Theories and

Principles in
the Use and
Design of
Technology –
Driven
Lessons
 As educators, the role of a
teacher is to provide learning
experiences that will help
achieve the defined outcomes.

PAGE 2
EIGHT M’s OF TEACHING

DALE’S CONE OF EXPERIENCE

TPACK

SAMR

ASSURE
PAGE 3
DALE’S CONE
OF
EXPERIENCE

PAGE 4
 DIRECT PURPOSEFUL EXPERIENCES
- refers to the foundation of experiencing learning. Using
senses, meaningful knowledge and understanding are
established. This is experiential learning where one learns by
doing.

CONTRIVED EXPERIENCES
- it is in this category are representations such as models,
miniatures, or mock ups are used. They are things or events
that may be beyond the grasp and so contrived experiences can
provide a substitute.
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 DRAMATIZED EXPERIENCE
- these are commonly used as activities that allows students
to actively participate in a reconstructed experience through
role playing or dramatization.

DEMONSTRATION
- it is the most appropriate experience. It is the actual
execution of a procedure or a process.

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 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 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, exhibit becomes more engaging
and fun.
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 TELEVISION AND MOTION PICTURES
- these technology equipment provide a two – dimensional
reconstruction of 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 AND RADIO

- still are pictures and images. Together in this category are
the audio – recorded materials or information broadcast
through the radio.

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 VISUAL SYMBOLS
- these are more abstract representations of the concept or
the information. Examples of these are information
presented through graphs 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 formulae.

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First Skill Third Skill Conclusion
In addition, Brunner’s three – tiered model of learning
points out that every area of knowledge can be presented
and learned in distinct steps.

1. Enactive – a series of action.

2. Iconic – a series of illustrations or icons.
3. Symbolic – a series of symbols.

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 TPACK
 TK – Technological Knowledge

 PK – Pedagogical Knowledge

 CK – Content Knowledge

Third Skill PAGE 11

First Skill Second Skill Conclusion
P
Is a framework that combines teacher’s
three knowledge areas. This framework

A shows the interconnected of content

knowledge with pedagogical knowledge
and the integration of technology in
making teaching more engaging,
relevant and effective.

C
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Conclusion PAGE 12
C is a content knowledge (‘what’)
- understanding of the content
such as language arts, math,
science, history among others.
This is compost of facts,

K
First Skill
concepts, theories or principles in
a given disciplines.

Second Skill Third Skill

Conclusion
P
Pedagogical Knowledge (‘how’)
It is the experts’ knowledge in the
science of teaching from educational

K
and learning theories to individual
differences to strategies and
techniques as well as the assessment
of learning.

Conclusion PAGE 14
First Skill Second Skill Third Skill
T Technological Knowledge
Is the teachers’ knowledge on how to

K select, use and integrate these tools

in the teaching and learning context.

Conclusion PAGE 15
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 is a model design to help
educators infuse
technology into teaching
and learning. It is
developed by Dr. Ruben
Puentedura, the model
supports and enables
teaches to design,
develop and infuse digital
learning experiences.
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First Skill Second Skill Conclusion
s
SUBSTITUTION
Technology acts as a direct substitute with no
functional improvement.

Example: Your work will be easier if you type

your homework or task instead of pen and
paper.

In a geography class, you can use Google

Map or Google Earth rather than of Map and
Globe.
Conclusion PAGE 17
First Skill Second Skill Third Skill
 AUGMENTATION
Technology acts as a direct substitute, with

A
functional improvement. Integration of
technology.

Example: With the google map, you can use

the feature such as measuring distance from
one point to another. It is easier to measure
distance using google map rather than asking
learners to measure distance using other
typical measurements.
Conclusion PAGE 18
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 MODIFICATION

M
Technology allows for significant
redesign of lessons.
Example: Google Classroom allow
them to propose a modern idea on how
diorama is done and solicit responses
from their classmates.

Conclusion PAGE 19
First Skill Second Skill Third Skill
 REDIFINITION
Technology allows the creation of new

R
concepts that has not been previously
conceptualized. Puentedura labels this
as the transformation of learning.
Learners are given a opportunity to
create an output based on what they
know and learn using a technology tool
or application.

Conclusion PAGE 20
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 Conclusion PAGE 21
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 Third Skill PAGE 22
First Skill Second Skill Conclusion
With the learner as the center of instructional
process, the initial consideration is to get the
clear picture of the learners’ learning styles, age,
level, interests or preferences, background,
special needs and cultural diversity.
This is the main instruction guide 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.
Selecting the appropriate way of delivering
the lesson using the applicable media or
technology can effectively make learners
acquire understanding of the lesson or
gain the competence desired.
Having selected the strategy, media and materials
is halfway of the task done. 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.
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 has to design sections of the lessons
where the learners are guided to participate in and
perform task with minimal or no supervision at all.
Assessing learners’ performance can take place
across 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. Pen and Paper
Test, Rubric or aggregated write – up through the
use of portfolio assessment.
DECEMBER 16 – 17 , 2024

THANKYOU!