? Please specify the learners for whom the
objective is intended, such as “BZ-3XX” in the example.

2. 2. Behavior

 what behaviors to be demonstrated? Please specify what you want

students to do by using action verb (observable and measurable), such as “produce a
video”, “post videos in discussion board”, and “follow the rubric” in the example.

3. 3. Condition

 under what circumstances or conditions the behavior will be observed?

Details of equipment, tools, aids, or references should also be included, such as “after
watching lecture” and “receive posts from peers” in the example.

4. 4. Degree

 to which the learned skills are to be mastered? How well you want
students to demonstrate their mastery, which could be but not limited to time limit,
range of accuracy, proportion of correct responses, or any qualitative standards, such
as “3 posts from peers” and “5 criteria rubric” in the example.


Step 3: Select Methods, Media and Materials
This is the step to decide what method and approach could be adopted to
support the objectives, which include but not limited to video lectures, interactive
lectures, online collaboration, group work, gamification-based activity. The
instructional designer also brings the possibilities of technologies into the
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 video capturing tool, animation tool,  filming equipment, etc., depending on
discussed outcome in step 2.

It is also helpful to cope with some criteria in selection, which could be built around
learners’ background, assumed knowledge, and instructor’s comfortableness of
technology, as well as the availability of technology support.
Step 4: Utilize Media and Materials
Now it is time to detail how to implement the technology into course
enhancement and help learners to meet objectives. Each type of media, material, and
technology that have been selected should be prepared well in this step. Make sure
each tool functions properly, and if possible, practice the tool as both instructor and
learner.

Step 5: Require Learner Participation

As mentioned in Step 1, ASSURE model has its especial emphasis in utilizing

technology in a course to enhance learners’ experience, in this Require Learner
Participation step, instructor and instructional designer should describe how to get
each learner “actively and individually involved in the lesson”. Be sure to incorporate
questions and answers, discussions, group work, hands-on activities, and other ways
of getting students actively involved in the learning of the content.

Step 6: Evaluate and Revise

The evaluation should match the objective, and both learner performance and
instructor performance should be evaluated. Typically, three questions need to be
consider:
 Were the media, technology, tool, or materials effective?
 How to determine whether or not student met the objective?
 How to determine whether or not instructor performance was effective?
Survey questions or other data collection methods are usually applied after a
conclusion to collect learners’ feedback and identify the effectiveness. Revise or re-
examine is necessary if any issue was detected.

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 Sample lesson plan using the ASSURE Model:

Introduction

            Educators are continuously seeking new and innovative methods to refine and improve
classroom instruction. In recent years, integrating technology has enhanced classroom instruction.
It is the responsibility of teachers to effectively incorporate this technology into meaningful
instruction. The ASSURE lesson plan model provides assistance in achieving this goal.
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 6
students have 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 a
work.
Entry characteristics: The students in this class are skilled in the use of computers and
tablets. However, their proficiency with 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 Common Core Standards for Language Arts. The standards
covered in this lesson plan include:
Objective 1: The students will be able determine the atmosphere created in Act I, scene I
of the play and discuss how language and choice setting is responsible for that atmosphere.

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)

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(New Jersey Department of Education, 2013)

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

 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. (Include Shakespeare as well as other
authors.) (New Jersey Department of Education, 2013)
Objective 3: Students will be able to understand the significance of Act I, scene i of
Macbeth

 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 (New Jersey Department of Education, 2013).
Objective 4: Students will experience varying interpretations of Act I, scene i
of Macbeth and produce their own interpretation

 Analyze multiple interpretations of a story, drama, or poem (e.g., recorded or live

productionof 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.) (New Jersey Department of Education, 2013)
III. Select Strategies, Methods, Media, and Materials

            Strategies. A variety of teacher-centered and student-centered strategies 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 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.

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             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 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. 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 a 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 a rubric

Conclusion
The ASSURE lesson plan model aids in the incorporation of technology into classroom
instruction. It serves as a guide for teachers and focuses on the level of technological support
applied. The proper use of this model will enrich daily lessons and student activities and
maximize the potential of available technologies.

Name:________________________________ Major: ______________ (Module 1: Topic 3)

Now that you have read the text above, it is expected that you are ready to answer the following exerc

Application

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Directions: Compose a lesson plan in a chosen subject & topic observing the steps used
in ASSURE Model. Kindly use an extra sheet.

Depending on your medium, please follow the guidelines below:

 If computerized, use: short bond paper, font size 12, Arial, & single space
 If handwritten, use: yellow paper, black/blue pen & please write legibly

References
Corpuz, B.B., Lucas, MR. D., Borabo, HD. L. & Lucido, P. I. (2015). Educational
Technology 1. Lorimar Publishing Inc., Quezon City, Philippines.
Koehler, M. J., & Mishra, P. (2009). What is technological pedagogical content
knowledge? Contemporary Issues in Technology and Teacher Education, 9(1), 60-70.

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