Theories and Principles in the Use and Design of

Technology Driven Learning Lessons

1. Dale’s Cone of Experience

The cone-shaped diagram illustrates a continuum of learning experiences, ranging
from passive forms of learning to more active and participatory methods. At the base
of the cone are methods that involve minimal participation and engagement, while the
upper levels represent more immersive and interactive learning approaches.

The Cone of Experience

“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”
- Edgar Dale

The 8 M’s in teaching has one element which is media. Another is

material. These two M’s (media, material) are actually the elements of the
Cone of Experience. Edgar Dale’s Cone of Experience relates well with
various instructional media which form part of the system’s approach to
instruction.

Dale’s Cone of Experience is a visual model that is composed of eleven

(11) stages starting from concrete experiences which are located at the
bottom portions of the cone going to the abstract which are located at the
upper portions of the cone. Also, according to Dale, the arrangement in the
cone is not based on its difficulty but rather based on abstraction and on the
number of senses involved. The experiences in each stage can be mixed and
are interrelated that foster more meaningful learning. Below is the figure of
Dale’s Cone of Experience:
Bands in Dale’s Cone of Experience
Direct purposeful experiences – These refers to foundation of
experiencing learning. Using the sense, meaning knowledge and
understanding are established. This is experiential learning where
one learns by doing.

Contrived experiences -It is in this category that representations such

as models, miniatures, or mock ups are used. There are things or
events that may be beyond the learners grasp and so contrived
experiences can provide a substitute.

Dramatized experiences - These are commonly used as activities that

allows students to actively participate in a reconstructed experience
through role-playing or dramatization.

Demonstrations - When one decides to show how things are done, a

demonstration is the most appropriate experience. It is an actual
execution of a procedure or a process

Study trips - These are actual visits to certain locations to observe a

situation or a case which may not be available inside the classroom.

Exhibits - These are displays of models such as pictures, artifacts,

posters, among others that can provide the message or information.
These are basically viewed, however, there are currently exhibits that
allow the viewers to manipulate or interact with the display and as a
result, the exhibit becomes more engaging and fun.

Television and motion pictures – These are technology equipment

that provide a two-dimensional reconstruction of a reality. These
 allow learners to experience the situation being communicated
through the mediated tools. They provide a 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 – A highly abstract level includes visual symbols, such

as charts, maps, graphs and diagrams that are used for conceptual
representation. These visual symbols help to make just about any
reality into something easier to understand.

Verbal symbols - a highly abstract level as they bear no physical

resemblance to the objects or ideas they stand for. In fact, these verbal
symbols provide no visual representation or clues to their meaning.

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

TPACK is a framework that combines the teacher’s three knowledge areas:
technological knowledge, content knowledge, and pedagogical knowledge. This
framework shows the interconnectedness of content

The circles in the TPACK diagram represent content knowledge,

pedagogical knowledge, and technical knowledge. The areas where the
circles overlap — where the three kinds of knowledge combine — can be
explained as follows:

Pedagogical Content Knowledge (PCK) is the teacher's deep understanding of the

processes and practices or method of teaching and learning. It includes: understanding
the nature of the students. having strategies for evaluating the students.
 Technological pedagogical knowledge (TPK) refers to teachers' knowledge of how
various technologies can be used in teaching and understanding that using technology
may change the way an individual teaches.

Technological Content Knowledge (TCK) Knowledge of how to use technology

within a specific content area. Knowing how to use a spreadsheet provides an
example of how to analyze a set of data for patterns or knowing how to use Fraction
Bars to show a proportional relationship.

3. SAMR Model
Another important model in the integration of technology in instruction
is SAMR. SAMR is 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 (Nove, 2013)

Substitution: Technology acts as a direct substitute, with no functional change.

Augmentation: Technology acts as a direct substitute, with functional improvement.
Modification: Technology allows for significant task redesign.
Redefinition: Technology allows for the creation of new tasks, previously
inconceivable.

The ASSURE Model

The ASSURE model is an instructional design model that designers use to develop
more effective training programs with integrated technology. ASSURE differs from
the ADDIE model because it's typically regarded as a model that caters to learners
through technology and media.
A – Analyze Learners.
S – State Standards and Objectives.
S – Select Strategies, Technology, Media, and Materials.
U – Utilize Technology, Media, and Materials.
R – Require Learner Participation.
E – Evaluate and Revise.
In conclusion, the ASSURE process is really just a matter of common sense.

References:
• https://www.google.com/search?q=dale%E2%80%99s+cone+of+experience&
rlz=1C1GCEJ_enPH998PH998&oq=Dale%E2%80%99s+Cone+of+Experienc
e&aqs=chrome.0.0i512j0i22i30l9.895j0j7&sourceid=chrome&ie=UTF-
8#imgrc=qhjXQb2mvG19kM
• https://www.google.com/search?q=Bands+in+Dale%E2%80%99s+Cone+of+
Experience&tbm=isch&chips=q:bands+in+dale%27s+cone+of+experience,on
line_chips:ppt:4jnlKnssZV8%3D&rlz=1C1GCEJ_enPH998PH998&hl=en&sa
=X&ved=2ahUKEwjI79uEnJz_AhXMVt4KHeNoDPUQ4lYoAnoECAEQKQ
&biw=1730&bih=881#imgrc=hVpU_qxLVKMoTM&imgdii=zAdV7QHckU
kIfM
• https://simonbaddeley64.wordpress.com/2020/01/15/tpack-is-missing-an-e/
• https://edtech-class.com/2021/06/23/all-about-samr-a-teachers-guide-to-the-
samr-tech-integration-model/
• https://educationaltechnology.net/assure-instructional-design-model/
•