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Theories and Principles in the Use

5 : and Design of Technology- Driven
Lessons

Lesson 1: Edgar 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. Today, this
“learning by doing” has become known as “experiential learning” or “action learning”. The cone
is diagramed and explained in the next sections.

Lesson outcomes:

1. Familiarize with Dale’s Cone of Experience and provided classroom processes or

practices that exemplify each strata of the Cone of Experience Familiarized with the
ISTE National Educational Technology Standards for Teachers.

2. Familiarize with Dale’s Cone of Experience and provided classroom processes or

practices that exemplify each strata of the Cone of Experience

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Consider exploring make beliefs commix. This is a free application that you can use to
create a comic strip. There are figure and characters that you can choose from and write the
dialogues that you can put in the bubble thoughts.

If you will use this as a tool ion teaching a particular content, what would it be? With
what grade level will this work? Using Edgar Cone’s of Learning, to which band would you
categorize the use of this material?

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Discuss your answer on the following issues.

How are the experiences of reality arranged in the Cone of Experience?
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Is the base of the arrangement of experiences difficulty of experience or degree of abstraction

(the amount of immediate sensory participation involved)?
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Edgar Dale’s Cone of Experience

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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.

According to 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 but it
does not mean that concrete experience is the only effective experience that educators should
use in transferring knowledge to the learner. Like what was mentioned above, the experiences
in each stages can be mixed and are interrelated thus, a balance must be achieved between
concrete and abstract experiences in order to cater the and address all the need of the learner
in all the domains of development and in order to help each learner in their holistic development.

Moreover, the generalization about the Cone of Experience that was presented above is
not enough. Actually, we should try to go deeper in each of the component of the cone since
Educational Technology basically revolves around the Cone of Experience. By going one-by-
one, starting from concrete to abstract, we will understand more the different components of the
cone that will help us in grasping the real meaning of educational technology.

To expand on each of the components, let us begin with the 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.

The next level would be the 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.

On the other hand, the next level would be the Dramatized experiences. 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.The next level
would be the Demonstrations. It is a visualize explanation of important fact, idea, or process

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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.

Another level would be the 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. The level of study trips is followed by 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 are 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.

The next levels would be the level of television and motion pictures and sti8ll pictures,
recordings, and Radio. I decided to combine these two stages since it is re3lated to one
another. 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 EdTech. 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 auditor4y devices that can be used by a learner/group of learner that could
enhance and extend learning experience.Education is formation, recapitulation; retrospection
and reconstruction. These are all continuous processes of education and only be provided with
the help of experience. Different experiences are planned and adopted to educate and train the
learners at different levels of education system.

James Q Knowlton rightly suggested another important component which can be added
for the process of instruction is” Experience”. Experience is the accumulation of knowledge or
skill that results from direct participation in events or activities; the content of direct observation
or participation in an event; something personally lived through or encountered. The practical
wisdom gained from what one has observed, encountered, or undergone or felt. Experiences
may be direct or indirect and of concrete and abstract.

Edgar Dale (April 27, 1900 – March 8, 1985) was a U.S. educationist who developed the
famous Cone of Experience. Dale was a professor of education at University. He made several
contributions to audio and visual instruction, including a methodology for analyzing the content
of motion pictures Edgar Dale, an expert in audiovisual education, created a model in his 1946
book Audio-Visual Methods in Teaching that he named the Cone of Experience to discuss
various modalities/channels of imparting information. . The cone of experience given by Edgar
dale has rightly said that it is not offered as a perfect or mechanically flaw less picture to be
taken with absolute literalness in its simplified form. It is merely a visual aid to explain the
interrelationships of various types of audiovisual materials, as well as their individual positions in
learning process His cone did not refer to learning or retention at all, instead modelling levels of
abstraction: words being the most abstract in his model, at the top of the cone, and real-life
experiences the most concrete, and at the base of the cone.

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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. The Cone was
originally developed in 1946 and was intended as a way to describe various learning
experiences. Essentially, the Cone shows the progression of experiences from the most
concrete (at the bottom of the cone) to the most abstract (at the top of the cone).The cone of
experience is a pictorial device use to explain the interrelationships of the various types of
audio-visual media, as well as their individual “positions” in the learning process.
The cone’s utility in selecting instructional resources and activities is as practical today as
when Dale created it.

EDGAR DALE’S CONE/ PYRAMID 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.

According to 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 but it
does not mean that concrete experience is the only effective experience that educators should
use in transferring knowledge to the learner. Like what was mentioned above, the experiences
in each stages can be mixed and are interrelated thus, a balance must be achieved between
concrete and abstract experiences in order to cater the and address all the need of the learner
in all the domains of development and in order to help each learner in their holistic development.
The generalization about the Cone of Experience that was presented above is not enough.

Actually, we should try to go deeper in each of the component of the cone since
Educational Technology basically revolves around the Cone of Experience. By going one-by-
one, starting from concrete to abstract, we will understand more the different components of the
cone that will help us in grasping the real meaning of educational technology.

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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.

The 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.
The Dramatized experiences.

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.

The Demonstrations.

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.

The 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.

The Exhibits

The level of study trips is followed by 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 are 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.

The television and motion pictures etc.

The next levels would be the level of television and motion pictures and still pictures,
recordings, and Radio. 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

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and audio devices that can be used by a group of learner that could enhance and extend
learning experience.

The Visual symbolic and Verbal symbolic

The last two levels would be the Visual symbolic and Verbal symbolic. 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.

After going through the different components of the Cone of Experience, it could be said
that in facilitating learning, we can use variety of materials and medium in order to maximize the
learning experience. One medium is not enough so there’s nothing wrong with trying to combine
several medium for as long as it could benefit the learners.Through the levels provided by the
Cone of Experience, it could be said that concrete experiences must be provided first in order to
support abstract learning. Lastly, staying on the concrete experiences is not even ideal
because through providing abstract experiences to the learner, the more he will develop his
higher order thinking skills which is important for more complex way of thinking and for dealing
with more complex life situations.Through understanding each component of the Cone of
Experience, it could be said that Educational Technology is not limited to the modern gadgets
that we have right now but rather it is a broad concept that includes all the media that we can
use to attain balance as we facilitate effective and meaningful learning.
To understand more the Cone of Experience, you may refer to this picture:

Modes of learning in Cone of Experience

In Edgar Dale introduced the Cone of Experience demonstrate a progression from direct, first-
hand experience to pictorial representation and on to purely abstract, symbolic expression.

The Cone of Experience corresponds with three major modes of learning

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Enactive (direct experience),- Enactive or direct experience involves practicing with objects
(the student actually ties a knot to learn knot-tying). Enactive experience involves concrete,
immediate action and use of the senses and body.

Iconic (pictorial experience) - Iconic experience involves interpreting images and drawings
(the student looks at drawings, pictures or films to learn to tie knots). Iconic experience is once
removed from the physical realm and limited to two or three senses.

Symbolic (highly abstract experience)- Symbolic experience involves reading or hearing

symbols (the student reads or hears the word “knot” and forms an image in the mind). In
symbolic experience, action is removed nearly altogether and the experience is limited to
thoughts and ideas.

Some theorists prefer to be more specific and refer to these possible modes of learning
Conditioned- Conditioning refers to learning by pre-design or control via a series of
punishments and rewards.

Imitative – Imitation refers to learning tasks by observation or modeling.

Trial and error – Trial and error refers to learning via a series of successful and unsuccessful
trials and deliberations.

Investigative - Investigation refers to learning via a series of informed hypotheses and inquiries
into problems.

Expansive learning - Refers to the questioning of the validity of tasks and problems of a given
context to the transformation of the context itself.

Passive and Active Aspects of the Cone of Experience

Although no experience is fully passive, iconic and symbolic experiences are generally
more passive than direct experiences. Dale proposed that active and passive modes of
participation can be contrasted by assigning a percentage of we tend to remember after two
weeks after our experience.

The concrete and abstract aspects in the Cone of Experience

The Cone of Experience invokes a bi-directional movement from the concrete to abstract
and from the abstract to concrete. Dale’s theory suggests that objects and the material culture
of technology are mere augmentations or media to be used in the learning process. To fully
empower teachers with a theory of practice in technology studies, technologies and physical
settings have to play a more active role in cognition, emotion and action.

Learning and Experiences: A Step model based on Dale Cone of Experience

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When Dale researched learning and teaching methods he found that much of what we
found to be true of direct and indirect (and of concrete and abstract) experience could be
summarised in a pyramid or ‘pictorial device’ Dales called ‘the Cone of Experience’. In his book
‘Audio visual methods in teaching’ – 1957, he stated that the cone was not offered as a perfect
or mechanically flawless picture to be taken absolutely literally. It was merely designed as a
visual aid to help explain the interrelationships of the various types of audio-visual materials, as
well as their individual ‘positions’ in the learning process.

Dale points out that it would be a dangerous mistake to regard the bands on the cone as
rigid, inflexible divisions. He said “The cone device is a visual metaphor of learning experiences,
in which the various types of audio-visual materials are arranged in the order of increasing
abstractness as one proceeds from direct experiences.”In true sense the bands of the (Edgar
Dale’s) cone are not only the types of audiovisual materials but the different experiences are
also included. In fact the upper four bands like verbal symbols, visual symbols, Radio,
Recordings, and still pictures, and motion pictures are more related with Audiovisual materials
but the later six bands of the cone like Exhibits, Field Trips, Demonstrations, Dramatic
Participation, are the strategies of teaching-learning.

Contrived Experiences and Direct, Purposeful Experiences are related with term
Experiences .Each division represents a stage between two extremes-direct experience and
pure abstraction. As we move from base of the cone to the up in order of decreasing directness.
Similarly, if we move down from pinnacle of the cone in the order of the decreasing abstraction.
Based on experience of teaching at different levels it was felt that, there are many experiences
and audiovisual materials which are missing in dale’s cone and to be included by making a new
model of experiences which is presented in the following Step Learning Experiences model.

The base of the step learning experiences model is direct and purposeful experience
which is always preferable for any new learner and any kind of learning concept and gives
firsthand experience in turn leads to the permanent learning. At the top of the cone is verbal or
text these are the least effective ways to introduce new content to students. The step learning
experience model includes 17 different experiences.

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Verbal Symbols

Verbal symbols are words, sentences, sounds, or other utterances that are said aloud in
order to convey some meaning. The verbal symbol may be a word , an idea , concept , a
scientific principle , a formula , a philosophic aphorism or any other representation of
experience that has been classified in some verbal symbolism.

Olfactory Experience

It is also called Aroma Experience; Aroma is a quality that can be perceived by the
olfactory sense. It is a type of Experience where the learner can have the concrete idea of the
abstract thing through the sense of smell.

Gustatory Experience

Gustatory is an adjective that refers to tasting or the sense of taste, Gustatory has its
roots in the Latin Gustare, meaning “to taste,” It is a type of Experience where the learner can
have the concrete idea of the thing or object or concept through the sense of taste. We can
have the taste of real thing which may be in different forms (different Size, shape, color)..

Tactile-kinesthetic Experience:

It is a type of Experience where the learner can have the idea or the concept of the thing
or object through the sense of touch and feel; it is learning through a hands-on approach and
learners will be physically involved. Kinesthetic Learning Experience refers to one of the
modalities that learners use in order to approach and absorb new information.Kinesthetic-tactile
refers to a pupil who learns by movement and by touching. This type of experience can be given
through hands-on activities, manipulating objects or flash cards, working problems or re-typing
notes.
Visual symbols

Visual symbol may be a picture or shape that has a particular meaning or represents a
particular process or idea. Something visible that by association or convention represents
something else that is invisible; and something that represents or stands for something else,
usually by association or used to represent something abstract. Visual experience has a rich
predictive structure.

Still Pictures, Radio, and Recordings:

This stage includes number of devices that might be classified roughly as “one
dimensional aids” because they use only one sense organ that is either eye (seeing) or ear
(hearing). All these materials are less direct than the audio-visual experiences.

Motion pictures, Television and computers

These can eliminate the unnecessary and unimportant material and concentrate upon
only selected points. The important processes can be watched with slow motion and vital
content and issues can be repeated number of times. The pupils are mere spectators and are
distant from the experiences like touching, tasting, handling and feeling from directly
experiencing.Television’s influence on language habits, vocabulary, consumer patterns, cultural
values and behavior patterns should not be underestimated. Research suggests that even the

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learning pace can be enhanced or improved through television learning.The present day
computers are not only compact, extremely powerful and versatile, commonly accessible and
easy to use. The computer has, indeed become an integral part of our teaching process and
daily life. Students then simulate the entire lab experience using the CAI, which saves time,
resources.

Exhibits:

In education normally the arranged working models exhibited in a meaningful way.

Sometimes they may be series of photographs or of photographs mixed with models and charts
. The opportunity to handle the materials by the participant makes the way to use more sense
organs and Learning by doing always helpful for meaningful or concrete learning.

Field-trip (Educational Excursion)

It is a trip by the students to gain firsthand knowledge away from the classroom as to a
museum, factory, geological area, or environment of certain plants and animals. A field trip
gives students a chance to study something in real environment, rather than in a classroom or
laboratory. At field trips normally students see and note down certain important things.
Sometimes they get chance to interview and discuss the things with officials or local people to
clarify the doubts with supportive to observation.

Demonstrations

A demonstration is another means whereby pupils can see how certain things are done.
Demonstration may require nothing more than observation on the part of the pupil or observer. It
is the act of showing or making evident or circumstance of proving or being proved conclusively
as by reasoning. It may be description or explanation of a process and illustrated by examples,
specimens and it also includes the act of exhibiting the operation or use of a device, machine,
process and product.

Dramatization

There are many things we cannot possibly experience at first hand and we cannot
experience directly something that has already happened. Furthermore some matters cannot be
reduced to contrived experience and some ideas must of necessary be somewhat abstract and
symbolic. Dramatic participation can help us get close as possible to certain realities that we
cannot reach at first hand.As students re-create images, pictures, visual details, staging,
movement, location and direction with drama their spatial learning skills are developed. Logical
learning follows from using rational patterns, cause and effect relationships and other believable
concepts involved with the drama. Sometimes music, or even the music of language, is also
used in working with drama.

Contrived Experiences (Artificial Experience)

A contrived experience is editing of reality, an editing which makes the reality easier to
grasp. It may be illustrated by working model and it differs from the original either in size or
complexity; contrived experiences lead to a suspension of disbelief. In other words, during the
period of experience, the learner believes in the reality of the experience. We make use of
contrived experiences to overcome limitation of space and time, to edit reality for us to be able

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to focus on parts or a process of a system that we intend to study and to overcome difficulties of
size and finally to understand easily and effectively

Virtual learning experience

Though the virtual experience can be called as contrived experience but the pupils level
of experience may differ and the kind of joy and level of understanding may be high at virtual
than the contrived experiences which include models mock ups and cut-away as we can
consider them as hardware. A virtual learning experience involves a set of teaching and learning
tools designed to enhance a student’s learning experience by including computers and the
Internet in the learning process. The representation of the learning environment ranges from
text-based interfaces to the most complex 3D graphical output. Smart boards are the best
examples for virtual experience where students can conduct science experiments in simulated
way. In virtual experience pupil can see and hear but not use the senses of touch and smell. We
can bring reality in the classroom which is more than contrived experience and as near as the
real experience.

Four-Dimensional Experiences

Four-Dimensional Experiences that describes a presentation system combining a Three

Dimensional film with Physical effects in the theater, which occurs in synchronization with the
film. Because physical effects can be expensive to install, 4-D films are usually presented only
at special venues, such as theme parks and amusement parks. Due to the fast growth of
technology, 3-D Theatres have been enhanced by the addition of special simulations. In
Education some of the abstract concepts of literature, history and science can be taught with
Four dimensional effects and pupil may enjoy the abstract content in a concrete way with same
effect as it is given by the poets in the poems, even at science issues and concepts as if they
are experiencing in a real situation.

Ubiquitous learning Experience

Ubiquitous means “pervasive, omnipresent, ever present, and everywhere”. A ubiquitous

learning experience is any setting of the environment in which students can become totally
immersed in the learning process. To define, it is a kind of experience where learning is
happening all around the student but the student may not even be conscious of the learning
process.
The Ubiquitous learning Environment includes an ubiquitous computing technology-equipped
system supplies users with timely information and relevant services by automatically sensing
users’ various context data and smartly generating proper results. So the characteristics of a
pervasive computing environment can be mainly concluded as the following: User mobility,
Resource and location discovery, Context awareness (user/time/location), Collaborative
interaction, Ambient information, Calm technology, Event notification, Adaptive interfaces,
Invisibility object augmentation, and Any time/anywhere.

Direct Real Experience

These experiences can be observed live or in real time through technological gadgets
and the same can be used effectively to the students understanding of the processes, certain
special environments and sometimes the special actions too.
Direct real experience can give greater experience in learning for the students than virtual or
contrived experiences. The pupil will have an opportunity to observe and study directly. Hence

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its impact may be high on learning than the other earlier experiences. It is also an alternative
experience to the direct purposeful experience. When teachers are unable to provide direct
purposeful experience, they may only have the best option of direct real experience.

Direct Purposeful Experience

The Base of the Step Learning Experiences Model represents direct reality itself as we
experience it at first hand. It is the rich full bodied experience that is the base of education. It is
the purposeful experience that is seen, handled, tasted, felt, touched, and smelled. It is the
experience of life and we get it by living. Some of our richest, most vivid sense impressions are
those which involve our feelings and perceptions in an eager exploration of the world.

Critical Appraisal

The cone of experience given by Edgar dale has rightly said that it is not offered as a
perfect or mechanically flaw less picture to be taken with absolute literalness in its simplified
form. It is merely a visual aid to explain the interrelationships of various types of audiovisual
materials, as well as their individual positions in learning process. The Cone should be
considered as a continuum rather than a hierarchy. Learning occurs through all of the
experiences present in the Cone, and all experiences may be appropriate at different stages in
the learning process or for different audiences.

The Cone does not demonstrate which is the best method of learning? One can
conclude that many different kinds of instruction should be used in the classroom. Since no
single method is superior to another, instructors must analyze the audience as well as the
content. Some content may fit into one teaching method, while other content may be better
suited to another method. The use of audio-visual materials in teaching does not depend
primarily upon reading to convey their meaning. It is based upon the principle that all teaching
can be greatly improved by the use of such materials because they can help make the learning
experience memorable we do not mean that sensory materials must be introduced into every
teaching situation.
Mathematics is a subject of abstract concepts and can be learnt better through verbal
and visual symbols, contrived and virtual experiences. It may not be possible to give direct
experiences for pupil in subjects like mathematics and statistics. Verbal and visual experiences
are suitable only for Language learning. Experiences are meant to experience not to evaluate or
compare among them. Experiences are purely individualised, with the same kind of experience
one’s perception may be differ from others. One can learn better than other, some pupil can
learn better with the direct experiences and others can learn easily with virtual experience,
some through contrived, one dimensional and two dimensional aids.

John Dewey says that “Direct experience had the disadvantage of being limited in range
and fatally restricted”(1946. P-51). Indeed, we learn many things indirectly even better than the
direct experience. The direct experience is not necessary or suitable for learning all kinds of
concepts. James P. Lalley and Robert H. Miller have examined many different studies about
learning and retention and have concluded that the most learning and retention occurs when
many different teaching methods are used in the classroom. They found that direct instruction,
or lecture, is most commonly used in the classroom and has “a significant effect on retention”.
Reading, although it appears to have little value based on Dale’s Cone will influence the
students’ ability to learn throughout their lives.

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When Dale researched learning and teaching methods he found that much of what we
found to be true of direct and indirect (and of concrete and abstract) experience could be
summarized in a pyramid or ‘pictorial device’. He stated that the cone was not offered as a
perfect or mechanically flawless picture to be taken absolutely literally. It was merely designed
as a visual aid to help explain the interrelationships of the various types of audio-visual
materials, as well as their individual ‘positions’ in the learning process. It is important to note that
Dale never intended the Cone to depict a value judgment of experiences; in other words, his
argument was not that more concrete experiences were better than more abstract ones. Dale
believed that any and all of the approaches could and should be used, depending on the needs
of the learner.

Practicability of Learning Pyramid

In order for students to develop meaningful knowledge, feelings and skills, their direct
experiences must be “associated with abstractions,” as Dale noted. Language and expression
are essential to skill acquisition. Beyond its sketchy background, the learning pyramid should
raise concerns: What kind of research results end up in such tidy percentages, all multiples of
10? How would one even develop a method for testing such broad claims? Do we really believe
a learner can remember 90% of anything? Can an activity be separated from its content and be
given credit for learning?

Many distinguished authors have gutted the pyramid’s claims. Educational expert Daniel
Willingham was against the pyramid related to oversimplification; providing an optimal learning
experience does not boil down to the instruction method. There are many different variables that
impact learning. In her book Char Booth explains another danger of the pyramid, that relying too
heavily on the idea of mode strips away designing instruction for differences in context and
content . Booth’s anecdote about how she embraced the pyramid because of its implications for
student engagement illustrates another flaw with it. The pyramid is a visual sighting. If we only
remember 30% of what we see, then a picture of the pyramid should not have such a dramatic
memory impact on so many people.

Looking at Dale’s cone of Experience, one can realize that there can be numbers of
model that can be used by the teacher to reach the learner depending on the learners need.
Despite the pyramid having been debunked in many venues for decades, it continues to show
up in educational presentations and literature.
To conclude, the Cone of Experience is essentially a visual metaphor for the idea
that learning activities can be placed in broad categories based on the extent to which they
convey the concrete referents of real-life experiences. It has also been interpreted by many as a
prescriptive formula for selecting instructional media. Dale’s own explanations are nebulous
enough to enable a wide variety of interpretations to find support. Finally, the fact that the Cone
has been taken seriously enough to be used in so many ways testifies to the robustness and
attractiveness of Dale’s visual metaphor.

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

The Eight M’s of Teaching

Milieu- the learning environment

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Matter – the content

Method – teaching and learning activities
Material – the resources of learning
Media – communication system
Motivation – arousing and sustaining interest in learning
Mastery- internalization of learning
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, 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 instruction.

The Cone of experience is a visual model that shows a continuum of learning: a pictorial
device that present bands of experience. It does not strictly define the bands to be mutually
exclusive but allows the fluid movement across the levels. In facts 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 the 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 be
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.

Dales (1969) asserts that:

The pattern of arrangement of the band experience is not difficulty but degree of
abstraction – the amount of immediate sensory participation that is involved. A still photograph
of a tree is not more difficult to understand than a dramatization of Hamlet. It is simply in itself a
less concrete teaching material than a dramatization.

In our teaching, then, we do not always begin with direct experience at the base of the
Cone. Rather , we begin with the kind of experience that is most appropriate to the needs and
abilities of particular learning situation. Then, of course, we vary this experience with many other
types of learning activities. (Dale, 1969 as cited in B. Corpuz& P. Lucido, 2012)

The Band 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.

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Contrived experiences – It is in this category that representations such as models, miniatures,

or mock ups are used. There are things or events that may be beyond the learner 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.

Demonstration – when one decides to how things are done, a demonstration is most
appropriate experience. It is an actual execution of a procedure or a process. A demonstration
of how to bake a cake or how to execute the dance step is an appropriate way of making the
learning experience meaningful.

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 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 learner 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 formulae.

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

 Enactive- a series of actions

 Iconic – a series of illustrations or icons
 Symbolic – a series of symbols.

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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
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

Dale’s Cone of Experience is a tool help instructors make decisions about 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 questions:

 Where will the student’s experience with this instructional resource fit in the cone?
 What kind of learning experience will you choose for your students?
 How will you use the ideas in the cone to enrich your textbooks?
 What instructional material (digital or non-digital) will you use to enrich your students’
learning experiences?
 How many senses will your students employ when you use an instructional material
taken from a bond of cone?
 With these guide questions to reflect on, there are pitfalls that you should avoid with
regard to the use of the Cone of Experience:
 Using one medium in isolation.
 Moving to the abstract without an adequate foundation of concrete experience.
 Getting stuck in the concrete without moving to the abstract hampering development of
our students higher thinking skills.

Talk about your ideas given the following situations.

1. If you teach a lesson on the concept of fractions to a grader, how will you proceed if you
follow the pattern in Dale’s Cone of Experience beginning with the concrete moving
towards the abstract?

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2. Try to explain why reading teachers discourage us from reading only comics or
illustrated comic version of novels?

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3. How would you account for children who can label and identify the objects even if they
have not actually seen them in reality?

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4. Now that there is a great deal of ICT tools and applications used in enriching the lesson,
how would you explain its potential use instruction and where will you categorize it on
the Cone?
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A. Express yourself!

1. How are the experiences of reality arrangement in the cone of Experience?

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2. Is the basis of the arrangement of experiences difficult of experience or degree of

abstraction (the amount of immediate sensory participation involved)?

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3. Do the bands of experience (e.g. direct experiences, contrived experience etc.)follow a

rigid, inflexible pattern? Or is it more correct to think that Cone overlaps and blends into
one another?

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4. Does the Cone of Experience device mean that all teaching and learning must move
systematically from base to pinnacle?

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5. Is one kind of sensory experience more educationally useful than another?

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6. Can we overemphasize the amount of direct experience that is required to learn a new
concept?

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7. Are the upper levels of the cone for the older student and the lower ones for the child?

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8. How would you relate the Cone of Experience to the teaching-learning process with the
levels identified by Bruner’s three-tiered model of learning?

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B. Directions: Read the questions carefully and encircle the letter corresponding to the correct
answer.

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

a. The closer you are from the bottom, the direct the learning experience becomes.
b. The farther 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 farther you are from the base, direct the learning experience becomes.
2. Contrived experiences, demonstrations, and field trips are example of _______materials.
a. Iconic
b. Enactive
c. Symbolic
d. Abstract
3. Performing experiments is an example of _____.
a. Real-world experiences
b. Direct, purposeful experiences
c. Contrieved experiences
d. Dramatized experiences

4. As implied in the Cone of Experience, which will work best for kindergarten children?

a. Videos
b. Books

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c. Audio recordings
d. Real-life experiences

5. Which statement 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 experiences 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 are involved, the better learning will take place.

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Lesson 2: TPACK as a Framework for Technology- Driven

Teaching and Learning

As you prepare to be a teacher, how do you assess your content knowledge of your
specialization? In terms of your teaching skills, what strategies or techniques do you know will
work if you use it when teaching? If you will consider using a technological tool when teaching,
what would it be?

Shulman’s (2008) Pedagogical Content Knowledge (PCK) is a framework which involves

the teacher’s competence in delivering the concepts being taught by simplifying complex ones if
needed or leading the students to study a concept more deeply and extensively. This is made
possible due to the teacher’s understanding of the amount and the content structure of
knowledge.

Mishra and Koehler (2006) continued to build upon Schulman’s PCK and incorporated
technology hence, TPACK.

Lesson outcomes:

1. Familiarize oneself with TPACK and SAMR Model as frameworks in integrating

technology in the practice of teaching

2. Select and employ an appropriate technology (tool or application) in an instructional plan

3. Evaluate one’s capability in integrating technology in his lesson

4. Identify learning theories and principles applied in the design and development of
lessons through appropriate media and technologies for teaching-learning

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On the web…

There are two relevant video clips that can be viewed. They will reinforce the
understanding of TPACK. Search in YouTube the following files and view them.

a. TPACK is Two Minutes (https://www.youtub.com/watch?v=FagVSQIZELY)

b. Introduction to the TPACK Model Video Common Sense Media
(https://www.youtube.com/watch?v=glkn9Veggxo)

1. What insights have you gained after viewing them?

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Study the infographic, iPadagogy Wheel. Discuss and select how technology can be
integrated in a lesson. As a group, write your answers in the table provide

Subject Matter

Learning Outcome(s)

Technology Tools to be Used

Motivation Activities

Main Activity to Teach the Lesson

How Will You Assess Your Learning

Outcome(s)

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What is TPACK?

The TPACK framework was introduced by Punya Mishra and Matthew J. Koehler of
Michigan State University in 2006. With it, they identified three primary forms of knowledge:
Content Knowledge (CK), Pedagogical Knowledge (PK), and Technological Knowledge (TK).

Look at the diagram below. You’ll notice that the three primary forms of knowledge are
not entirely separate. In fact, the intersections of each are critical because they represent
deeper levels of understanding.

Image based on the original on TPACK.org

The center of the diagram, otherwise known as TPACK, represents a full understanding
of how to teach with technology. Keep in mind that this is not the same as having knowledge of
each of the three primary concepts individually. Instead, the point of TPACK is to understand
how to use technology to teach concepts in a way that enhances student learning experiences.
Let’s say, for example, that you deliver content to your students via your learning
management system (LMS). Even if you have sufficient knowledge of the content you’re
teaching (CK) and of your LMS (TK), you might still subject your students to an entire online
course of text-based PDFs.

While this is an adequate display of both content and technical knowledge, you could
argue that it is not enhancing the learning experience. However, if you recognized how your
content could be presented in more interactive and engaging digital mediums—e.g., video, class

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discussion, game, etc.—and you knew how to make that happen via your LMS, then you just
leveled up to Technical Content Knowledge (TCK).

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 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 students’ motivation and
make the content more accessibly engaging to students. This framework has significantly
influenced practices in teaching as a result of research.

The Technological, Pedagogical and Content Knowledge known as TPACK is a

theoretical model describing the capability of the 21st century teacher. To be relevant to the
learners of today, the teacher 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 is composed of facts, concepts,
theories or principles in a given discipline. Pedagogical Knowledge (PK) 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. The
teachers need to possess the capability to handle learning through effective method and
appropriate strategies.

The intersection of the pedagogical and content areas of knowledge is the PCK. This is
how much competencies the teachers have in making the students learn concepts and skills.
This includes the knowledge of how to use techniques that can meaningfully address different
learning styles while supporting content with the deeper understanding. Schulman (2008)
considers this teaching at its best.

The incorporation of technology knowledge into PCK by Mishra and Koehler (2006) is
relevant to 21st century teaching. This is the TK or the technological knowledge. This is
teachers’ knowledge on how to select, use and integrate these 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 applications and sites.

When technology is used in a specific subject area to enrich and deepen student’s
understanding of content, this is the intersection called TCK or Technological-Content
Knowledge. For example, to deepen student’ s understanding of a concept or area of study,
students can gather information and collect data and evidence using technology tools and
present these information using an application.

Furthermore, TPK which is Technology-Pedagogical Knowledge is knowing how to

select, use or develop technology to manage student learning. For example, who will use
collaborative tools that will allow students to work together and share information? How will you
use an application that will allow students to creatively share their well-researched project in

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class or to others outside of the school? If they need to communicate with an expert in the
industry, what tools can they employ so that they may be able to interview the right expert who
can assist them in their capstone project? As a teacher, using the appropriate technology to
ensure effective instruction is TPK.

It allows student to learn content through digital tools. They can document and record
evidence and plot out a strategy using a collaborative tool where the group can discuss their
action plan while in or out of school. The drawn plan can be presented using a productivity tool
(i.e.PowerPoint or a digital story) to pertinent persons for feedback. Once approved and given
support, the project can now proceed to the next level-implementation stage.

The intersection of all knowledge areas is known as the TPACK. So, TPACK is about
what teachers know, how theyteach andhow technology is used in the delivery of the lesson to
make it more engaging and making learning more relevant in the 21 st century.

In conclusion, 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 the technology tool but it is the right blend of the three knowledge

Figure 1 shows a balance and collaborative functions of the varied activities manifesting
teachers’ competencies.

Figure 1. TPACK Model

Why Is TPACK Important?

Most instructors and administrators recognize the benefits technology can have in the
classroom—whether that be preparing students for a technology-driven world or helping to
simplify course, school, and district management. But too many view technology as a silver
bullet to the challenges they face. It’s sometimes assumed, consciously or not, that the mere
presence of digital tools will improve education.

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This is exactly why the TPACK framework is important. It’s easy to think that adding a
great LMS to your class strategy is going to enhance learning. But TPACK shows us that there’s
a relationship between technology, content, and pedagogy, and the purposeful blending of them
is key.

If nothing else, TPACK can be a helpful mantra urging you to step back and look at your
whole strategy and the nuanced connections between all of its moving parts. In a study
conducted by the ASCILITE, or the Australasian Society for Computers in Learning in Tertiary
Education, researchers found that the TPACK framework enhanced teacher candidates’ ability
to use technology in their learning and later in their professions.

“This present understanding of the use of TPACK,” author of the study Dr. Dorit Maor
explains, “also paves the way for educators to engage students in collaborative learning and to
develop the concept of digital pedagogies. Digital pedagogies may be the concept that can
encompass all: teaching approach, students’ attitudes, and desired learning outcomes.”
She goes on to say that the framework should also be used to develop new forms of
professional development “to promote a better understanding of the synergy between
technology and pedagogy.” Given its potential impact on teachers, teacher training, professional
development, and student outcomes, claiming that TPACK is an important concept in education
may be an understatement.

An Example of How to Incorporate the TPACK Framework in Your Classroom

Now that you know what the TPACK framework is and why it’s important, let’s look at
how it can be applied in the classroom. Below is an example of how you can us your
technological, pedagogical content knowledge to enhance a lesson.

Your Original Lesson Plan

Imagine you are a 7th grade life sciences teacher. The topic is “cell anatomy.” Your
objectives are to describe the anatomy of animal cells and explain how the organelles work as a
system to carry out the necessary functions of the cell.

The traditional strategies or activities might go as follows:

1. Walk through the cell’s anatomy and the basic functions of each organelle,
referencing the diagram in the textbook.
2. Break the class into small groups. Task each group with labeling their own diagram of
cell anatomy and researching a single process to present to the class later on. You
may want to choose the process for them to avoid duplicate presentations.
3. Have each group present the cell process they researched to the class.

Got it? Okay. So how the TPACK framework might be used to enhance this lesson?

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Applying Technological, Pedagogical Content Knowledge to Your Lesson

As mentioned before, the TPACK framework is based on three primary forms of knowledge. So
your first step should be to understand your primary forms of knowledge in the context of this
lesson.

Content Knowledge (CK)—what are you teaching and what is your own knowledge of the
subject? For this lesson, you’ll need a solid understanding of cell anatomy and processes.

Pedagogical Knowledge (PK)—how do your students learn best and what instructional
strategies do you need to meet their needs and the requirements of the lesson plan? In this
case, you'll need to understand best practices for teaching middle school science and small
group collaboration.

Technological Knowledge (TK)—what digital tools are available to you, which do you know
well enough to use, and which would be most appropriate for the lesson at hand? For this
lesson, students will need to label a diagram and present, so the ability to fill in blanks with an
answer key, find images from the internet, create slides, etc. are important.
Now that you’ve taken stock of your primary forms of knowledge, focus on where they intersect.
While the ultimate goal is to be viewing your lesson and strategy through the lens of TPACK, or
the center of the model where all primary forms of knowledge blend together, taking a moment
to consider the individual relationships can be helpful.

Pedagogical Content Knowledge (PCK)—understanding the best practices for teaching

specific content to your specific students.

Technological Content Knowledge (TCK)—knowing how the digital tools available to you can
enhance or transform the content, how it’s delivered to students, and how your students can
interact with it.

Technological Pedagogical Knowledge (TPK)—understanding how to use your digital tools

as a vehicle to the learning outcomes and experiences you want.
Now let’s weave all this technological, pedagogical content knowledge (TPACK) together and
enhance the activities of our original lesson plan. The ideas below are examples of activities
that can be added to the original list. Remember, the goal is to be purposeful in applying each
form of knowledge.

After walking through the different parts of a cell’s anatomy, break your students into
small groups and have them collaborate on completing a Check for Understanding quiz via your
LMS. Include an interactive question that provides a diagram of a cell with blank labels and
requires students to drag and drop the proper labels in place from an answer key (in
Schoology’s LMS it’s called a “Label Image” question).
Give each group a device with recording capabilities. Have each member of the group
choose an organelle to personify, and have them record each other explaining who they are (or
which organelle they are) and why they are important for the cell. Finally, have them upload
their videos to a media album so your students can watch each other’s videos on their own time
and leave comments.

Instead of researching a cell process (e.g., cell respiration, energy production, etc.) in
one type of cell, have your students compare the process between animal and plant cells and
make conclusions regarding the differences they find. Require each group to construct an

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artifact of their research by creating a one-page brief in Google Drive or Microsoft OneDrive, a
flowchart comparison, or a video explanation. This can be turned in via an assignment in your
LMS for credit.

Armed with their knowledge of cell anatomy, function, and processes have your students
analyze the connections between different animals and plants in their natural habitats.
Have each group infer what might happen when one animal or plant is placed in a habitat other
than it's natural one. Each group should compile evidence to make their case (articles, videos,
etc.) using Padlet, Evernote, or other similar tool.
For more TPACK planning steps and lesson examples, see this article from the Journal of
Technology and Teacher Education (JTATE).

Broad Benefits of the TPACK Framework

You don’t have to go all in with TPACK to gain something from it. Whether you apply it to
every lesson or revisit it from time to time, this framework can help you think more strategically
about how you’re using technology in the classroom. Try it. You may be surprised at what your
lessons and strategies can become through the meticulously thoughtful lens of the TPACK
framework.

SAMR

Another important model in the integration of technology in instruction is SAMR.

The SAMR Model is a framework created by Dr. Ruben Puentedura that categorizes four
different degrees of classroom technology integration. The letters "SAMR"
stand for Substitution, Augmentation, Modification, and Redefinition. The SAMR model was
created to share a common language across disciplines as teachers strive to help students
visualize complex concepts.

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. (Nov. 9, 2013)

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S stands for Substitution. It is literally using technology as an alternate for the 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 of 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
certain functions that the application provides. Instruction with the 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 instructions, 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.

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Figure 2: SAMR Model

Figure provides example of integrating technology in some learning areas. source:

Integrating Technology: Introduction to SAMR Model Created by Double Morgan for
Sevier District Canvass Training (2015)

The SAMR Model Explained (with Examples)

The SAMR model is made up of four steps—Substitution, Augmentation, Modification,

and Redefinition. Substitution and Augmentation are considered "Enhancement" steps, while
Modification and Redefinition are termed "Transformation" steps.

Think of the difference between seasoning an old family recipe (Enhancement) and
creating an entirely new, original dish (Transformation). Susan Oxnevad referred to this
movement across the spectrum as "teaching above the line."

Substitution

At this stage, technology is directly substituted for a more traditional one. It is a simple,
bare-bones, direct replacement. For example, if you are teaching a government lesson on the
Constitution, you might use an electronic or web-based version of the document instead of a
hard copy. Students might also answer questions about the Constitution using a Microsoft Word
instead of filling out a worksheet.

Substitution might also include a student using Keynote, PowerPoint, Prezi, Slides, or a
similar program to present information about an article or amendment to the class.
In this step, you ask yourself what we stand to gain by replacing traditional tools with
technology. Invariably, some situations will be better served with pen and paper.

Augmentation

The technology is again directly substituted for a traditional one, but with significant
enhancements to the student experience. In other words, you ask yourself if the technology
increases or augments a student's productivity and potential in some way.
Returning to the Constitution example, a student might augment a presentation on, say, the
14th Amendment with a video clip of how equal protection under the law was enforced during
school desegregation. It could also include interactive links to relevant supreme court decisions,
such as Plessy v. Ferguson or Brown v. Topeka Board of Education.

Modification

In this stage, you are beginning to move from enhancement to transformation on the
model. Instead of replacement or enhancement, this is an actual change to the design of the

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lesson and its learning outcome. The key question here—does the technology significantly alter
the task?

A student presenting research on the 14th Amendment, to continue our example, might
create his or her own unique graphic organizer for the class that not only includes the usual
multimedia resources but represents a new product or synthesis of existing material. As another
example, a group of students might collaborate in a cloud-based workspace to propose a
modern definition of equal protection under the law and solicit feedback on their proposals from
classmates.

Redefinition

The last stage of the SAMR model is Redefinition and represents the pinnacle of how
technology can transform a student’s experience. In this case, you ask yourself if the technology
tools allow educators to redefine a traditional task in a way that would not be possible without
the tech, creating a novel experience.
For example, after completing their group work and soliciting feedback from classmates (both
tasks that could be completed "offline" although arguably not with the same experience as in the
modified format), students could utilize technology to network with students several states away
to see how regional differences impact how others think about the Constitution.
Taking it a step further, students could even interact in real time with citizens in another country
to examine key differences in constitutional philosophy and law. This can bridge the gap
between K-12 and higher education as it did in this digital citizenship project.

SAMR and Bloom’s Taxonomy

Many educators use the SAMR model and Bloom’s Taxonomy in tandem to make their
technology integration more purposeful. It’s a common mistake, however, to conflate the two
models and think that deeper technology integration (the M and R in SAMR) lead to higher order
thinking skills defined by Bloom. This is simply not the case.
So while it may be useful to use SAMR and Bloom’s Taxonomy to better flesh out your
instructional strategy, keep in mind that they were designed for very different purposes.

Modeling SAMR Outside the Classroom

When you hear the acronym SAMR, it's mostly in the context of the classroom. But
SAMR is a useful framework for integrating technology beyond the classroom as well. In fact,
thoughtfully using the framework in faculty meetings, observations, and other everyday activities
can increase their effectiveness and model SAMR best practices for participants.

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This may help…

You may use applications that

you know. If you have no idea,
you may start exploring some
tools and application found in the I
mage of Apps in Education poster and
think how you can integrate them
in a lesson. All you need to do is to
explore them and be familiar with
their features.

Figure 3. Apps in Education Poster

Blooms’ Digital Taxonomy

Benjamin Bloom is a known educationist who provided the cognitive taxonomy which
has greatly been used in education. His students, Anderson and Krathwohl made some
revisions.

This is the Revised Blossom’s Taxonomy.

Figure 4. Comparison between the Original and the Revised Blossom’s Taxonomy

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Figure 5 is an infographic that shows the relation of SAMR and Bloom’s Revised Taxonomy.

Figure 5. SAMR Model in relation to Bloom’s Revised Taxonomy

Write an essay.

What is the significance of being aware of a theoretical framework (i.e. TPACK, SAMR, Bloom’s
Revised Taxonomy) in preparing to become an effective teacher?

____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
___________________________________________________________________________

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Directions: Read the question carefully and encircle the letter corresponding to the correct
answer.

1. What does TK stand for in TPACK?

a. Technology Knowledge b. Teacher Knowledge
b. Technologically Knowledge d. Time-tested Knowledge

2. The following elements are present in Bloom’s Revised Taxonomy. Which is an

EXCEPTION?

a. Evaluate
b. Creating
c. Remembering
d. Synthesis

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 teachers’ content,
pedagogical and technological knowledge needed to be relevant in the 21 st century
teaching.
b. Redefinition in SAMR is a transformative attempt by guiding students to create
something out of something not perceived before.
c. The iPadagogy Wheel provides the mutually exclusive tools and applications that are
integrated in instruction.
d. Bloom’s Revised Taxonomy is a rehash focusing on a more active perspective of
cognitive activity with the conversion of the previously nominative term to the use of
a verb.

4. Which is an appropriate tool that can be employed if the students need to develop their
competency to create or produce something novel?

a. Twitter b. Podcasting
b. iBooks c. TeacherKit

5. Kohler & Mishra : TPACK ; _____________:______________

a. Puentedura : SAMR
b. A redesign on the basic : Modificatio
c. Bloom : Revised Bloom’s Taxonomy
d. TPACK : Theoretical Framework

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Lesson 3: The ASSURE Model

The ASSURE model is an instructional system or guideline that teachers can use to
develop lesson plans which integrate the use of technology and media (Smaldino, Lowther &
Russell, 2008). The ASSURE Model places the focus on the learner and the overall outcome of
accomplishing learning objectives. The ASSURE model is an enriched evolution of the ADDIE
general model. Although the ASSURE model has six steps, which do not exactly correspond to
ADDIE’s five, ASSURE also presents design phases, and shares with it the two main features:
the initial focus on analysis and the cyclic structure.

The peculiar feature of this model is that it is focused on “planning and

conducting Instruction that incorporates media” (Heinich, Molenda & Russel, 1993). Its main
perspective is on how to integrate media (any kind of media) into instruction in a method
capable of producing the desired learning outcomes. Developed by Robert Heinich and Michael
Molenda decades ago, the ASSURE model gained popularity because of its use in a popular
textbook for educators.

It is a well-known instructional design guide that uses the constructivist perspective,

which integrates multimedia and technology to enhance the learning environment (Lefebvre
2006). The ASSURE model was modified to be used by teachers in the classroom by Smaldino,
Lowther & Russell, 2008.

Teachers prefer the ASSURE model because it is designed to be used for a few hours of
instruction and for each individual student. This model does not require high complexity
of delivered media, deep ID knowledge, or high revision of designs (Gustafson & Branch, 2002).
The main difference between an inexperienced teacher and an expert teacher is that an expert
teacher can easily decide on content, appropriate teaching strategies, and delivery medium.
The ASSURE model gives new (inexperienced) teachers a general roadmap to follow to help
them think more like expert teachers.

Lesson outcomes:

1. Identify learning theories and principles applied in the use and design of learning lesson
with technology

2. Apply the ASSURE model in crafting a lesson.

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Instruction

1. Write important word or concepts associated with the ASSURE word below as the
essential elements in planning a lesson.

A S S U R E

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The ASSURE Model

Assure model – is a procedural guide for planning and delivering instructions that integrates
technology and media into the teaching process. It also refers to systematic approach of writing
a lesson plan that helps teachers in organizing instructional procedures.

Steps of ASSURE Model

1. Analyze Learners – this is the description of the class as a whole. This includes such
information as the number of students, grade or age level, gender, socioeconomic
factors, exceptionalities, and cultural/ethnic/or other types of diversity.
2. State Objectives – statements describing what the learner will do as a result of
instruction.
3. Select Methods, Media, and Materials – this is the step where instructor will build a
bridge between the audience and the objectives. You need to decide what method you
will primarily use.

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4. Utilize Methods, Media and Materials – plan on how you are going to implement your
media and materials. For each of media or materials, select and describe in detail how
you are going to implement then into your lesson to help your learners meet the lesson
objectives.
5. Require Learners Participation – describe how you are going to get each learner
“actively and individually involved in the lesson.
6. Evaluate Student Performance – the evaluation should match the objective. Same
objectives can be adequately assessed with a pen and paper test

ASSURE model for educational media

The ASSURE Model has six steps, each represented by a letter in the acronym title, with
each step describing a set of task central to the informed selection and use of educational
technology. The ASSURE acronym stands for these important components:

Analyze Learners;
State Objectives;
Select Methods, Media and Materials;
Utilize Methods, Media and Materials;
Require Learner Participation; and
Evaluate and Revise.

Analyze Learners: General Characteristics

The first step in the ASSURE model is to Analyze Learners. To Analyze the Learners
you must examine the learner in detail. Like most things, without taking the time in the beginning
to examine the learner, nothing you have prepared will be effective. Once you have an
understanding and reasonable grasp for the learners’ competence at the beginning of the
instruction, the teacher can modify to assist the learner in their learning endeavours (Callison
2002).

As part of analyzing your learners you must identify your audience. Your audience can
be students, teachers, group members, an organization, a youth group, among many others.
You must know the audience if you are to select the best medium to meet the objectives you
have set. The audience can be analyzed in terms of their general characteristics (grade level,
age, sex, mental, emotional, physical or social problems, socio-economic status etc.) with
specific entry competencies (prior knowledge, skills, and attitudes about the topic), and learning
styles (visual, musical, verbal, logical, etc.).

(1) General Characteristics (of the learners)

A superficial analysis of learner characteristics can provide helpful leads in selecting

instructional methods and media.

CHARACTERISTICS OF THE LEARNERS DEPEND -reading skills, ethnic or cultural

subgroup, learner’s apathy, social background and etc. The more advanced have a sufficient
base for using audiovisual or even verbal materials.

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If learner apathy toward the subject matter is a problem, consider using a highly
stimulating instructional approach, such as a dramatic videotape or a simulation game.
Learners entering a new conceptual area for the first time may need more direct, concrete kinds
of experiences, such as field trips or role-playing exercises. More advanced learners usually
have a sufficient base for using audiovisual or even verbal materials.
Heterogeneous groups, which include learners varying widely in their conceptual sophistication
or in the amount of firsthand experience they have with the topic, may profit from an audiovisual
experience such as videotape. Such as media presentation provides a common experiential
base that can serve as an important point of reference for subsequent group discussion and
individual study.

(2) Specific Entry Competencies

At the beginning, you have to assume that the learners lack the knowledge and skills But
they possess the knowledge or skills needed to learn and understand from the lesson.
This assumption that learners have the prerequisite knowledge or skill to begin the lesson can
seldom be accepted casually in school settings. Teachers of mixed ability class routinely
anticipate that some students will need remedial help before they are ready to begin a particular
unit of instruction.
These realizations suggest that instructors must verify assumptions about entry competencies
through informal means (such as in-class questioning or out-of-class interviews) or more formal
means (such as testing with standardized or teacher-made tests). Entry tests are assessment,
both formal and informal, that determine whether students posses the prerequisites.

(3) Learning styles

Learning style refers to a cluster of psychological traits that determine how an individual
perceives, interacts with, and respond emotionally to learning environments.
Gardner was dissatisfied with the concept of IQ and its unitary view of intelligence. He identified
seven aspects of intelligence: (1)verbal/linguistic (language), (2) logical/mathematical
(scientific/quantitative), (3) visual/spatial, (4) musical/rhythmic, (5) bodily/kinestetic
(dancing/athletics), (6) interpersonal (ability to understand other people and (7) intrapersonal
(ability to understand oneself)

State Objectives

The stated objectives are statements describing what the learner will do as a result of
instruction. In other words, objectives are the learning outcomes, that is, what will the student
will learn from the lesson? In order to develop proper objectives you must frame them in terms
of desired behavior. What the learner will be able to accomplish after completing the
instruction. The objectives you use should be as specific as possible so the learner understands
what they are to accomplish. If objectives are clearly and specifically stated, both the learning
and teaching will become objective oriented.

Most objectives contain four parts:

1. Audience-who your learners are? ;
2. Behavior to be demonstrated ;
3. Conditions under which the behavior will be observed; and

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4. Degree to which the learned skills are to be mastered.

OBJECTIVES SHOULD BE STATED IN TERMS OF:

1. What the learner (audience) will be able to do as a result of instruction (behavior).

2. The conditions under which the student or trainee is going to perform and the degree of
acceptable performance should be included.
3. The next step is to state the objectives as specifically as possible.
4. The objectives may be derived from a needs assessment or a course syllabus, stated in
a textbook, taken from a curriculum guide, or developed by the instructor.

The ABCDs of Well-Stated Objectives

1. A well-stated objective starts by naming the Audience of learners for whom the objective
is intended.
2. It then specifies the Behavior or capability to be learned and
3. The Conditions under which the capability would be observed.

Specifies the Degree to which the new skill must be mastered—the standard by which the
capability can be judged.

(1) Audience

a. Focus on what the learner is doing, not on what the teacher is doing.
b. Learning is most likely to take place when the learner is active— mentally
processing an idea or physically practicing a skill.
c. not what the teacher does, the objective begins by stating whose capability is
going to be changed

(2) Behaviour

a. The heart of the objective is the verb describing the new capability that the audience
will have after instruction.
b. b) This verb is most likely to communicate your intent clearly if it is stated as
an observable behavior.
c. c) What will the learner be able to do after completing instruction?
d. d) Vague terms such as know,' understand, and appreciate do not communicate
your aim ' clearly. Better are define, categorize, and demonstrate, which denote
observable performance.

(3) Conditions

A statement of objectives should include the conditions under which performance is to be

observed, if such conditions are relevant

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(4) Degree

The final requirement of a well-stated objective is to indicate the standard by which

acceptable performance will be judged Includes: What degree of accuracy or proficiency must
the learner display? Whether the criteria are stated in qualitative or quantitative terms.

Classification of Objectives

An objective may be classified according to the primary type of learning outcome at

which it is aimed. Although there is a range of opinion on the best way to describe and organize
types of learning, three categories (or domains), of learning are widely accepted: cognitive skills,
affective skills and motor skills. To these we add a fourth, interpersonal skills, because of the
importance of such skills in teamwork. Objectives are not intended to limit what a student learns
but rather to provide a minimum level of expected achievement.

Select Methods, Media, & Materials

Once you know your audience and have a clear idea of what they should get out of the
lesson, then it is time to select the appropriate method for the given learning task, select
available materials, modify existing materials, or design new materials to help accomplish this
task. (Smaldino, Lowther, & Russell, 2012). At this step, the Instructor should connect the
audience to the objectives. To connect the two the teacher must determine what method to use.

A systematic plan for using media demands that the media be selected systematically at first.
The selection process has two stages:

(1) Deciding on the appropriate method for the given learning tasks, first, it would be overly
simplistic to believe that there is one method that is superior to all others or that serves all
learning needs equally well. Teachers often structure assignments to allow students with
different preferred learning styles to pursue their individual practice through different
methods (e.g. “having abstract random” thinkers use a role-play simulation while ‘concrete
sequential” thinkers use a lab manual for structured problem solving).

(2) Choosing an appropriate media format and selecting, modifying, or designing the specific
materials within that format.

Choosing a Media Format

A media format is the physical form in which a message is incorporated and displayed.
Media formats include, for example, flip charts (still images and text), slides (projected still
images), audio (voice and music), film (moving images on screen), video (moving images on a
TV set) and computer multimedia (graphics, text, and moving images on a TV set). Each has
different strength and limitations in terms of the types of messages that can be recorded and
displayed. Choosing a media format can be a very complex task because of the following: vast
array of media available, the infinite variety among learners, and the objectives to be pursued.

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Things to consider in media selection models:

a. instructional situation or setting (e.g., large-group, small-group, or self-instruction),

b. Learner variables (e.g., reader, non reader, or auditory preference) and the nature of
the objective (e.g., cognitive, affective, motor skill, or interpersonal) must be considered
against the presentational capabilities of each of the media formats (e.g., presenting still
visuals, motion visuals, printed words, or spoken words).

c. Some models also take into consideration the capability of each format to give feedback to
the learner.

Obtaining Specific Materials: Select, Modify, or Design

Obtaining appropriate materials will generally involve one of three alternatives: (1)
selecting available materials, (modifying existing materials or (3) designing new materials. Once
you decided what media format suits your objectives the next thing that you should consider is
in finding specific materials to convey the lesson.

Selecting Available Materials

The majority of instructional materials used by teachers and trainers are "off the shelf"—
that is, ready-made and available from school, district, or company collections or other easily
accessible sources.

Survey of Sources

Your first step might be to survey some of the published media reference guides to get a
general idea of what is available. The decision about whether to use a particular piece of
instructional material depends on several factors. Recent research confirms the critically of
certain criteria in the appraisal of materials among the questions to be asked about each
specific piece of media are the following:

- Does it match the curriculum?

- Is it accurate and current?
- Does it contain clear and concise language?
- Will it arouse motivation and maintain interest?
- Does it provide for learner participation?
- Is it of good technical quality?
- Is there evidence of its effectiveness (e.g., field-test result)?
- Is it free from objectionable bias and advertising?
- Is a user guide or other documentation included?

Modifying Available Materials

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If you cannot locate any suitable materials you can always modify what is available. This
can be both challenging and creative.

Designing New Materials

certain basic considerations must be taken into account when designing new materials. For
example:

Objectives What do you want your students to learn?

Audience What the characteristics of your learner?
Cost Is sufficient money available in your budget to meet the cost?
Technical Expertise Do you have the necessary expertise to design and produce the
kind of materials you wish to use?
Equipment Do you have the necessary equipment to produce or use the
materials you intend to design?
Facilities If your design calls for use of special facilities for preparation or use
of your materials, are such facilities available?
Time Can you afford to spend whatever time necessary to design and
produce the kind of materials you have in mind?

Utilize Methods, Media, & Materials

The Utilize Methods, Media & Materials step is where you develop your plan for
implementing your media and materials. For each type of media or materials, the teacher
selects and describe in how they are going to implement the media (or material) into your lesson
to help your learners meet the lesson’s objective. The media, materials and technology selected
should be focused on carrying out the selected method. If you decide to use electronic
equipment, be sure to use it before, even practice if you have to, to insure the equipment is
functioning properly. In that same regard, it is also important to practice the lesson itself before
introducing it to the learner. Next, prepare the room, the necessary equipment and facilities. It
may be obvious, but both the learner and teacher should be prepared for the learning
experience.

To get maximum learning impact from your presentation, you must follow certain utilization
procedures

Preview the Materials

No instructional materials should be used blind that’s why during the selection process
you should have determined that the materials are appropriate for your audience and objectives.

Practice the Presentation

After previewing the materials, you should practice your portion of the presentation.
However, do not over practice, or the presentation will sound “canned.”

Prepare the Environment

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Wherever the presentation is to take place classroom, auditorium, meeting room, or

whatever the facilities will have to be put in order. Utilization of many media requires a darkened
room, a convenient power supply, and access to light switches.

Present the Material

This is what you've been preparing for, so you will want to make the most of it. Our term
for this is showmanship. Instructor should be able to direct attention in the classroom.

Require Learner Participation

They Require Learner Participation step requires you to describe how you are going to
get each learner actively and individually involved in the lesson. Students learn best when they
are actively involved in the learning experience. Whatever your teaching strategy, be sure to
incorporate questions and answers, discussions, group work, hands-on activities, and other
ways of getting students actively involved in the learning of the content. You should seek to pay
close attention to your learners and feel confident that they are truly grasping the content and
not just listening. Participating in the learning will facilitate this level of understanding. Allow
them to construct knowledge as opposed to trying to “teach” them knowledge. Finally for this
step, feedback must be provided to the learner before any type of evaluation is conducted.

The fifth step in the ASSURE model is to provide opportunities for learners to practice
the capability being taught. Educators have long realized that participation in the learning
process by the learner enhances learning.

John Dewey urged reorganization of the curriculum and instruction to make student
participation a central part of the process. Behavioral psychologists such as B. F. Skinner
demonstrated that instruction providing for constant reinforcement of desired behaviors is more
effective than instruction in which responses are not reinforced.

Evaluate Student Performance

The last step of the ASSURE method is Evaluate Student Performance. Here the
evaluation should be matched to the objective. Ultimately this last stage is the most important.
You must evaluate the instruction process from start to finish using the objectives you created in
the beginning. It is helpful to reflect on your objections, the instructional strategy, the
instructional materials, and the assessment. By evaluating the learners against the objectives it
can be determined if the lesson was effective and whether any step needs to be modify or re-
examined.
The ASSURE model supports the field of educational technology. It is based on the
principal that no one student acquires information in the same way. While the ASSURE model
is used to systematically design instruction, it steps away from the traditional means of
instruction, (textbooks, lectures, etc) to the use of technology to deliver the instruction.
(Academy of Teaching Excellence,2002). In conclusion, the ASSURE model has six
components each necessary for the successful implementation of the instruction, including: 1)
Analyze learners, 2) State Objectives, 3) Select Methods, Media, and Materials, 4) Utilize Media
and Materials, 5) Require learner Participation, and 6) Evaluate and Revise

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1. Observe a class and interview the teaching handling the lesson. Provide answers to the
following task:

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2. Experience

After going through the ASSURE model, apply the knowledge in designing a lesson
suited for the intended purpose by accomplishing the task below.

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

1. What have you learned from this lesson on ASSURE model?

____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________

2. How will you use what you have learned from the lesson?
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________

3. What did you find to understand?

____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________

4. If you found an item or a step or difficult, what action will you take to address your need?
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________

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B. Think of a lesson and a hypothetical group of learners. Design the lesson good for an
hour by writing a brief outline of the plan. Explain how the ASSURE model has helped in
the process of designing it. Discuss the rationale of the decision on the selection of the
materials, technology tools, learning and assessment activities.

Elements in an What is it? Explain the reason for the decision

instructional Design in relation to the ASSURE model

Lesson Topic:

Subject Area:

Level of Learners:

Duration: one hour lesson

Learning Outcomes:

Material(s)/Technology
Tool(s):

Learning Activities:

Assessment Activities:

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Lesson 4: Models of Technology-Enhanced Instructional Lessons

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

The roles that learners play in this 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.

Lesson outcomes:

 Identify how technology tool is integrated in a lesson.

 Evaluate a sample lesson with the element of technology integration and suggested how
it can be enhanced.

Instruction
1. Divide the class into several smaller groups.
2. As a team, study the items that Teach Thought posted entitled 100 Things
Students Can Create To Demonstrate What They Know.
3. If you are going to teach, select one output that you want your own students to
do after a lesson.
4. What instructional materials or digital tools will you use to guide your students?
Discuss your answer with your team members. Share your ideas to the big class.

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100 Things Students Can Create To Demonstrate What They Know

Reference:https://www.teachthought.com/learning/60-things-students-can-create-to-
demonstrate-what-they-know/ByTeachThought Staff Last updated June 24, 2018.

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 element 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 video or an audio, post a message,
submit an output in a drop box or add documents and eBooks and add a picture or contribute to
a digital word using a ‘popup’.

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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.

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 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 smart phone 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 judgment of a qualified and innovative teacher.

Blogs

One interesting tool to explore is blog. It is a webpage that you need to create and where
you can write and post your ideas. These are updated on a regular basis which can inspire or
educate those who read it. It is an online journal that allows you to share with the world what
you think or feel.

There were many kinds of blog and the type will depend on the purpose for which it was
created.

Quality of content is crucial in making your blog attractive to readers. Blogging provides
benefits and one of which is it allows you to improve your writing skills. Just in case you will start
creating your own blog, explore Wordpress. It is a blogging platform.

On the web…

A. Research on the differences between WordPress.org and Word-Press.com for both

may look similar but serve different functions.

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WordPress.org WordPress.com

B. Using Canvas or an appropriate tool, create an infographic that reflects the differences
between two.

If you want to know more about WordPress you can find out by researching on the net.

Once you know a digital tool or an application, the next step is to think how you can use
the tool when teaching a lesson in your class.

1. Blogging Ideas

a) Reflect on Reading. Using blogs, post your reflections on a book that you are assigned
to read.
b) Picture Prompt. Post a blog on your reflection based on a picture. Students can be
given a word limit in writing a creative piece or an idea.
c) Stat! Given a limited time, students post their interpretation of a statistical data provided
in class. This can be homework assigned to them.
d) DreamOn! In a social studies class, students can post about their dream destinations by
describing the culture, the people and scenic spots. Pictures can be added to enliven the
posts.
2. Web Conferencing Ideas

a) Expert Guest Practitioner. Invite somebody who is an expert in a particular field into a
web conference (e.g. Skype)
b) Share and Compare. Using web conferencing, data from a science investigation can be
shared to other groups or students from other schools.
c) Mediated Tutorial. Through web conferencing, learners can set a time for a tutorial
session with an assigned peer. A variation can be a mediated tutorial with teacher
through any of the following web conferencing tools for teachers (e.g. Skype, FB
Messenger, MeetingBunner, GoToMeeting, Yugma,WebEx, etc.)
On the Web…

Padlet is another tool that can be accessed online and suited for sharing information or
content and can allow engagement of students. Although it can be used for business but with
creativity, it can be appropriate for educational purposes.

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One important step to select a tool is to study it and its functions. Identify which one will
work for your class while having in mind the main purpose why you are teaching the lesson. As
a result, your students become more engaged than ever before.

Explore the tool and study its features when you get the chance to be online. Try to be
familiar with what you can do with it. When you have done this, you can proceed with the task
given below.

Task:

Give some suggested ways on how you can employ the padlet. Elaborate by creating
details on appropriately integrating the padlet in your lesson. Write your ideas in the second
column.

Technique using a padlet Describe how the function of the padlet is

incorporated in a lesson

Brainstorm session

Book review session

An assessment tool

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 object

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 the 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 aid to use.

1. Be familiar with the tool you have selected and learn how to use it.

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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 criteria to evaluate the technology tool or instructional aid but always considering
the content as the most important criterion.
2. Consider how you can present the technology tool that would suit your objective.

With my peers…

A. 3-2-1 Prompt

Directions: Discuss your answers to the following items:

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

a. ________________________________________________________________________

b. ________________________________________________________________________

c. ________________________________________________________________________

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

a. ________________________________________________________________________

b. ________________________________________________________________________

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

a. __________________________________________________________________________

b. __________________________________________________________________________

c. __________________________________________________________________________

B. Expanding the idea

Directions: In a small group, think and discuss possible ways on how the mobile device can
be integrated in any part of a lesson. Write another technique of integrating the use of a mobile
device such as the phone or the tablet in a lesson.

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Exchange

Share your thoughts on the significance of technology integration in instruction in relation to

your mission as a teacher facilitating learning. How does the shift make you feel? What have
you considered?

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A. Unfinished Sentences

In terms of integrating technology in the lesson, what is your technology philosophy?

Directions: Finish the fragments by providing your personal ideas to continue the
thought.

1. I will use technology in my lesson plan only when

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2. In selecting a technology tool to be integrated in a lesson, I should

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3. I will implement technology tools to make my students connect with

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4. An example of technology integration in a lesson is

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5. A creative way of using a mobile tool in a lesson is

______________________________________________________________________
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