TECHNOLOGY FOR TEACHING AND LEARNING 1

Second Semester, 2019-2020

THE FLEXIBLE LEARNING ENVIRONMENT

Distance learning is a form of learning without a face-to-face contact with the teacher and delivered via
telecommunications. In the past, this involved correspondence course wherein the student corresponded with the
teacher via mails. With the advent of newer technologies, distance learning in delivered via computer – based media
thus called online learning or e-learning. This made classrooms borderless and learning boundless. This was enhanced
by the emergence of web 2.0 tools which made collaborative learning easier.

Online Distance Education and Communities of Learners Learning nowadays is viewed differently. The present
generation of learners has access to information at their fingertips. The teacher is no longer seen as basically the
dispenser of knowledge but rather as one who expertly directs learners to take their own track in searching for
answers to questions raised inside the classroom.

Every chance or corner becomes a learning space. It is clear that learning takes place anywhere and this adds to the
concept of flexibility in the learning environment. With technology, students can possibly continue to join class
sessions even if they are not physically around. The learning space becomes virtual or mediated. The library is not
only a physical structure where they can read published books but has also become virtual.

ONLINE DISTANCE LEARNING

Online distance learning is not a new concept. Some schools, higher education institutions in the country, and
educational agencies such as the Southeast Asian Ministers of Education Innovations in Educational Technology
(SEAMEO-INNOTECH) provide mode of learning. It allows flexibility in learning to a certain extent.

The Different Platforms

The flexible mode of learning used a platform such as Moodle, Google classroom, Edmodo, Schoology, etc. These are
free programs designed for educational purposes, it has features that are patterned after the instructional activities of
a teacher in a physical classroom. When you use this, you can actually hold a lesson, post questions for discussion.
Hold an online chat discussion, give assessment activities and provide references or links to other online materials.

1. Moodle

Moodle was created by Martin Dougiamas, founder and CEO of Moodle, stands for Modular Oriented Dynamic
Learning Environment which is an open source software. It is a Learning Management System (LMS) that
supports teaching and learning.

2. Google Classroom and Edmodo

Google Classroom is a free service for teachers and students. It is an LMS platform that is accessible google
account. You can create and perform your roles and functions as a facilitator of learning.

In 2008, Edmodo was created by Nic Borg Jeff O’Hara and Crystal Hutter. Compared Edmodo and Google
Classroom, despite of its commonalities, there are apparently differences but with technology, things evolve
in so short a time. What is clear is that they were created as apps that can integrate well with classroom
activities. The decision lies in the teacher who will determine what works best in his or her teaching and
learning context. Both are amazing tools that can be explored.

3. Schoology

Schoology is another LMS founded in 2009 by Jeremy Friedman, Ryan Hwang, Tim Trinidad and Bill Kindler.
You can create your own online distance education learning system using any of theses platforms.

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 4. MOOC

Another recent modality to learning is the Massive Open Online Course (MOOC). It is a model for delivering
learning content online to any person who wants to take a course. It allows one to pursue learning even
outside of university or higher education formal structure.

EDUCAUSE is a non-profit association with the mission is to advance higher education through the use of information
technology. https://library.educause.edu/topics/teaching-and-learning/massive-open-online-course-mooc

SYNCHRONOUS AND ASYNCHRONOUS

In the flexible learning mode, the activities can be done in two ways: synchronous and asynchronous.

An online chat at a real time is a Synchronous session. Course participants meet in a virtual classroom and discuss
a topic in the lesson. So wherever they are situated in the world, they agree on a scheduled session and log in to join
the live class.

Asynchronous session is when questions or tasks are posted and course participants answer the questions or post
their reply at any time most convenient to them. They can still participate in the discussion by replying to the post.
One advantage is that you can take your time when replying. The LMS mentioned in this lesson has a feature that can
allow an asynchronous session

BLENDED LEARNING

Another way of handling flexible leaning is combining modalities of instructional delivery. Blended learning is a
combination of learning activities wherein a part of the lesson is delivered online while the other part is handled in
actual physical setting of a classroom

KINDS OF BLENDED LEARNING

MODEL 1 : Face to Face Driver

MODEL 2 : Rotation

MODEL 3 : Flex

MODEL 4 : Online Lab

MODEL 5 : Self-Blend

MODEL 6 : Online Driver

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 TECHNOLOGY FOR TEACHING AND LEARNING 1
Second Semester, 2019-2020

THEORIES & PRINCIPLES IN THE USE & DESIGN OF TECHNOLOGY DRIVEN LEARNING LESSON

1. Edgar Dale’s cone of experience

Dale’s Cone of Experience is a visual model that is composed of eleven (11) stages starting from concrete experiences
at the bottom of the cone then it becomes more and more abstract as it reach the peak 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 stages can be mixed and are interrelated that fosters more meaningful
learning.

Direct Purposeful Experiences

These are first hand experiences which serve as the foundation of learning. In this level, more senses are used in
order to build up the knowledge. Also, in this level, the learner learned by doing things by him/herself. Learning
happens through actual hands-on experiences. This level explains and proves one of the principles in the selection
and use of teaching strategies, the more senses that are involved in learning, the more and the better the learning
will be. This level also proves that educational technology is not limited to the modern gadgets and software that are
commercially available nowadays. This shows that even the simple opportunity that you give to each child could help
them learn.

Contrived Experiences

In this level, representative models and mock-ups of reality are being used in order to provide an experience that as
close as reality. This level is very practical and it makes learning experience more accessible to the learner. In this
stage, it provides more concrete experiences, even if not as concrete as direct experiences, that allows visualization
that fosters better understanding of the concept.

Dramatize experience

In this level, learners can participate in a reconstructed experiences that could give them better understanding of the
event or of a concept. Through dramatized experiences, learners become more familiar with the concept as they
emerge themselves to the “as-if” situation.

Demonstration

It is a visualize explanation of important fact, idea, or process through the use of pictures, drawings, film and other
types of media in order to facilitate clear and effective learning. In this level, things are shown based on how they are
done.

Study trips

This level extends the learning experience through excursions and visits on the different places that are not available
inside the classroom. Through this level, the learning experience will not be limited to the classroom setting but rather
extended in a more complex environment.

Exhibits

It is a somewhat a combination of some of the first levels in the cone. Actually, exhibits are combination of several
mock ups and models. Most of the time, exhibits are experiences that is “for your eyes” only but some exhibits
includes sensory experiences which could be related to direct purposeful experiences. In this level, meanings ideas ar
presented to the learners in a more abstract manner. This experience allows student to see the meaning and
relevance of things based on the different pictures and representations presented.

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Television & motion pictures / still pictures recording & radios

Because of the rapid development of the modern technology, a lot of people believe that Educational technology is
limited to these stages. They are not aware that these sages are only a small portion of Ed Tech. For television and
motion pictures, it implies values and messages through television and films. On the other hand, still pictures,
recordings and radio are visual and auditory devices that can be used by a learner/group of learner that could
enhance and extend learning experience

Visual & verbal symbols

These two levels are the most complex and abstract among all the components of the Cone of Experience. In the
visual symbolic level, charts, maps, graphs, and diagrams are used for abstract representations. On the other hand,
the verbal symbolic level does not involve visual representation or clues to their meanings. Mostly, the things involved
in this level are words, ideas, principles, formula, and the likes.

To understand more the Cone of Experience, you may refer to this picture:

2. TPACK Model

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. Cost, access, and time often form considerable
barriers to classroom implementation, but another obstacle is a lack of knowledge regarding how technology can best
be used to benefit students across diverse subject matter.

Punya Mishra and Matthew J. Koehler’s 2006 TPACK framework, which focuses on technological knowledge (TK),
pedagogical knowledge (PK), and content knowledge (CK), offers a productive approach to many of the dilemmas
that teachers face in implementing educational technology (edtech) in their classrooms. By differentiating among
these three types of knowledge, the TPACK framework outlines how content (what is being taught) and pedagogy
(how the teacher imparts that content) must form the foundation for any effective edtech integration. This order is
important because the technology being implemented must communicate the content and support the pedagogy in
order to enhance students’ learning experience.
Compiled by: ABSimon, College of Education, ISU Cabagan Campus. 2019
According to the TPACK framework, specific technological tools (hardware, software, applications, associated
information literacy practices, etc.) are best used to instruct and guide students toward a better, more robust
understanding of the subject matter. The three types of knowledge – TK, PK, and CK – are thus combined and
recombined in various ways within the TPACK framework. Technological pedagogical knowledge (TPK) describes
relationships and interactions between technological tools and specific pedagogical practices, while pedagogical
content knowledge (PCK) describes the same between pedagogical practices and specific learning objectives; finally,
technological content knowledge (TCK) describes relationships and intersections among technologies and learning
objectives. These triangulated areas then constitute TPACK, which considers the relationships among all three areas
and acknowledges that educators are acting within this complex space.

image ©2012 by tpack.org

Mishra and Koehler, researchers from Michigan State University, developed TPACK in the absence of other sufficient
theory to explain or guide effective edtech integration. Since its publication in 2006, TPACK has become one of the
leading theories regarding edtech and edtech integration: research and professional development activities both draw
from it heavily.

However, TPACK has remained such a powerful principle for almost 12 years because the complex constituents
described above allow room for a range of specific educational circumstances. Any effective implementation of
technology in the classroom requires acknowledgment of the dynamic, transactional relationship among content,
pedagogy, and the incoming technology – all within the unique contexts of different schools, classrooms, and
cultures. Factors such as the individual educator, the specific grade level, the class demographics, and more will mean
that every situation will demand a slightly different approach to edtech integration. No one monolithic combination of
content, pedagogy, and edtech will be applicable for every setting, and TPACK leaves room for researchers and
practitioners to adapt its framework to different circumstances.

This adaptability can be seen in the various intersections and relationships already embodied in the TPACK acronym.

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. CK
will also differ according to discipline and grade level – for example, middle-school science and history classes require
less detail and scope than undergraduate or graduate courses, so their various instructors’ CK may differ, or the CK
that each class imparts to its students will differ. It is the “what” – understanding of the content such as language
arts, math, science and others.

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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. It is the “how”. It is the expert’s knowledge in the science of
teaching from educational and learning theories to individual differences to strategies and techniques as well as
assessment of learning.

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. In all cases, though, PCK seeks to improve
teaching practices by creating stronger connections between the content and the pedagogy used to communicate it.

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.

Because it considers the different types of knowledge needed and how teachers themselves could cultivate this
knowledge, the 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. Finally, the TPACK framework is useful for the ways in which it explicates the types of knowledge most
needed in order to make technology integration successful in the classroom. Teachers need not even be familiar with
the entire TPACK framework as such in order to benefit from it: they simply need to understand that instructional
practices are best shaped by content-driven, pedagogically-sound, and technologically-forward thinking knowledge.

Sources:

Kurt, S. "TPACK: Technological Pedagogical Content Knowledge Framework," in Educational Technology, May 12,
2018. Retrieved from https://educationaltechnology.net/technological-pedagogical-content-knowledge-tpack-
framework/

Compiled by: ABSimon, College of Education, ISU Cabagan Campus. 2019

 3. SAMR Model

The Substitution Augmentation Modification Redefinition Model offers a method of seeing how computer

technology might impact teaching and learning.  It also shows a progression that adopters of educational
technology often follow as they progress through teaching and learning with technology.  
While one might argue over whether an activity can be defined as one level or another, the important concept to
grasp here is the level of student engagement. One might well measure progression along these levels by looking at
who is asking the important questions.  As one moves along the continuum, computer technology becomes more
important in the classroom but at the same time becomes more invisibly woven into the demands of good teaching
and learning.
SAMR model developed by Dr. Ruben Puentedura  http://www.hippasus.com/

Level Definition Examples  Functional Change 

Substitution   Computer technology is Students print out No functional change in teaching and
used to perform the same worksheet, finish it, pass it learning.  There may well be times
using technology as task as was done before in. when this the appropriate level of work
alternative the use of computers. as there is no real gain to be had from
computer technology.  One needs to
decide computer use based on any
other possible benefits. This area tends
to be teacher centric where the
instructor is guiding all aspects of a
lesson.
 Augmentation     Computer Technology Students take a quiz using There is some functional benefit here in
offers an effective tool to a Google Form instead of that paper is being saved, students and
A functional perform common tasks. using pencil and paper. teacher can receive almost immediate
improvement in the feedback on student level of
use of technology tool. understanding of material.  This level
starts to move along the teacher /
student centric continuum. The impact
of immediate feedback is that students
may begin to become more engaged in
learning.

 Modification This is the first step over Students are asked to There is significant functional change in
the line between write an essay around the the classroom.  While all students are
technology is used to enhancing the traditional theme "And This I learning similar writing skills, the reality
redesign a lesson. goings-on of the classroom Believe...". An audio of an authentic audience gives each
and transforming the recording of the essay is student has a personal stake in the
classroom. Common made along with an quality of the work.  Computer
classroom tasks are being original musical technology is necessary for this
accomplished through the soundtrack.  The recording classroom to function allowing peer and
use of computer will be played in front of teacher feedback, easy rewriting,
technology.  an authentic audience and audio recording.  Questions about
such as parents, or college writing skills increasingly come from
admission counselors. the students themselves.
 Redefinition   Computer technology A classroom is asked to  At this level, common classroom tasks
      allows for new tasks that create a documentary and computer technology exist not as
The idea of creating were previously video answering an ends but as supports for student
something from the inconceivable.  essential question related centered learning.  Students learn
regular item. to important concepts. content and skills in support of
Teams of students take on important concepts as they pursue the
Technology allows the different subtopics and challenge of creating a  professional
collaborate to create one quality video.  Collaboration becomes
creation of a new
final product.  Teams are necessary and technology allows such
concept that has not
expected to contact communications to occur.  Questions
been previously outside sources for and discussion are increasingly student
conceptualized. information. generated.

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 https://sites.google.com/a/msad60.org/technology-
is-learning/samr-model

https://www.schoology.com/blog/samr-model-

practical-guide-edtech-integration
Compiled by: ABSimon, College of Education, ISU Cabagan Campus. 2019