3 Technology for Teaching and Learning 1 19

UNIT 3: THEORIES AND PRINCIPLES IN THE USE AND DESIGN OF

TECHNOLOGY-DRIVEN LESSONS

3.0. Intended Learning Outcomes

a. Identify learning theories and principles applied in the use and design of
learning lessons with technology.
b. Identify the factors and principles in selecting technology tools for instruction.
c. Apply the theories and principles in designing technology-driven lessons
suited for intended learners.

3.1. Introduction

In preparing to become a teacher, it is important that there are elements that

should be taken into consideration. As teachers, your decisions and actions will be
anchored on theories and principles that would help bring out the best in you in the
field of teaching. As you continue your journey towards your desired profession, there
will be lots of theories and principles that you will encounter. In this unit, the focus is
on theories that support the use of technology in teaching and learning. Palma (1992),
discussed in his book entitled Curriculum Development System the 8M’s of teaching
and each element contributes to ensuring effective instruction. Namely, milieu,
matter, method, material, media, motivation, mastery, and measurement. It is in this
concept that tells us that the use of technology is an essential part of teaching. But
knowing this concept is not enough, you should also know how to integrate it
effectively.

Specifically, this unit aims to give you the ideas on the different activities the
students should experience for a more meaningful learning which will be discussed
in the Dale’s Cone of Experience. TPACK Framework will tell you the three main
components of teacher’s knowledge that a teacher should have. You will also be
acquainted with the ASSURE model, which will give you the steps in designing a
lesson suited for the intended learners. In between topics, activities are included to
test you understanding of the concepts discussed.

3.2. Topics

3.2.1. Emerging Theories that Support the Use of Technology in Teaching and
Learning

3.2.1.1. The Cone of Experience

With reference to the 8M’s of instruction, there are two
elements that are referring to the use of educational technology, the
media and material. These two are actually the elements of Edgar
Dale’s Cone of Experience (Bilbao, Dequilla, Rosano, & Boholano,
2019).
 3 Technology for Teaching and Learning 1 20

The Cone of Experience is a

visual model that shows a continuum

https://jelaprollo.wordpress.com/2015/08/07/reflection-in-wordpress-
Image taken from

com-on-the-cone-of-experience-activity/
of learning; a pictorial device that
presents bands of experience. It is
arranged according to the degree of
abstraction and not on the degree of
difficulty. Dale (1969) asserts that “the
pattern of arrangement of the bands of
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 that a
dramatization of Hamlet. It is simply in
itself a less concrete teaching material that
the dramatization…”. Dale further
explains that the cone should not be
taken literally in its simplified form.
According to him, “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”. The different kind of
sensory aid often overlap and sometimes blend into one another. Motion pictures can be
silent or they can combine sight and sound. Students may merely view a demonstration or
they may view it then participate in it. “In our teaching, then, we do not always begin with direct
experience at the base of the Cone. Rather, we begin with the kind of experience that is most appropriate
to the needs and abilities of particular learning situation. Then, of course, we vary this experience with
many other types of learning activities.” (Dale, 1969).

Let us expound on each of the bands starting from the bottom.

Direct purposeful experiences – These are first hand

experiences which serves as the foundation of our
learning. We build up our reservoir of meaningful
information and ideas through seeing, hearing,
touching, tasting and smelling. In the context of
teaching-learning process, it is experiential learning
where one learns by doing.
Image taken from https://www.lembehresort.com/resort/indonesian-
cuisine-cooking-classes/

Contrived experiences – In here, we make use of a representative models

or mock ups of reality. These are used for practical reason. For example,
in a high school Biology class, it is better to use models of body parts
than to use a real body of a person.

Image taken from https://chalkacademy.com/human-anatomy-toys-science-gifts-kids/

 3 Technology for Teaching and Learning 1 21

Dramatized experiences – These are commonly used as activities

that allows students to actively participate in a reconstructed
experience through role-playing or dramatization. Under this
category are plays, pageants, tableau, pantomime, puppets, and
role-play.
Image taken from https://www.emaze.com/@AOIRCLCL

Demonstrations – It is an actual execution of a procedure or a process. When someone wants

to show how things are done, demonstration is the most appropriate experience.
Example is a demonstration of how to cook a particular dish.

Study trips – These are actual visits to certain places

to observe an event that is not available in the
classroom, or to see an actual view of a historical
site.

Exhibits – These are displays to be seen by

spectators. There are exhibits that are “for your
eyes only” like a display of paintings, pictures,
models, or artifacts. However, there are exhibits
allowed users to manipulate working models or
interact with the display, making the exhibit more
Image taken from https://info.wisc.edu/campus- engaging and fun.
tours/youth/

Television and motion pictures – These technologies can reconstruct the reality of the past so
effectively that we are made to feel we are there. They provide a feeling of realism as
viewers try to understand the message portrayed by actors in the films.
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 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 as they are
highly abstract representations. Under this category are drawings, cartoons, strip
drawings, charts, graphs, maps, and diagrams.
Verbal symbols – These are the most abstract because they do not exactly look like the objects
or ideas they represent. Falling under this category are symbols, words, formula, or
codes.

In addition, Harvard psychologist, Jerome S. Bruner, presents a three-tiered model of

learning where he 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 illustrations or icons
3. Symbolic – a series of symbols
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It is highly recommended that a learner proceeds from the ENACTIVE to the ICONIC
and only after to the SYMBOLIC. The mind is often shocked into immediate abstraction at
the highest level without the benefit of a gradual unfolding.

Task #1: (This will serve as your class participation)

1. How would you relate the Cone of Experience to the teaching-learning process with
the levels identified by Bruner’s three-tiered model of learning?

2. Which learning aids in Edgar Dale’s Cone of Experience correspond/s to each tier or
level in Bruner’s model?

Symbolic
Iconic
Enactive

3.2.1.2. TPACK (Technology, Pedagogy, and Content Knowledge)

TPACK is a framework that integrates technology in education to help encapsulate

the complex interactions among content, pedagogy, and technology. It provides a picture of
the entire process of technology integration that helps identify what is essential and what is
not in any discussions of teacher using technology for teaching subject matter.

As shown in the figure, TPACK

“emphasizes the connections, interactions,
affordances, and constraints between and among
content, pedagogy, and technology” (Mishra and
Koehler, 2006).

In this model, it shows that content,

pedagogy, and technology are the three main
components of teacher’s knowledge. Further, the
model also shows the interactions between and
among the bodies of knowledge: Technological
Pedagogical Knowledge (TPK), Pedagogical
Content Knowledge (PCK), Technological
Content Knowledge (TCK), and Technological
Pedagogical Content Knowledge (TPACK) which Image taken from
are significant in making teaching and learning https://educationaltechnology.net/technological-pedagogical-
content-knowledge-tpack-framework/
with the use of technology a success. To be
relevant to the learners of this generation, the teachers should be able to blend his knowledge
and capability in the content of the discipline.
 3 Technology for Teaching and Learning 1 23

Content Knowledge (CK) refers to teacher’s knowledge about the subject matter. It
includes facts, theories or principles, concepts, ideas, and practices. Being knowledgeable
with the content is very important as this would ensure that the information being delivered
is correct. Having no comprehensive knowledge in content may cause erroneous information
to learners, thus may develop misconceptions about the subject matter.
Pedagogical Knowledge (PK) is teacher’s deep knowledge about the process and
practices or methods of teaching. It includes lesson planning, classroom management,
facilitating student’s learning, and assessment of students learning. For a teacher to be
equipped with pedagogical knowledge, he/she must understand the cognitive, social, and
developmental theories of learning and how they apply to students in the classroom.
Technological Knowledge (TK) is the teacher’s 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.
Pedagogical Content Knowledge (PCK) is the intersection of the pedagogical and
content areas of knowledge. As a teacher, it is not enough that you are an expert with the
content, you should also be knowledgeable on how to deliver the content in a way that it will
become meaningful for the students. This is the application of teaching techniques that can
meaningfully address different learning styles while supporting content with deeper
understanding.
Technological Content Knowledge (TCK) is an understanding of the way in which
technology and content affect and restrict one another. This overlap explains that teaching is
more than the subject matter they teach; they must also have a profound knowledge on the
way how subject matter can be taught through the use of particular technologies. For
example, in teaching geography, printed map was common used. But nowadays, the use of
google map is more enjoyable and will be more appreciated by the students because it is
more realistic. The graphics and actual pictures of places will surely catch the attention of the
students.
Technological Pedagogical Knowledge (TPK) is an understanding of how teaching
and learning can change when particular technologies are used in particular methods. It is
knowing how to select, use or develop technology to manage student learning. For example,
how will you 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 projects to others, may it be inside or outside of the school.
Technological Pedagogical Content Knowledge (TPACK) is the intersection of all
knowledge areas. It is about how teachers know what content to teach, how to teach that
content, and how to use technology in the delivery of that content to make it more engaging
and making learning more relevant in the 21st century.
In conclusion, TPACK will start with the 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.
 3 Technology for Teaching and Learning 1 24

Task #2:
On your cellphone, scan the QR code or click the link to visit
a YouTube video about TPACK. Answer the question after watching
the video.

https://www.youtube.com/watch?v=FNf-4efmKWI

What insights have you gained after viewing the video?

3.2.1.3. The ASSURE Model

A well-planned lesson is half of the battle won; the other half is the delivery of the
lesson by the facilitator who has the pedagogical skills in implementing what has been
planned. This will ensure the achievement of learning outcomes. This will engage learners to
perform expected standards. That is why, it is important that before teaching, elements
needed to be incorporated when designing a plan have to be plotted well.
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. The ASSURE model identifies six
essential elements in the instructional process.
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 systemic 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 follows.
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.
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, materials or technology would
be best considering the learners and the desired learning outcomes.
 3 Technology for Teaching and Learning 1 25

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 step 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 off 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.

Task #3:
Think of a lesson and a hypothetical group of learners. Design the lesson good for an
hour by writing a brief outline of the plan. Explain how the ASSURE model has helped in the
process of designing it. Discuss the rationale of the decision on the selection of the materials,
technology tools, learning and assessment activities. Use the following format.
Elements in an Instructional Explain the reason for the decision
What is it?
Design in relation to the ASSURE model.
Level of Learners:
Lesson Topic:
Subject Area:
Duration: One hour
Learning Outcomes:
Material(s)/Technology Tool(s):
Learning Activities:
Learning Assessment:
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3.2.2. Factors and Principles in Selecting Technology Tools

To ensure the effectiveness of materials to be used in instruction, here are some

principles to help you decide in selecting instructional materials.

Principles in Selecting Instructional Materials based on their Appropriateness and

Feasibility
1. Purpose – Instructional materials must be focused on helping learners to learn, to
motivate them in the learning process.
2. Appropriateness – They should be appropriate to the intended level in terms of: (1)
vocabulary level; (2) difficulty of concepts; (3) methods of development; (4) interest of
the learners
3. Meaningfulness – They must contain purposive activities. They must contribute to
the growth and development of learners. It must be aligned with the objectives of the
lesson.
4. Breadth – They should encompass all round development of the diverse group of
learners. It must cater all types of learners including persons with disabilities.
5. Responsiveness – Instructional materials must be responsive to the needs and
demands of the society. As much as possible, it should be related to the community
you are with.
6. Authenticity – They must present accurate and updated reliable information.
7. Spatial Contiguity – In presenting pictures with corresponding words, they should
be presented near rather that far from each other for ease of understanding and less
confusion.

Aside from those mentioned above, here are some factors to be considered on
purchasing educational technology as suggested by Tschirgi (2009):
FACTOR #1: STUDENT ACHIEVEMENT GOALS
Your school improvement plan is fundamental to the selection of classroom
technology. There are some great solutions for improving performance and achieving
outcomes. For example, graphing calculators and probeware can visually enrich lessons and
provide immediate feedback in math and science courses, and teachers of reading can use
document cameras, interactive whiteboards, software and websites for improving literacy
skills.

FACTOR #2: BUDGET CONSIDERATIONS

Consider your funding sources and their availability. A one-time allocation of funds
requires the selection of technology with a long lifespan. But technology can be replaced
more often if funds are available on a recurring basis. Don’t forget to budget for professional
development, technology support, infrastructure, retrofitting classrooms and installations.

FACTOR #3: EQUITABLE ACCESS

All students, staff and leaders must have “robust and reliable access to current and
emerging technologies and digital resources.” Universal access can be achieved with an
infrastructure that brings connectivity to all learning spaces, or by equipping all learning
spaces with document cameras and projectors.
 3 Technology for Teaching and Learning 1 27

FACTOR #4: CLASSROOM CONDITIONS

Consider the technology capacity of your classrooms. For a 1-to-4 computer-student
ratio or a notebook initiative, make sure there is enough real estate and electrical capacity in
the classroom. Also, check the location of electrical outlets; if computers are crowded along
a single wall, students won’t have room to work in small groups.

If you are considering projectors and document cameras or interactive whiteboards,

how will you arrange the cables so students don’t trip? Is there room on the front wall for an
interactive whiteboard? These issues require that thought be given to the impact on
instructional classroom best practices, varied teaching styles, traffic patterns and safety — in
addition to budgetary considerations.

FACTOR #5: SUSTAINABILITY

Without a large grant or technology levy, sustainability may be the prevailing factor
when selecting classroom technologies. The following is a list of indicators for sustainability:

 Broad in scope: Sustainable technology can be used for student learning, professional
development, board presentations, and PTA and community meetings.
 Applicable to most subject areas: Technology that can be used for instruction across the
curriculum reduces the need for specialized training and support.
 Easy to use: Teachers will embrace technology that is easy to connect, turn on and use
right out of the box.
 Easy to integrate: Teachers don’t have a lot of time to create high-end, professional-
quality lessons. The best technologies are those that teachers can use to transform old
lessons into visually rich activities that yield high-end results.
 Minimal training and support: Setup, training and support should require less than an
hour, and the technology should be easy for teachers to troubleshoot.
 Stands the test of time: Sustainable solutions are still used to meet their original purposes
five or more years after their purchase. They can be kept up to date with new (usually
free) software and drivers found on the Internet.

Students of this generation are indeed different from the early generations. Today they
do not depend much to teachers when it comes to learning. Inside the classroom, they don’t
want to just listen passively to the discussion, they want something to be touched, to be seen
as a concrete example of the topic being discussed (Vindollo & Buendia, 2016). That is why
it is important for a teacher to utilize any material that would support the delivery of
instruction and help address the learning styles of the students. Instructional materials may
be perceived to be labor-saving devices for the teacher. On the contrary, a good teacher even
works harder when he/she makes good use of instructional materials (Corpuz & Lucido,
2012).

-oOo-
Congratulations! You have reached the end of this unit. You can review the discussion
before you plunge in to answer the Assessment. For those who are online, this assessment
will also be available in Google forms.
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3.3. References

Bernardo, A. & Gonzales, H. (2017). Educational Technology 1. REX Bookstore.

Bilbao, P., Dequilla, M. A., Rosano, D., & Boholano, H. (2019). Technology for Teaching
and Learning 1. LORIMAR Publishing Inc.
Corpuz, B. & Lucido, P. (2012). Educational Technology 1 (2nd Edition). Lorimar
Publishing, Inc.
Lucido, P. I. (2012). Educational Technology 2. Lorimar Publishing, Inc.
Tschirgi, D. (2009, April 13). 5 Factors to Consider When Selecting Classroom Technology.
Retrieved from EdTech Focus on K-12:
https://edtechmagazine.com/k12/article/2009/04/choose-but-choose-
wisely
Vindollo, S. C., & Buendia, M. M. (2016). Educational Technology 2. Adriana Publishing
Co., Inc.

3.4. Acknowledgment
The images, tables, figures and information contained in this module were
taken from the references cited above.