QUIRINO STATE UNIVERSITY

Cabarroguis Campus
Cabarroguis, Quirino 3400
COLLEGE OF TEACHER EDUCATION
COLLEGE OF TEACHER EDUCATION

LESSON 4: THEORIES AND PRINCIPLES IN THE USE AND DESIGN OF TECHNOLOGY

DRIVEN LEARNING LESSONS

Lesson Outcomes:
1. Identify the different instructional models and methods that integrates technology in
teaching-learning situations.
2. Compare the different instructional models and methods related to educational
technology for teaching and learning.
3. Distinguish the different instructional models and methods that integrates technology
in teaching-learning situations.

1. Dale’s Cone of Experience

The Cone of Experience was first introduced in Dale’s 1946 book, “Audio-Visual Methods in
Teaching”. This is composed of stages starting from concrete experiences (bottom) and it
becomes more and more abstract as it reaches the peak of the cone. Concrete experiences are
the purposeful experiences that are seen, handled, tasted, touched, felt, and smelled; while
abstract experiences are the verbal symbols and messages that do not have physical
resemblance to the objects or ideas. This Cone of Experience was influenced by Jerome
Bruner’s Theory of Instruction which is categorized into three levels: the inactive or direct
experiences (direct-purposeful, contrived, dramatized); the iconic or pictorial experiences
(demonstrations, field trips, exhibits, motion pictures, audio/recording/photos); and symbolic or
highly abstract experience (visual and verbal symbols).

• Direct Purposeful Experiences

These are the firsthand
experiences which serves as the
foundation of our learning. In
this level, more senses are used
in order to build up a knowledge.
Also, in this level, learning
happens through actual hands-
on experiences (e.g. doing a
science experiment).

• Contrived Experiences
In here, representative
models, mock-ups of reality
specimens, objects, simulations
and games are used as
substitutes to the real thing. This level is very practical and makes learning experience
more accessible to the learners (e.g. planetarium).

• Dramatized Experiences
By dramatization, learners can participate in a reconstructed experience that could give
them a better understanding of the event or a concept. Through this, learners become more
familiar with the concept as they immerse themselves to the “as-if” situation (e.g. stage
plays, role plays, puppets).

• Demonstrations
It is a visualized explanation of an important fact, idea or process by the use of
photographs, drawings, films, displays or other types of media in order to facilitate clear
and effective learning. In this level, things are shown based on how they are done (e.g. how
to make a perfume solution).

• Study/Field trips
This level extends the learning experience through excursions and visits conducted to

observe an event that is unavailable within the classroom (e.g. class trip to a farm).
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 QUIRINO STATE UNIVERSITY
Cabarroguis Campus
Cabarroguis, Quirino 3400
COLLEGE OF TEACHER EDUCATION
COLLEGE OF TEACHER EDUCATION

• Exhibits
These are combination of several mock-ups and models. Most of the time, exhibits are
experiences that are for your eyes only, but some exhibits include sensory experiences
which could be related to direct purposeful experiences. In this level, meanings and ideas
are presented in a more abstract manner (e.g. museum).

• Television and Motion Pictures

This implies values and messages through television and films. Learners can re-create
events with simplistic drama and can edit an event that create clearer understanding than
experiences first-hand.

• Still Pictures, Recordings, Radio

These are visual and auditory devices that may be used by a learner or a group of learners
that could enhance and extend learning experience (e.g. listening to a radio broadcast).

• Visual Symbols
This is the most complex and abstract among all the components in the cone. It no longer
involves reproducing real situations. Charts, maps, graphs and diagrams are used for
abstract representations.

• Verbal Symbols
This is the topmost complex and abstract among all the components in the cone. In this
level, words, ideas, principles and formulas are the things involved (e.g. discussions). This
level does not involve visual representation or clues to their meanings.

In conclusion, the cone of experience is a visual device to aid teachers in the selection of
instructional media. It can be said that in facilitating learning, we can use a variety of materials
and mediums in order to maximize the learning experience. Also, it could be said that concrete
experiences must be provided first in order to support abstract learning.

2. Technological Pedagogical Content Knowledge (TPACK)

TPACK is framework that helps teachers consider how their knowledge domains intercept in
order to effectively teach and engage students with technology. It’s an approach that looks at
the combination of “what teachers know”, “how they teach”, and “the role of technology” in order
to better impact student learning.

To know how TPACK works, consider first the three

domains: content knowledge (CK), pedagogical knowledge
(PK) and technological knowledge (TK). CK is “the what” or
your understanding and expertise of the subject area you
teach: it is made up of all the facts, concepts, and theories
of any given discipline. PK is “the how” or your expert
knowledge of the art and science of teaching: from learning
theories to instructional design, PK includes methods of
teaching and assessment like project-based learning as well
as instructional strategies like think-pair-share.
Pedagogical Content Knowledge (PCK) is the intersection of
pedagogical and content areas. The knowledge you have of
how to effectively engage students in learning concepts and
skills. This knowledge includes approaches for addressing different styles and scaffolding

content for deeper understanding.

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 QUIRINO STATE UNIVERSITY
Cabarroguis Campus
Cabarroguis, Quirino 3400
COLLEGE OF TEACHER EDUCATION
COLLEGE OF TEACHER EDUCATION

On the other hand, TK represents knowledge about the tools including how to select, use and
integrate technology into your curriculum. But it’s not just about the devices, it is also the
quality of content that students’ access through apps, websites and games for learning.
Technological Content Knowledge (TCK) refers to how technology is used in a subject area for a
deep and lasting learning. For instance, to further understanding of a topic, budding scientists
can use sophisticated tools to collect evidence, make observations and document findings.
Technological Pedagogical Knowledge (TPK) is the understanding of how to choose and manage
technology for your students. For instance, what technology would best ease students work
throughout exploration of a scientific method.
The intersection of all three knowledge domains is the core of TPACK. The center area refers
to your understanding of how tools can enhance your teaching and support student learning
more deeply and effectively. For example, when learning about water pollution, students could
explore 3D models of bacteria’s cellular structure and then create their own animated images to
analyze local water source. They then could share their findings virtually with a prominent field
expert. This dynamic interplay of all three components is TPACK, the heart of innovative
teaching.

3. ASSURE Model
The ASSURE model is a guide for planning and conducting instruction that uses media. It
has six steps, represented by the acronym in its title that describes a set of tasks central to the
informed selection and use of educational technology.

• Analyze Learners
The first step in planning is to specifically identify your audience to select the best
medium to meet the objectives you have set. They should be analyzed in terms of their
general characteristics (grade level, age, sex, mental, emotional, physical or social problems,
socio-economic status, etc.) and specific entry competencies (prior knowledge, skills, and
attitudes), and learning styles (visual, musical, verbal, logical, etc.). The number of students
can be used to help the teacher look for strategies suited for small group or big group.
Collaborative strategies can be used for small group and big groups can be given a lecture
and discussion after the lecture.

• State Objectives
The next step in planning is to specifically state the objectives for the instructional
experience. Objectives are the learning outcomes hence; they must be stated in behavioral
terms of what the learner will be able to do as a result of instruction. The learning objective
is a statement of what the learner will achieve and not how the lesson will be taught.

• Select Media and Materials

Once you know your audience and have a clear idea of what they should get out of the
lesson, then it is time to select the appropriate method for the given learning task, select
available materials, modify existing materials, or design new materials to help the students
accomplish the task. All methods (interactive, integrated, experiential, thematic collaborative
or research), media (flip chart, poster, modules, sound system, powerpoint slide, computer-
based tools, etc.), and materials (textbook) needed for the lesson are listed. Give rationales
why these selected methods, media and materials are appropriate for your lesson.

• Utilize Media and Materials

Now, you must decide how the media, materials and technology must be used to carry out
your method/s. It is important to preview the materials before using them to be sure that
everything works. After selecting the materials, be sure to utilize them during the lesson. It

is suggested here that you follow the “5 P’s process” which includes:
✓ Preview the technology, media & materials.
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 QUIRINO STATE UNIVERSITY
Cabarroguis Campus
Cabarroguis, Quirino 3400
COLLEGE OF TEACHER EDUCATION
COLLEGE OF TEACHER EDUCATION

✓ Prepare the technology, media & materials.

✓ Prepare the environment.
✓ Prepare the learners.
✓ Provide the learning experience.

• Require Learner Participation

It is important to note that students learn best when they are actively involved in the
learning experience. Whatever your teaching strategy, be sure to incorporate questions and
answers, discussions, group work, hands-on activities and other ways of getting students
actively involved in learning. Allow them to construct knowledge as opposed to trying to
“teach” them knowledge. Feedback must be provided before any type of evaluation is
administered. The goal here is for active learning to occur! Hence, all your planned
activities should provide opportunities for your learners to practice the new knowledge or
skills and to receive feedback on their efforts before being formally assessed.

• Evaluate and Revise

After instruction, you must evaluate and reflect on the entire instructional process and
determine if the elements of the lesson were effective or if one or more of them need to be
changed. If there are discrepancies between what you intended and what actually happened
during the lesson, make appropriate revisions before using the lesson again. Moreover,
student performance, media effectiveness, and instructor performance must also be
evaluated.

Prepared by:

GLEEZEL ANNE M. BARIT

Subject Instructor

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