Theories and Principles
in the Use and Design of
Technology Driven
Learning Lessons
JAKE B. MACARUBBO
TECHNOLOGY
WHAT IS IT?
How technology matches
the task and provides
students with an opportunity
to build a deeper
understanding of content.
• Analyze how are the different theories and
principles of technology integration will be
used in the teaching and learning process;
• Create their own version of the model of
technology integration models; and
• Follow properly the guidelines on how to
make a lesson using each model of
technology integration.
Give your stand about the text. Do you agree or
not? Write your answer on a ½ sheet of paper.
ADDIE MODEL
Learning Theories and Principles are vital in
designing and using technology-driven teaching-
learning activities. Technology integration's
effectiveness is achieved when students can
select technology tools to promptly obtain
information, analyze and synthesize the
information, and present it professionally.
Edgar Dale’s
Cone of
Experiences
The Dale„s Cone of Experience model,
emphasized that people learn best when they use
perceptual learning styles. Perceptual learning
styles are sensory based. The more sensory
channels possible in interacting with a resource,
the better chance that many students can learn
from it. Dale suggested that teachers should
balance combinations of concrete and abstract
learning experiences.
P
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Influenced by John Dewey (1859-1952).
Dewey stressed the importance of the
continuity of learning experiences from
schools into the real world and argued for
a greater focus on higher order outcomes
and meaningful learning.
Dale integrated Bruner„s (1966) three
modes of learning into the Cone by
categorizing learning experiences into
three modes:
enactive (i.e., learning by doing)
iconic (i.e., learning through observation)
symbolic experience (i.e., learning
through abstraction).
“Too much reliance on
concrete experience may
actually obstruct the process of
meaningful generalization”.
Instead, Dale suggested that
teachers should balance
combinations of concrete and
abstract learning experiences.
Dale argued that we should have
revolutionary approaches to improve the
quality of educational learning
environments. To build learning
environments infused with rich
experiences. Dale advocated for the
development of new materials and
methods of instruction.
Implications of Cone of Experiences in the Teaching-
Learning Process
1. Use different instructional materials to help the learner
conceptualize his/ her experiences.
2. Do not start teaching with a symbolic level without an
adequate foundation of the concrete.
3. When teaching, don't get stuck in the concrete. Make sure
that you also allow the students to the abstract level for them
to develop their higher-order thinking skills.
TPACK (Technology,
Pedagogy, and Content
Knowledge)
Punya Mishra and
Matthew J. Koehler„s in
2006, from Michigan
State University,
developed TPACK in the
absence of other
sufficient theory to
explain or guide effective
educational technology
integration.
The TPACK is a technology integration
framework that determines three types
of knowledge instructors need to
associate for successful educational
technology. This combination of
knowledge includes:
Technological Knowledge
Pedagogical Knowledge
Content Knowledge.
Content Knowledge (CK)
This element talks about the teacher's
knowledge of the subject matter to be
learned or taught. CK includes knowledge
of concepts, theories, evidence, and
organizational frameworks within a
particular subject matter.
So, is CK similar to all discipline and grade levels?
Pedagogical Knowledge (PK)
This element of TPACK explains teachers'
knowledge and skills on teaching processes,
practices, and methods used in teaching and
learning. As a general form of knowledge, PK
covers the purposes, values, and goals of
education and may apply to more specific areas,
including understanding student learning styles,
classroom management skills, lesson planning,
and assessments.
Technological Knowledge (TK)
This element of TPACK describes teachers'
knowledge and understanding of the proper way
of using technology in teaching the content. TK
involves understanding how the subject matter is
taught to students using different instructional
technology, considering its appropriateness to the
subject, classroom, and students.
PEDAGOGICAL CONTENT KNOWLEDGE (PCK)
This describes teachers„ knowledge
regarding foundational areas of teaching
and learning, including curricula
development, student assessment, and
reporting results.
PCK seeks to improve teaching practices
by creating stronger connections between
the content and the pedagogy used to
communicate it.
TECHNOLOGICAL CONTENT KNOWLEDGE
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 educational technology
offerings, and considering which specific
educational technology tools might be
best suited for specific subject matters or
classrooms.
TECHNOLOGICAL PEDAGOGICAL KNOWLEDGE
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
The end result of these various
combinations and interests, drawing from
them – and from the three larger underlying
areas of content, pedagogy, and technology.
TPACK framework thus becomes a
productive way to consider how teachers
could integrate educational technology into
the classroom. Then too, TPACK can also
serve as a measurement of instructor
knowledge, potentially impacting both
training and professional development
offerings for teachers at all levels of
experience.
ASSURE MODEL
ASSURE MODEL
Was developed by Heinrich and
Molenda in 1999.
An instructional design which
integrates multimedia and
technology which enhances
learning.
Careful planning will increase the
effectiveness of instruction -Daniel
Callison, 2002
A Analyze Learner
S State Objectives
S Select methods, media and materials
U Utilize media and materials
R Require learner participation
E Evaluate and revise
SAMR MODEL
SAMR MODEL
SAMR model of technology integration is developed by
Dr. Ruben Puentedura.
In this model, technology integration is categorized
into four different degrees – substitution,
augmentation, modification, and redefinition.
The first two degrees belong to the enhancement
stage. In this stage, technology's role is mainly to
enrich and develop learners' outputs even more with
technology.
In the last two stages, learners' outputs are being
developed to present a different perspective but still
deliver the central concept of the output. For every
level, refer to the figure on the next page for a brief
discussion.
REDEFINITION
TRANSFORMATION
Technology allows for the
creation of new tasks, previously
inconceivable
M
MODIFICATION
Technology allows for significant task
redesign
A
AUGMENTATION
ENHANCEMENT
Technology acts as a direct substitute, with
functional improvement
S
SUBSTITUTION
Technology acts as a direct substitute, with no
functional improvement
ADDIE MODEL
A nalysis
Identify the learning problem, the goals and objectives, needs of learners, consider
the learning environment and timeline
D esign
Process of specifying learning objectives.
Development
The actual production / creation of the content and learning materials
I mplementation
The plan is put into action and a procedure for training the learner and
teacher is developed.
E valuation
Consists of formative and summative evaluation.
