Module 5

Republic of the Philippines
NUEVA VIZCAYA STATE UNIVERSITY

Bayombong, Nueva Vizcaya
INSTRUCTIONAL MODULE
IM NO.: IM-PROFED7-1STSEM-2020-2021
COLLEGE OF TEACHER EDUCATION

Bayombong Campus
DEGREE PROGRAM BSED COURSE NO. PROF ED 7

SPECIALIZATION A-E COURSE TITLE Technology for Teaching and Learning 1
YEAR LEVEL 3 TIME FRAME 15 Hrs WK NO. 10-13 IM NO. 5
I. CHAPTER TITLE
Chapter 5: Theories and Principles in the Use and Design
of Technology-Driven Lessons
II. LESSON TITLE

Lesson 1: Edgar Dale’s Cone of Experiences
Lesson 2: TPACK as a Framework for Technology-Driven Teaching
and Learning
Lesson 3: The ASSURE Model
III. LESSON OVERVIEW
How teachers integrate technology in the teaching and learning process depends very
much on their beliefs on how people learn. Specifically, they need to know who their learners are
and how to approach instruction. As educators, their role is to provide learning experiences that
will help achieve the defined outcomes. In this Module, you will be acquainted with different
theories and learning principles such as Dale's Cone of Experience, the TPACK Framework,
SAMR and the ASSURE model.
IV. DESIRED LEARNING OUTCOMES
At the end of the lesson, the students are expected to:
a. identify learning principles and theories that are applied in technology-driven teaching-
learning models; and
b. use the learning principles and theories as basis in the development of the teaching plans
and selection of instructional materials.
V. LESSON CONTENT
Lesson 1: Edgar Dale’s Cone of Experience
The Cone of Experience

“The cone is a visual analogy, and like all analogies, it does not bear an exact and detailed
relationship to the complex elements it represents.” — Edgar Dale
In preparing to become a teacher, there are elements that should be taken into
consideration. One way of putting it is the 8M's of teaching and each element contributes
to ensuring effective instruction.
The Eight M’s of Teaching

1. Milieu - the learning environment
2. Matter - the content of learning
3. Method - teaching and learning activities
4. Material - the resources of learning
5. Media - communication system
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6. Motivation - arousing and sustaining interest in learning

7. Mastery - internalization of learning
8. Measurement - evidence that learning took place
With reference to the 8 M’s of instruction, one element is media. Another is material. These
two M’s (media, material) are actually the elements of the Cone of Experience. Edgar Dale's Cone
of Experience relates well with various instructional media which form part of the system's approach
to instruction.
Dale’s Cone of Experience
The Cone of Experience is a visual model that shows a continuum of learning; a pictorial
device that presents bands of experience. It does not strictly define the bands to be mutually exclusive
but allows the fluid movement across the levels. In fact, the sensory aids may overlap and even blend
into one another. For example, viewing a play is far different from being a 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 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.
Dale (1969) asserts that:
the pattern of arrangement of the bands experience is not difficulty but degree of
abstraction—the amount of immediate sensory participation that is involved. A still photograph
of a free is not more difficult to understand than a dramatization of Hamlet. It is simply in itself
a less concrete teaching material than the 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 Bands in Dale's Cone of Experience
Direct purposeful experiences. These refer to foundation of experiencing learning. Using

the senses, meaningful knowledge and understanding are established. This is experiential
learning where one learns by doing.
Contrived experiences. It 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 learners grasp and so
contrived experiences can provide a substitute.
Dramatized experiences. These are commonly used as activities that allows students to
actively participate in a reconstructed experience through roleplaying or dramatization.
Demonstrations. When one decides to show how things are done, a demonstration is the
most appropriate experience. It is an actual execution of a procedure or a process. A
demonstration of how to bake a 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 are currently
exhibits that allow the viewers to manipulate or interact with the display and as a result, the exhibit
becomes more engaging and fun.
Television and motion pictures. These technology equipment provide a two-dimensional

reconstruction of a reality. These allow learners to experience the situation being communicated
through the mediated tools. They provide a feeling of realism as viewers try to understand the
message portrayed by actors in the films.
Still pictures, Recordings, Radio. Still are pictures or images. Together in this category are
the audio-recorded materials or information broadcast through the radio.
Visual symbols. These are more abstract representations of the concept or the information.
Examples of these are information presented through a graph or a chart. For example, a process
can be presented using a flow chart.
Verbal symbols. This category appears to be the most abstract because they may not exactly
look like the concept or object, they represent but are symbols, words, codes or formulae.
In addition, Bruner’s three-tiered model of learning points out that every area of knowledge
can be presented and learned in three distinct steps.
1. Enactive - a series of actions
2. Iconic - a series of illustrations or icons
3. Symbolic - a series of symbols
Bruner’s Three-Tiered Model of Learning
With young learners, it is highly recommended that a learner proceeds from the
ENACTIVE to ICONIC and lastly to the SYMBOLIC. A young learner would not be rushed to move
to immediate abstraction at the highest level without the benefit of a gradual unfolding. However,
when the learner is matured and capable to direct his own learning, it may move fluidly across the
cone of experience.
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
teachers' 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 teachers' 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.
What is TPACK
TPACK is a framework that combines the teacher’s three knowledge areas: technological
knowledge, content knowledge, and pedagogical knowledge. This framework shows the
interconnectedness of content knowledge with pedagogical knowledge and the integration of
technology in making teaching more 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 teachers should be able to blend his knowledge and capability in the content
of the discipline.
CK is content knowledge. It is the 'what' – understanding of the content arts, math, 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 earning
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 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 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 the
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
understating of content, this is the intersection called TCK or Technological-Content Knowledge.
For example, to deepen students' understanding of a concept or area of study, students can
gather information and collect data and evidence using technology tools and present this
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 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 presentation 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 they teach and how technology is used in the delivery of the lesson to make
it more engaging and making learning more relevant in the 21st century.
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
areas.
The figure below shows a balanced and collaborative functions of the varied activities
manifesting teachers’ competencies.
TPACK Model
There are two relevant video clips that can be watched. They will reinforce the undertaking of
TPACK. Search in YouTube the following files and watch them.
1) TPACK in Two Minutes - https://www.youtube.com/watch?v=FagVSQlZELY

2) Introduction to the TPACK Model Video Common Sense Media -
https://www.youtube.com/watch?v=glkn9Veggxo
SAMR
Another important model in the integration of technology in instruction is SAMR. SAMR is a model
designed to help educators infuse technology into teaching and learning. Developed by Dr. Ruben
Puentedura, the model supports and enables teachers to design, develop, and infuse digital learning
experiences that utilize technology (Nov. 9, 2013).
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 or Google earth instead. Showing a location in a map can be substituted
by the use of google map or google earth.
A is Augmentation. In this part of technology integration, there is a functional improvement in the use
of a technology tool. With the google map, you can use the features available such as measuring the
distance from one point to another. You can provide a task by making students utilize this. For example,
ask them to measure the distance and get the estimate time of travel if they start from one point to go to
the next point. With this use of the google map, you tap on certain functions that the application provides.
Instruction with technology integrated is enhanced.
M means Modification. In this level, technology is used to redesign a lesson. When studying geography
for example, google applications have panoramio. 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
panoramio, 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 0! publishing their work online, as a teacher, you can review
it just to be sure it is ready to be shared.
SAMR Model
Figure 2 provides examples of integrating technology in some learning areas. source: Integrating
technology: Introduction to SAMR Model Created by Double Morgan for Sevier District Canvas Training
(2015)
Bloom’s 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 Bloom’s Taxonomy.
A Comparison between the Original and the Revised Bloom’s Taxonomy
SAMR Model in relation to Bloom’s Revised Taxonomy
Some more applications that can be explored are found in this infographic.
iPAD Apps Supporting Bloom’s Revised Taxonomy
Lesson 3. The ASSURE Model
A well-planned lesson is half of the battle won; the other half is the delivery of the lesson
by the facilitator who has the pedagogical skills in implementing what has been planned. This
will ensure the achievement of learning outcomes. This will engage learners to perform
expected standards. That is why, it is important that before teaching, elements needed to be
incorporated when designing a plan have to be plotted well.
The ASSURE Model
In designing a lesson with the integration of technology, it is crucial to observe a framework

that can act as a guide in its formulation (Heinrich & Smaldino, 2002). The ASSURE model
identifies six essential elements in the instructional process.
ASSURE model is a guide in crafting an instructional flow that can guide the teacher in
integrating appropriate technology and media into the instructional process. It also refers to a
systemic approach that the teacher can use when writing an instructional plan. This model is
composed of six essential steps in planning instruction. Theoretically, it is a mental framework
that a teacher considers.
The first step of the procedure is Analyze Learners. With the learner as the center of the
instructional process, the initial consideration is to get a clear picture of the learners' learning
styles, age level, interests or preferences, background, special needs and cultural diversity.
The second step of the procedure is State Objectives. This is the main instruction guide
that will direct the flow to reach the target. Known as the learning outcome expected of the
lesson, this statement describes what the learner would be able to perform as a result of the
instruction.
The third step is Select Methods, Media and Materials. Selecting the appropriate way of
delivering the lesson and using the applicable media or technology can effectively make learners
acquire understanding of the lesson or gain the competence desired. The teacher has to decide
which strategy, materials or technology would be best considering the learners and the desired
learning outcomes.
The fourth step is Utilize Methods, Media and Materials. Having selected the strategy,
media and materials is halfway of the task done. Planning how to implement these lot of
consideration. Bearing in mind the learning outcome of the lesson, the teacher decides which part
of the instructional flow will a particular material or technology be employed and the manner on
how it will be more effective to achieve the learning outcome.
The fifth step is Require Learner Participation. Student engagement is an important

element. The learners have to be made to understand their role in taking accountability of their
own learning. Therefore, the teacher has to design sections of the lesson where the learners are
guided to participate in and perform tasks with minimal or no supervision at all.
The sixth and the last element is Evaluate Student Performance. Assessing learners’
performance can take place across phases of the lesson. However, it is emphasized that the
basic rule is that the evaluation should be congruent to the learning outcome provided in the
lesson. Some learning outcomes can be sufficiently evaluated using a pen and paper test but
there are, other learning outcomes that can be assessed by using rubric during an aggregated
write-up through the use of a portfolio assessment. The teacher decides which is appropriate for
the intention of the evaluative activity.
In conclusion, the ASSURE process is really just a matter of common sense. However, it
is good to follow a regimented guide to improve your teaching technique. Any effective teacher
knows that the perfection of their technique does not come overnight, and there is always room
for improvement. By following the ASSURE process, you will be sure to improve your teaching
for many years to come.
VI. LEARNING ACTIVITIES

M5: Activity 5 (File Name: your course and year, surname, Activity 5)
Task 1. My Topic in a Model

Choose a simple topic based on your field of specialization and choose one of the models
presented earlier as a basis/framework in teaching such. How will you teach that topic using a
model that you have chosen? Provide brief details. An example is given below.
Topic: Idiom
Model: ASSURE
Analyze the Learners- (Identify your learners.)
State Objectives-
(You can use a chart or infographic here.)
Summary: (How does the model help you to teach your topic?)
Task 2. Cone of Experience vs Three-tiered Model of Learning
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? You can also use a graphic
representation or infographic.
VII. ASSIGNMENT
M5: Assignment 5. (There are no assignments in this module.)
VIII. EVALUATION (Note: Not to be included in the student’s copy of the IM)
Quiz
IX. REFERENCES
Bilbao, et al. (2019). Technology for teaching and learning 1. Quezon City, PH: Lorimar
Publishing, Inc.
Egbert, J. (2009). Supporting learning with technology essentials of classroom practice.
Pearson
Lucido, P., & Corpuz, B. (2012) Educational technology 2, Quezon City, Lorimar Publishing
TPACK in Two Minutes
https://www.youtube.com/watch?v=FagVSQlZELY
Introduction to the TPACK Model Video Common Sense Media
https://www.youtube.com/watch?v=glkn9Veggxo
ASSURE: Instructional Design Model
https://educationaltechnology.net/assure-instructional-design-model/
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The contents provided in this module are from the references presented above. The professor does not claim the
information in this module as his own. This is prepared for instructional purposes only.

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Republic of the Philippines

NUEVA VIZCAYA STATE UNIVERSITY

COLLEGE OF TEACHER EDUCATION

DEGREE PROGRAM BSED COURSE NO. PROF ED 7

II. LESSON TITLE

III. LESSON OVERVIEW

IV. DESIRED LEARNING OUTCOMES

At the end of the lesson, the students are expected to:

Lesson 1: Edgar Dale’s Cone of Experience

The Cone of Experience

The Eight M’s of Teaching

6. Motivation - arousing and sustaining interest in learning

Dale’s Cone of Experience

categorization of learning experiences, other elements such as students' motivation to be engaged

Dale (1969) asserts that:

The Bands in Dale's Cone of Experience

Direct purposeful experiences. These refer to foundation of experiencing learning. Using

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

Television and motion pictures. These technology equipment provide a two-dimensional

1. Enactive - a series of actions

2. Iconic - a series of illustrations or icons

3. Symbolic - a series of symbols

Bruner’s Three-Tiered Model of Learning

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

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

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

1) TPACK in Two Minutes - https://www.youtube.com/watch?v=FagVSQlZELY

Bloom’s Digital Taxonomy

A Comparison between the Original and the Revised Bloom’s Taxonomy

SAMR Model in relation to Bloom’s Revised Taxonomy

iPAD Apps Supporting Bloom’s Revised Taxonomy

Lesson 3. The ASSURE Model

The ASSURE Model

In designing a lesson with the integration of technology, it is crucial to observe a framework

The fifth step is Require Learner Participation. Student engagement is an important

VI. LEARNING ACTIVITIES

Task 1. My Topic in a Model

Analyze the Learners- (Identify your learners.)

(You can use a chart or infographic here.)

Task 2. Cone of Experience vs Three-tiered Model of Learning

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