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Unit 3: Theories and Principles in The Use and Design of Technology Driven Learning Lessons

The document discusses principles and models for using technology in teaching and learning. It outlines six principles: 1) learner-centered, 2) accessibility, 3) collaboration, 4) accountability, 5) responsiveness, and 6) innovation. It also describes Dale's Cone of Experience model and the TPACK framework for integrating technology, pedagogy, and content knowledge. Finally, it explains the ASSURE instructional design model's six steps for developing technology-driven lessons: analyze learners, state objectives, select methods/tools, utilize tools, require participation, and evaluate.

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246 views

Unit 3: Theories and Principles in The Use and Design of Technology Driven Learning Lessons

The document discusses principles and models for using technology in teaching and learning. It outlines six principles: 1) learner-centered, 2) accessibility, 3) collaboration, 4) accountability, 5) responsiveness, and 6) innovation. It also describes Dale's Cone of Experience model and the TPACK framework for integrating technology, pedagogy, and content knowledge. Finally, it explains the ASSURE instructional design model's six steps for developing technology-driven lessons: analyze learners, state objectives, select methods/tools, utilize tools, require participation, and evaluate.

Uploaded by

서재배
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© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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WESTMEAD INTERNATIONAL SCHOOL

TECHNOLOGY FOR TEACHING AND LEARNING 1


MODULE 1

UNIT 3: THEORIES AND PRINCIPLES IN THE USE AND DESIGN OF TECHNOLOGY


DRIVEN LEARNING LESSONS

PRINCIPLES THAT GUIDE TEACHERS WHEN USING ICT IN THE CLASSROOM


Principle 1: Learner-centered Principle
ICT is used to enhance learning opportunities and to support successful learning outcomes for
students. Student-centeredness is a common theme and key feature when using technology in the
classroom. This is possible because you offer students a flexibility of access, choice, and an increased
sense of control and empowerment over learning
Maryellen Weimer (2002) described five learner-centered practice areas that need to change to
achieve learner-centered teaching: the function content, the role of the teacher, the responsibility for
learning, the process and purposes of assessment and the balance of power.

Principle 2: Accessibility Principle


Technology is used to expand learning opportunities for all students, including non-traditional
learners. As a teacher, you should see to it that everybody in your class has the opportunity to use ICT or
at least work in groups if the availability of computers at home or those who do not have the resources
to go to the computer shop and rent a computer to do research or to reinforce their learning.

Principle 3: Collaboration Principle


Technology is used to build relationships and foster partnerships within the learning community
and with other stakeholders. Collaborative learning is based on the idea that learning is a naturally social
act where the learners communicate among themselves. There are many approaches to this:
1. Learning is an active process
2. Learning requires a challenge that opens the door for the learner to actively engage his/her
peers
3. Learners benefit when exposed to diverse viewpoints
4. Learning flourishes in a social environment where conversation between learners takes place.
5. In a collaborative learning environment, he students are challenged both socially and
emotionally as they listen to different perspectives and are required to articulate and defend
their ideas.

Principle 4: Accountability
Technology decisions are based on learning systems/government priorities and enhancement of
learning outcomes and are evaluated using established performance criteria. Some technologies are
beneficial and should be integrated into the classroom; however, are not as beneficial and are not worth
of investment.
WESTMEAD INTERNATIONAL SCHOOL
TECHNOLOGY FOR TEACHING AND LEARNING 1
MODULE 1

Principle 5: Responsiveness Principle


Technology is used to increase the flexibility of educators in addressing individual needs and
preferences. Various initiatives are using technology in transition for the development of skills, both for
academic and study purposes, and also for personal development, self-assessment and for “learning to
learn” at school.

Principle 6: Innovation Principle


Technology effectiveness is advanced through the identification, evaluation, and where
appropriate, adoption of emerging technologies and promising practices. A teacher should continue to
identify best practices of using or integrating ICT in the classroom.

DESIGNING WITH EDUCATIONAL TECHNOLOGY


DALE’S CONE OF EXPERIENCE
Dale’s Cone of Experience is a model that incorporates several theories related to instructional
design and learning processes. During the 1960s, Edgar Dale theorized that learners retain more
information by what they “do” as opposed to what is “heard”, “read”, or “observed”. His research led to
the development of the Cone of Experience.
WESTMEAD INTERNATIONAL SCHOOL
TECHNOLOGY FOR TEACHING AND LEARNING 1
MODULE 1

TPACK MODEL
Technological Pedagogical Content Knowledge attempts to capture some of the essential
qualities of knowledge required by teachers for technology integration in their teaching, while
addressing the complex, multifaceted and situated nature of teacher knowledge. At the heart of TPACK
framework is te complex interplay of three primary forms of knowledge: Content (CK), Pedagogy (PK),
and Technology (TK).The TPACK framework builds on Shulman’s idea of pedagogical Content Knowledge.

Considering P and C together, we get PCK, Shulman’s idea of knowledge of pedagogy that is
applicable to the teaching of specific content. Similarly, putting T and C together gives us Technological
Content Knowledge (TCK), the knowledge of the relationship between technology and content. At the
intersection of T and P is Technological Pedagogical Knowledge (TPK), which emphasizes the existence,
components, and capabilities of various technologies as they are used in the settings of teaching and
learning.
WESTMEAD INTERNATIONAL SCHOOL
TECHNOLOGY FOR TEACHING AND LEARNING 1
MODULE 1

ASSURE Model
The ASSURE instructional design model was developed by Hairinch and Molenda in 1999. The
primary goal of this model is to produce an effective teaching and learning approach (Forest (2015). This
model is to produce an effective teaching in planning and conducting instruction using instructional
technology. There are six simple steps to follow in the model representing the acronym ASSURE.

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

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.
 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.

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.
WESTMEAD INTERNATIONAL SCHOOL
TECHNOLOGY FOR TEACHING AND LEARNING 1
MODULE 1

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.

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. This includes an evaluation of your
teaching strategies and the technology, media, and materials that you used.

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