Republic of the Philippines

UNIVERSITY OF EASTERN PHILIPPINES

University Town, Northern Samar
Web: http://uep.edu.ph Email: uepnsofficial@gmail.com

Module 5:
Theories and Principles in the Use and Design of
Technology-Driven Lessons

Syra N. Tahum, LPT

Part-Time Lecturer
First Semester, School Year 2021-2022

Technology for Teaching and Learning 1 Page 1 of 29

 This module contain the following lessons:
Lesson 1: Edgar Dale’s Cone of Experiences
Lesson 2: TPACK as a Framework for Technology-Driven Teaching and Learning
Lesson 3: The ASSURE Model
Lesson 4: Models of Technology-Enhanced Instructional Lessons

This module aims to discuss how teachers integrate technology in the teaching
and learning process that depends very much on their beliefs on how people learn.
Specifically, they need to know who their learners are and how to approach instruction.
As future educator, your role is to provide learning experiences that will help achieve the
defined outcomes. In this module, you will be acquainted with the different theories and
learning principles such as Dale’s Cone of Experience, the TPACK Model, SAMR and the
ASSURE Model.

Theories and Principles in the Use and Design of Technology-Driven

Lessons

In going about this module, here is a simple guide for you:

1. Read and follow the instructions carefully.
2. Answer the pretest in order to determine how much you know about the lessons in
this module.
3. Read each lesson and do all the activities that are provided for you.
4. Perform all the activities diligently to help and guide you in understanding the topic.
5. Answer the assessment task to measure how much you have gained from the
lessons.

After going through this module, you are expected to:

1. Identified learning principles and theories that are applied in technology-driven
teaching-learning models
2. Used the learning principles and theories as basis in the development of the teaching
plans and selection of instructional materials.

In going through this module, you are expected to have the following:
1. Internet connection, if possible, and
2. Textbook/s and other materials in Technology for Teaching and Learning 1.

Technology for Teaching and Learning 1 Page 2 of 29

 A

Lesson 1: Edgar Dale’s Cone of Experiences

Introduction

“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

In preparing to become a teacher, there are elements that should be taken into
consideration. One way of putting it is the 8Ms of teaching and each element contributes
to ensuring effective instruction.

The Eight M’s of Teaching

1. Milieu- the learning environment
2. Matter- the content of learning
3. Method- teaching and learning activities
4. Material- the resources of learning
5. Media- communication system
6. Motivation- arousing and sustaining interest in learning
7. Mastery- internalization
8. Measurement- evidence that learning took place
With reference to the 8 M’s of instruction, one element is media. Another is
material. These two M’s (media and 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.

Technology for Teaching and Learning 1 Page 3 of 29

 Figure 1. Dale’s Cone of Experience

The Cone of Experience is a visual model that shows a continuum of learning; a

pictorial device that presents bands of experience. It does not strictly define the bands to
be mutually exclusive but allows the fluid movement across the levels. In fact, the sensory
aids may overlap and even blend into one another. For example, viewing a play is far
different from being part of it. it is far different listening to somebody explaining the
architectural design from actually executing a plan.

The version of Dale’s Cone of Experience with percentages as to which band will
hone higher order thinking skills and engage learners more may be confusing because it
may not necessarily mean that learning better takes place when materials or activities
belong to the upper level of the cone or that the nature of involvement is more active if it
is in the bottom. For all the descriptive categorization of learning experiences, other
elements such as students’ motivation to be engaged and learn have to be factored in as
well.

Technology for Teaching and Learning 1 Page 4 of 29

The Bands in Dale’s Cone of Experience
Direct Purposeful experiences- These refer to foundation of experiencing
learning. Using the senses, meaningful knowledge and understanding are established.
This is experiential learning where one learns by doing.

Contrived experiences- It’s 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. A demonstration of how to bake a

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 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 technology equipment 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- These are more abstract representations of the concept or the
information. Examples of these are information presented through a graph or a chart. For
example, a process can be presented using a flow chart.

Verbal symbols- This category appears to be the most abstract because they may
not exactly look like the concept or object they represent but are symbols, words, codes
or formula.

Technology for Teaching and Learning 1 Page 5 of 29

 In addition, Bruner’s three-tiered model of learning 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

With young learners, it is highly recommended that a learner proceed from the
ENACTIVE to ICONIC and lastly to the SYMBOLIC. A young learner would not be rushed
to move to immediate abstraction at the highest level without the benefit of a gradual
unfolding. However, when the learner is matured and capable to direct his own learning,
it may move fluidly across the cone of experience.

Technology for Teaching and Learning 1 Page 6 of 29

Technology for Teaching and Learning 1 Page 7 of 29
Technology for Teaching and Learning 1 Page 8 of 29
Technology for Teaching and Learning 1 Page 9 of 29
 Dale’s Cone of Experience is a toool to help instructors make dicesion av=bout
resources and activities. As you prepare to become a teacher, you can use the concept
of Dale’s Cone of Experience and ask the following question:

1. Where will the student’s experience with this instructional resource fit in the cone?
2. What kind of learning experience will you choose for your students?
3. How will you use the ideas in the cone to enrich your textbook?
4. What instructional materials (digital or non-digital) will you use to enrich your
students’ learning experiennces?
5. How many senses will yours students employ when you use an instructional
material taken from a band of the cone?

With these guide question to reflect on, there are pitfalls that you shuld avoid with regard
to the use of the Cone of Experiences:

1. Using one medium in isolations

2. Moving to the abstract wthout an adequate foundation of concrete experience
3. Getting stock in the concrete without moving to the abstract hampering the
development of our students’ higher thinking skills

Directions: Read the questions carefully and write the letter corresponding to the
correct answer before the number.

1. Which statement applies correctly to Edgar Dale’ Cone of Experience?

a. The closer you are to the base, the more direct the learning experience
becomes.
b. The further you are from the bottom, the direct the learning experience becomes.
c. The closer you are to the base, indirect the learning experience becomes.
d. The further you are from the base, direct the learning experience becomes.

2. Contrived experiences, demonstrations, and field trips are example of _______.

a. Iconic
b. Enactive
c. Symbolic
d. Abstract

Technology for Teaching and Learning 1 Page 10 of 29

3. Performing experiments is an example of _______.
a. Real-world experiences
b. Direct, purposeful experiences
c. Contrived experiences
d. Dramatized experiences
4. As implied in the Cone Experience, which will work best for the kindergarten
children?
a. Videos
b. Books
c. Audio Recording
d. Real-life experiences
5. Which state is NOT correct about the Cone of Experience?
a. The experiences in each stages can be mixed and interrelated.
b. There should be a progression of experience from bottom to top.
c. There must be a balance between concrete and abstract experiences in order to
cater and address the needs of the learner.
d. The more senses involved, the better learning will take place.

Technology for Teaching and Learning 1 Page 11 of 29

 TTT
Lesson 2: TPACK as a Framework for Technology-Driven
Teaching and Learning

Introduction

What is TPACK?
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 knowledge with the pedagogical
knowledge and the integration of technology in making teaching more engaging, relevant
and effective. It looks at how these knowledge areas intercept or work together to increase
student motivation and make the content more accessibly engaging to student.
The Technological, Pedagogical, and Content Knowledge known as TPACK is
theoretical model describing the capability of the 21st century teacher, to be relevant to
the learners of today, the teachers should be able to blend his knowledge and capability
in the content of the discipline.
CK is content knowledge. It is the ‘what’- understanding of the content such as
language arts, math, science, and history among others. This composed of facts,
concepts, theories or principle in a given discipline.
PK is pedagogical knowledge. It is the ‘How’- the expert knowledge in the science
of teaching from the educational and learning theories to individual differences to
strategies and techniques as well as assessment of learning. The teacher need to
possess the capability to handle learning through effective method and appropriate
strategies.
The incorporation of technology knowledge and to PCK by Mishra and Koehler,
2006 is relevant to 21st century teaching. This Is the TK or the Technological Knowledge.
This is the teacher knowledge on how to select, use and integrate this 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 application and sites.
The intersection of all knowledge areas is known as the TPACK. So, TPACK is
about what teachers know, how they teach and how technology is used in the delivery
of the lesson to make it more engaging and making learning more relevant in the 21st
century.

Technology for Teaching and Learning 1 Page 12 of 29

 In conclusion, the TPACK will start with 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 technology tool but it is the right blend of the
three knowledge areas.

Technology for Teaching and Learning 1 Page 13 of 29

 What insights have you gained after viewing them?

Technology for Teaching and Learning 1 Page 14 of 29

SAMR
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.
S stands for Substitution. It is literally using technology as an alternate for regular item
that is employed in augmenting or assisting instruction. Instead of using a map or a globe
in teaching geography, teachers can use Google map or Google Earth instead. Showing
a location in a map can be substituted by the use of google map or google earth.
A is Augmentation. In this part of technology integration, there is a functional
improvement in the use of a technology tool. With the google map, you can use the
features available such as measuring the distance from one point to another. You can
provide a task by making students utilize this. For example, ask them to measure the
distance and get the estimate time of travel if they start from one point to go to the next
point. With this use of the google map, you tap on certain functions that the application
provides. Instruction with technology integrated is enhanced.
M means Modification. In this level, technology is used to redesign a lesson. When
studying geography for example, google applications have panoramic. Using this you can
guide students to start uploading their own pictures of places they may have visited online.
A brief description of these places can also be added. If internet connectivity is not
available in the classroom, they can do the task after class. With clear and proper
instruction, students can be guided to work on the assignment.
R represents the idea of creating something from the regular item. This is Redefinition.
Technology allows the creation of a new concept that has not been previously
conceptualized. Puentedura labels this as the transformation of learning. Students are
given the opportunity to create an output based on what they know and learned using a
technology tool or application. So with the ready pictures uploaded in panoramic, students
can probably write the script for a guided tour using his available materials (i.e. pictures)
using Google Earth and start arranging these to be shared through the World Wide Web.
It would be good if before the students start posting or publishing their work online, as a
teacher, you can review it just to be sure it is ready to be shared.

Technology for Teaching and Learning 1 Page 15 of 29

 What is the significance of being aware of a theoritical framework (i.e TPACK
and SAMR) in preparing to become an effective teacher?

Technology for Teaching and Learning 1 Page 16 of 29

Directions: Read the questions carefully and write the letter corresponding to the correct
answer before the number

1. What does TK stand for in TPACK?

a. Technology Knowledge c. Technologically Knowledge

b. Teacher Knowledge d. Time-tested Knowledge

2. The following are present in TPACK framework of teacher’s knowledge areas.

Which is an EXEMPTION?

a. Content c. Technological
b. Pedagogical d. Theoretical

3. Which statement does not provide the correct understanding of the theoretical
frameworks and models?

a. TPACK is the theoretical framework that shows the intersection of teacher’s

content, pedagogical and technological knowledge needed to be relevant in the
21st century teaching.
b. Redefinition in SAMR is a transformative by guiding students to create something
out of something not perceived before.
c. M stands for Modernization in SAMR model.
d. CK stands for Content Knowledge in TPACK theoretical framework.

4. What does R stand for in SAMR?

a. Revise c. Redefinition
b. Redesign d. Recognition

5. Kohler & Mishra: TPACK; ________;__________

a. Puentedura: SAMR
b. A redesign on the basic: Modification
c. Bloom: Taxonomy
d. TPACK: Theoretical Framework

Technology for Teaching and Learning 1 Page 17 of 29

 A

Lesson 3: The ASSURE Model

Introduction

A well planned lesson is half of the bottle 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.

Take a look at Figure 1. The ASSURE Model

Technology for Teaching and Learning 1 Page 18 of 29

 In designing a lesson with the integration of technology, it is crucial to observe a
framework that can act as guide in its formulation (Heinrich & Smaldino, 2002). The
ASSURE model identifies six essential elements in the instructional process.

The ASSURE Model

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 systematic approach that the teacher can use when writing an instructional
plan.

The model is composed of six essential steps in planning instruction. Theoritically,

it is a mental framework that a teacher considers.

A. 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 cler picture of the learners’ learning styles, age level, interests or preferences,
background, special needs and cutural diversity.

B. The second step of the procedure is State Objectives.

This is the main instruction guie 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.

C. 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.

D. 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.

E. 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

Technology for Teaching and Learning 1 Page 19 of 29

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.

F. The sixth and the last Element is Evaluate Student Performance.

Assessing learners’performance can take place acros 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 a aggregated write-up through the use of
a portfolio assessment. The teacher decides which is appropriate for the intention of 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.

Technology for Teaching and Learning 1 Page 20 of 29

 Produce a storyboarding that tells your own understanding of the ASSURE
model. This output underscores your understanding of the ASSURE model and how
it can be used as a guide in designing a lesson. The production should clearly
present the aggreed view point on the learning the model. Share the digital story or
story boarding produced by posting it in your eportfolio and paste your output in your
notebook.

Technology for Teaching and Learning 1 Page 21 of 29

 Storyboarding is a valuable initial phase in the digital storytelling process. It is like
doing a layout of the text or the script, the images or pictures that should go with it, the
narration or voiceover as well as the transitions or effects that can be employed to have
an engaging production. In other words, it is a detailed plan before the digital story is
produced. This will allow you to visualize the flow of the story. You can create a template
using a table.

Steps in Producing a Digital Story

1. Brainstorming a story concept.

2. Create a story board that will contain the graphics, sounds, text, narration and music
needed.
3. Collect pictures, materials and store them in an organized fashion.
4. Using productivity tools, put them together using iMovie, moviemaker,vimeo,
powerpoint presentation, powtoon, power director, viva video, and the like.
5. Edit, revise and share your story.

When creating a digital story, it is important that you have the content written. The
substance is important to be clear. What is the message about? Then organize the flow
of event using the right language. Tell a good story.
Below are examples of storyboard templates.

Technology for Teaching and Learning 1 Page 22 of 29

 A. Write your reflections gained from the lesson. The succeeding questions
can guide you in the process.

What have you learned from this lesson?

Technology for Teaching and Learning 1 Page 23 of 29

 How will you use what you have learned from the lesson?

B. Answer the test items below. Write the correct answer in your notebook.
1. Which sentence states the correct idea about ASSURE?
a) ASSURE is a guide indicating the specific steps to be followed when writing a
lesson plan.
b) ASSURE model ensures effective technology integration.
c) ASSURE clearly states the relevance of TPACK in instruction.
d) ASSURE is a framework containing the elements when planning a lesson.

2. In selecting media or materials to be used in teaching a lesson, the first element to be

considered is __________.

a) The learner
b) The objective
c) The subject matter
d) The evaluation activity
3. Based on the ASSURE model, which of the following statements is CORRECT?
a) Evaluating student performance can take place across phases of the lesson.
b) The teacher has to design the lesson based on the digital tools that work.
c) Once the learning outcomes or the objectives have been determined, the use of
the method, media and materials comes next.
d) Student engagement is an important element, and selecting appropriate way of
delivering the lesson will direct the instruction flow.

Technology for Teaching and Learning 1 Page 24 of 29

4. Which is the layout of the text or the script, the images or pictures that match the
narration?
a) Digital story
b) Producing
c) Scripting
d) storyboarding

Lesson 4: Models of Technology-Enhanced

Instructional Lessons

Introduction

The conventional way of teaching in this century may outmode the preference of
present learneres. The teacher providing the informatio while taking the center stage may
not hold students’ attention for a longer time. this still works, however, but with the
approprite use of the right technology tool or application, a lesson becomes engaging.

The roles that learners play in ths millennium are no longer limited to being a
receiver of information. They desire to be actively involved in the retrieval of information,
repackaging them and using them to create something unconceivable before.

Explore

The learning place can also evolve especially when you consider the varied roles
that learners play. They can learn and perform the task in any physical or virtual location.
There is also the elemet of flexibility since learners can tackle assigned tasks at preferred
times or manner of doing them. However, certain agreed rules have to be established to
provide the right amount of guidance without curtailing their ingenuity.

Learners can become…

Contributors- Learners can upload materials such as a video or audio, post a

message, submit an output in a dropbox or add documents and eBooks and add a picture
or contribute to a digital world using a ‘popup’.

Creators- Students can collate a digital portfolio or commonly known as an

ePortfolio or create a virtual poster or an interactive resource. They can produce a digital
story, edit the entries and share.

Technology for Teaching and Learning 1 Page 25 of 29

 Communicators- Using technology tools, students can chat with peers, post a
reply in a blog and contribute a comment to the let thread flow. Creating a wiki, editing
and adding to it gives the students the chance to communicate their thoughts. Using the
chat room or the web conferencing by Skype creates a new dynamic to what a learning
place is.
Collaborators- Capstone projects can be outputs of collaboration. Students can
participate in posting ideas in a Forum where there can be an asynchronous discussion.
Using wikis to participate in group work with the aim to accomplish a task or comment on
blogs are a few ways on performing the role of a collaborator in a new idea of a learning
place.
There are many great ideas on how to integrate a technological tool or an
application in teaching the lesson. Identifying the possible role that students need to be
can guide them to choose the appropriate way of using the right tool. The bottom line is
for you to integrate technology because learners become engaged and they learn better
hence, a well-integrated phase of technology is critical.
One common tool is a mobile device. It is a computing gadget such as a
smartphone or a tablet computer that can be handheld and carried along by the user. If
this tool is available, a creative teacher can strategize the meaningful use of mobile as a
way of engaging the learner.
Tools must be used as fundamental components of a class as long as they are
appropriate and strategically integrated to facilitate learning for the integration of
technology in a lesson is an informed judgement of a qualified and innovative teacher.

A. 3-2-1 Prompt

Give three realizations that you have gained from integrating technology in instruction.
1.

2.

3.

Technology for Teaching and Learning 1 Page 26 of 29

 Give two questions that you would like to ask in relations to how technology can be
integrated in a lesson.

1.

2.

Name one thing that you have enjoyed in using technology in lesson.

1.

In designing a lesson, always remember that it is not about the technology tool
upon which the lesson revolves. Rather, it has to be the objective of the lesson and the
knowledge and skills to be taught that will guide you in selecting the appropriate tool or
aid in order to achieve those objectives.
So the following steps may be a good guide:
Step 1: Identify learning objectives based on a topic or content.
1. Determine if the objectives are observable or can be manifested by the learner.
2. Consider the topic or subject matter that needs to be covered in the lesson.
Step 2: Determine knowledge and skills.
1. Analyze students’ knowledge and skills.
2. Determine how students will be able to learn the knowledge and skills.
3. Look for resources that can be useful in achieving the objectives.
Step 3: Select a tool or an instructional aide to use.
1. Be familiar with the tool you have selected and learn how to use it.
2. Consider the content that needs to be placed in the tool or the information that
goes with the use of the tool.
Step 4: Determine the method of assessment.
1. Use a criteria to evaluate the technology tool or instructional aid but always
considering the content as the most important criterion.
2. Consider the quality of information, the technological skills needed by the students
or how you can present the technology tool that would suit your objective.

Technology for Teaching and Learning 1 Page 27 of 29

 Read the question and choose the answer to the question. Write your answer in
your notebook.
1. Learners can upload materials such as a video or audio, post a message, submit an
output in a dropbox or add documents and eBooks and add a picture or contribute to a
digital world using a ‘popup’. The learner is considered here as _______________.
a) Collaborators c) Contributors
b) Communicators d) Creators
2. In technology integration, what should be our primary concern?
a) It must be new and user friendly.
b) It must be updated and relevant to Filipino setting.
c) It must stimulate and maintain student interest.
d) It must be suited to the lesson objective.
3. Which is a good example of tapping the learners’ ingenuity in technology integration?
a) They will be made to create a digital story of a certain topic and present it in class.
b) They will be made to listen attentively to the presentation that the teacher
prepared.
c) They will be made to comment on how to improve a certain presentation.
d) They will be made to bring computing tools to school such as mobile phones.
4. In producing a digital story, the third step to consider is to ______________.
a) Create a story board that will contain the graphics, sounds, text, narration and
music needed.
b) Collect pictures, materials and store them in an organized fashion.
c) Using productivity tools, put them together using iMovie, moviemaker,vimeo,
powerpoint presentation, powtoon, power director, viva video, and the like.
a) Brainstorming a story concept.

5. All your learners are on Facebook. How can you ensure that they learn despite
constant use of this social networking site?
a) Prohibit them not to use Facebook again.
b) Create a Facebook page where you can post assignments and supplementary
materials.
c) Post your photosand thoughts so they can commit on it.
b) Create a prank account and stalk them to discover what they say and post on
Facebook.

Technology for Teaching and Learning 1 Page 28 of 29

 Congratulations! You finished reading all the important information in this
module. I hope you fully understand and appreciate this lesson. Do the required
learning activities to test yourself on how much you have learned the lesson and if
you are able to answer all the learning tasks without any mistake, congrats you
may now proceed to the next module.

 Bilbao, Purita P., EdD et. al., Technology for Teaching and Learning 1: Lorimar
Publishing Inc.

Technology for Teaching and Learning 1 Page 29 of 29