ED-107-TECHNOLOGY FOR TEACHING AND
LEARNING mind). Usually, in such experiences, the
Lesson 3: Theories and Principles in The Use
and Design of Technology Driven Learning
Lessons
An instructional design model provides
guidelines to organize appropriate pedagogical
scenarios to achieve instructional goals.
Instructional design can be defined as the practice
of creating instructional experiences to help
facilitate learning most effectively. Driscoll &
Carliner (2005) states that “design is more than a
process; that process, and resulting product,
represent a framework of thinking”.
Branch & Kopcha say that “instructional
design is intended to be an iterative process of
planning outcomes, selecting effective strategies
for teaching and learning, choosing relevant
technologies, identifying educational media and
measuring performance”.
Characteristics of Instructional Design Models
According to Branch and Merrill (2002), there are
several characteristics that should be present in all
instructional design models:
1. Instructional design is learner centered: Learner
and his/her performance are the focal point.
2. Instructional design is goal oriented: Well defined
goals are essential.
3. Instructional design focusses on real world
performance. Help learners perform the behaviors
that will be expected of them in the real world.
4. Instructional design focusses on outcomes that
can be measured in a reliable and valid way.
Creating valid and reliable measurement instrument
is essential.
5. Instructional design is empirical. Data are the
heart of the process.
6. Instructional design typically is a team effort. This
process usually involves team work
Edgar Dale introduced the Cone of Experience
exhibits headway from direct, first-hand experience
to graphic representation and on to purely abstract,
symbolic expression.
The Cone of Experience corresponds with three
major modes of learning
 Inactive or direct experience involves
practicing with objects (the student actually
ties a knot to learn knot tying). This kind of
experience involves concrete, immediate
action and use of the senses and body.
 Iconic experience involves interpreting
images and drawings (the student looks at
drawings, pictures or films to learn to tie
knots). Such experiences are once removed
from the physical realm and limited to two or
three senses.
 Symbolic experience involves reading or
hearing symbols (the student reads or hears
the word “tie” and forms an image in the
action is indifferent and the experience is
limited to thoughts and ideas.
Experiences – Categories and Levels
1. First category human being encounter is
that of symbolic learning, this includes
verbal and visual symbols. This level of
experience involves; reading, hearing and
seeing the information.
2. The second category focuses on observing,
activities such as seeing pictures and
hearing recordings known as, iconic.
Expanding upon the components in further
detail, level of television, motion pictures
and still pictures are counted in.
All the remaining levels are part of the third and
most concrete category of this model. This is
known as enactive or direct experiences as it deals
with immediate actions. The exhibits followed by
the study/field trips are the levels that extend the
understanding of experiences through trips or visits
that are not just restricted to classrooms but
dragged in a more complex nature.
Next level is about the dramatized experiences, in
this level the experiences are rebuilt for participants
(learners) for their better understandings of
particular event or concept. Through this level,
learners can be more familiar with the “as-if”
situation in a proper way.
The second last level talks upon the contrived
experiences, which is the representation of any
experience which is close to reality. This level is
practical enough to make the learning experience
more accessible to the learner. Here it provides
more of the concrete experiences, even if not as
concrete as direct experiences, that allows
visualization for fosters as a better understanding of
the concept.
Direct Purposeful Experiences are major
experiences which serve as the foundation of
learning. In this level, more senses are used in
order to shape the knowledge. Also, in this level,
the learner learned by doing things by themselves.
Learning takes place through actual hands-on
experiences. This level enlightens upon and proves
one of the principles in the selection and usage of
teaching strategies, learning will be considered
better if more senses are involved.
The Cone of Experience is a visual representation
of the impression that learning activities can be
placed in extensive categories based on the
amount to which they express the non-abstract
referents of real-life experiences. It has also been
understood by many as a dogmatic formulation for
selecting instructional means.
TPACK: TECHNOLOGICAL PEDAGOGICAL
CONTENT KNOWLEDGE FRAMEWORK
Technology has become an increasingly important
part of students’ lives beyond school, and even
within the classroom it can also help increase their
understanding of complex concepts or encourage
collaboration among peers. Because of these
benefits, current educational practice suggests that
teachers implement some form of technology in
their classrooms – but many teachers face
difficulties in doing so.
 Content Knowledge (CK)
This describes teachers’ own knowledge of the
subject matter. CK may include knowledge of
concepts, theories, evidence, and organizational
frameworks within a particular subject matter; it
may also include the field’s best practices and
established approaches to communicating this
information to students.
 Technological Knowledge (TK)
This describes teachers’ knowledge of, and ability
to use, various technologies, technological tools,
and associated resources. TK concerns
understanding edtech, considering its possibilities
for a specific subject area or classroom, learning to
recognize when it will assist or impede learning,
and continually learning and adapting to new
technology offerings.
 Pedagogical Content Knowledge (PCK)
This describes teachers’ knowledge regarding
foundational areas of teaching and learning,
including curricula development, student
assessment, and reporting results. PCK focuses on
promoting learning and on tracing the links among
pedagogy and its supportive practices (curriculum,
assessment, etc.), and much like CK, will also differ
according to grade level and subject matter.
 Pedagogical Knowledge (PK)
This describes teachers’ knowledge of the
practices, processes, and methods regarding
teaching and learning. As a generic form of
knowledge, PK encompasses the purposes, values,
and aims of education, and may apply to more
specific areas including the understanding of
student learning styles, classroom management
skills, lesson planning, and assessments.
 Technological Content Knowledge (TCK)
This describes teachers’ understanding of how
technology and content can both influence and
push against each other. TCK involves
understanding how the subject matter can be
communicated via different edtech offerings, and
considering which specific edtech tools might be
best suited for specific subject matters or
classrooms
 Technological Pedagogical Knowledge
(TPK)
This describes teachers’ understanding of how
particular technologies can change both the
teaching and learning experiences by introducing
new pedagogical affordances and constraints.
Another aspect of TPK concerns understanding
how such tools can be deployed alongside
pedagogy in ways that are appropriate to the
discipline and the development of the lesson at
hand.
TPACK is the end result of these various
combinations and interests, drawing from them –
and from the three larger underlying areas of
content, pedagogy, and technology – in order to
create an effective basis for teaching using
educational technology. In order for teachers to
make effective use of the TPACK framework, they
should be open to certain key ideas, including:
1. concepts from the content being taught can be
represented using technology,
2. pedagogical techniques can communicate
content in different ways using technology,
3. different content concepts require different skill
levels from students, and edtech can help address
some of these requirements,
4. students come into the classroom with different
backgrounds – including prior educational
experience and exposure to technology – and
lessons utilizing edtech should account for this
possibility,
5. educational technology can be used in tandem
with students’ existing knowledge, helping them
either strengthen prior epistemologies or develop
new ones.
ASSURE: Instructional Design Model

A – Analyze Learners
The first step in the process is that the teacher
should analyze the attributes of her learners. There
should be a focus on those learner characteristics
which are associated with the learning outcomes
desired.
The analysis of your learners should include:
• The general attributes of your
learners, such as age, academic
abilities, gender, interests, etc.
• Prior competencies
• Learning styles, such as auditory,
visual, and tactile
S – State Standards and Objectives
After the analysis of the learner attributes, the
teacher must state standards and objectives for the
learning module. This statement consists of a
specification of what the learners will be able to do
as a result of the instruction
The mark of a good set of learning objectives is
conformity to the ABCDs of well-stated learning
objectives. They are as follows:
• Audience – For whom is the
objective intended?
• Behavior – What is the behavior or
performance to be demonstrated?
• Conditions – What are the conditions
under which the behavior or
performance will be observed?
• Degree – To what degree will the
knowledge or skill be mastered?
S – Select Strategies, Technology, Media, and
Materials
The second “s” in the acronym stands for select
strategies, technology, media, and materials. Given
what your learning objectives are, it’s necessary to
pick instructional strategies, technology, and media
that will bring about the results that you want. First,
you should figure out what which delivery method
will be best for your instruction. For instance, what
proportion of your instruction will be instructor-
centered and what proportion of will be student-
centered? The first of these are strategies such as
lecture, demonstration or showing a video. The
second are strategies such as group discussion or
cooperative group work
U – Utilize Technology, Media, and Materials
This step in the ASSURE process concerns making
a plan as to how you will utilize the technology,
media, and materials that you have selected. As
with all of the instructional steps, you must make
sure that your plans contribute towards producing
the objectives that you have laid down.
It’s important to follow the “five p’s” process to
achieve this:
• Preview the Technology, Media, and
Materials
• Prepare the Technology, Media, and
Materials
• Prepare the Environment
• Prepare the Learners
• Provide the Learning Experience
R – Require Learner Participation
This step actually belongs within earlier
steps. It requires that you make plans to how you
are going to actively engage your students in the
material that you are teaching. This needs to be
figured out both at the class level and the individual
level.
The most basic step that you can take is
requiring participation of the students in class
discussions. A more sophisticated approach would
require that students prepare questions and
comments at home to bring into the class. You
might try even allowing individual students to lead
classes or discussions in the style of a seminar.
E – Evaluate and Revise
The final step in the ASSURE process is just as
crucial as all of the others. In this step, you
evaluate the impact of your teaching on student
learning. The following questions are useful to ask
during this evaluation:
• Did your lesson meet the learning
objectives that you planned? How
will you determine whether the
students reach the objectives? Is
your way of assessing the students
in line with your learning objectives?
• Can this lesson be improved? How?
How are you going to assess the
weaknesses in your presentation?
• Was your choice of media and
materials a good one? How will you
assess the effectiveness of these
tools?
• Is it possible that other technologies,
media, and materials would have
done a better job?
The final step in your evaluation should focus on
feedback from your students. Was their experience
positive overall? Do they feel that they have
reached your objectives and their own personal
objectives? How will you determine whether or not
your performance was effective?
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,