Technology for Teaching anf Learning

Semi Finals
Edgar Dale, cited as the Father of
Modern Audiovisual Education
Dale developed the “Cone of
Experience,” which connects a concrete
to abstract continuum to audiovisual
media alternatives,to further Dewe’s
idea of learning experiences (Lee &
Reeves,2007)

The cone of experience arranges media

used in learning experiences in a
hierarchy of concreteness of learning
experiences. The learner is shown as a
participant at the base of the cone,then
moves on to being an obsever of a
mediated experience experience in the
middle,and finally an observer of
abstract symbolsnat the apex.
 The Cone of Experience
1. Verbal Symbols. These are materials that do not provide visual clues to theirnmeaning. They come in the form of
any printed material.
2. Visual Symbols. These are highly abstract representations of ideas. These come in charts,graphs,maps,and
diagrams.
3. Recordings, Radio, and Still Pictures. These come in the form of visual or auditory devices. Under this
classification are photographs,recordings,and radio broadcast.
4. Motion Pictures. These involve materials that are perceived using the sight and auditory senses. Examples are
the videos,movies,or films we watch.
5. Educational Television. These are the educational programs seen on television.
6. Exhibits. These are displays o various objects and visuals for instructional purposes. An exhibit may feature
various forms of visual media,models,and real objects.
7. Study Trips. These are visits to places outside the regular classroom designed to study real processes,people
and objects.
8. Demonstrations. These are in the form of learning experiences that show students how something works or
performs a task.
9. Dramatized Experiences. These are experiences that require students to act out a role or activity.
10. Contrived Experiences. These come in the form of concrete audiovisual materials,which give a feeling of reality.
Examples are realia and models.
11. Direct, Purposeful Experiences. These are activities in real life that directly involve the students.
The cone suggests a teacher’s most appropriate medium of teaching an abstract concept. For example, a
Social Studies class the culture of a particular ethnic group has a choice of the following media (Ballado,2012)

 Verbal Symbols- Textbooks and other printed materials and plain lectures about the group
 Visual Symbols- Map of the geographical area where the group lives,graph lives, graphs showing the
comparative information about different groups.
 Recordings, Radio, and Still Pictures- Recording of folk songs or conversations in the native dialect and/or
still pictures showing costumes or any significant activities of the group.
 Motion Pictures- Movies/films about the certain group
 Educational Television- Televised lecture or show about the group.
 Exhibits- Exhibits of artifacts,tools,costumes,and other material aspects of the culture of the group.
 Study Trips- Conducting a field trip to the local community.
 Demonstrations- Demonstration by an authority or a resource person about certain activities or rituals of the
group.
 Dramatized Experiences- Dramatization by some members of the class who may have done some research
about the cultural group.
 Contrived Experiences- Simulating certain or activities or physical aspects of the local culture s that the
experiences become more real.
 Direct, Purposeful Experiences- Directly involving the class in certain activities of the group like
planting,harvesting,praying,and the like
Jerume Bruner, a psychologist devised
another classification of media parallel
to Dale’s in the Three-Fold Analysis of
Experience. However,Bruner
emphasized the nature of the learner’s
mental operations,not stimuli.

Learning experiences,the direct or

actual,start with the enactive
component. The symbollic components
symboizes the creation of a mental
image,whereas the iconic component
refers to abstract experiences in the
form of images.

The Three-Fold experience,enactive

(i.e. learning by doing), iconic
(i.e.,learning through observation),and
symbolic experience (i.e.,learning
through abstraction).
Dale’s Cone of Experience Integrated with Bruner’s re
Baukal, Ausburn,and Ausburn (n.d)
proposed an updating of Dale’s
Cone of Experience. Using
multimedia,the proposed
model,named Multimedia Cone of
Experience (MCoA),focuses on
learning experiences based on
media components and level of
users,

The model of Baukal,Ausburn,and

Ausburn shows that there is more
realism in the representation as one
goes closer to the bottom of the
cone.

The Multimedia Cone of Abstraction (Baukal,Ausburn,and Ausburn)

1. Symbol. This is the most abstract level and requires special prior knowledge by the learner for
interretation.There are two primary types o symbols: visual and verbal.
 Visual symbol is a graphic,often a short-hand notation for something. A pure visual symbolsmdoes not
have any textual characters and is mor abstract form of a typhical image.
 Verbal symbol is usually a short-hand notation for something more complex (Baukal,Ausburn,and
Ausburn,n.d.)
2. Text. This is verbalform that refers to written words. This could be in the form of a bulleted list or a textbook.
3. Narration. This is a specific verbal (auditory) form using spoken language with no images or text.
4. Nonverbal audio. This refers to sounds other than narration, which is treated at a higher level of abstraction as a
verbal form.
5. Images. This refers to a static graphic in multiple formats: static graphics (e.g.photographs)of an actual object or
scene or simulated images such as drawings,representing real images.
6. Video. In video, the user often has control over the speed and timing of a video display (e.g.start,stop,rewind,fast
forward),but not the location being viewed.
7. Vistual Reality. This is the lowest and the least abstract level. There are two funadamental forms of VR:real and
simulated. Real VR is a user-controllablevirtual reality simulation that employs real visuals,such as photographs of
ite,s or scenes,while simulated VR uses simulated graphics,such as computer-aided drawings,in place or real
photos.

Like the Cone of Experience of Dale,the MCoA does not prescribe but identifies the range of possibilities. The MCoA
is typically hierarchical in accordance with abstraction,where levels represent a continuum rather that discrete
elements,and in certain instances,levels overlap amd may even vary depending on the content and learning situation
(Baukal.Ausburn, and Ausburn,n.d)
Technology,Pedagogy,and
Content Knowledge (TPACK)
In the 21st century,Information and
Communication Technology (ICT) provides
new ways to access and process knowledge
in every field.ICT is also transforming
pedagogy by providing new ways to engage
students.

Punya Mishra and Matthew Koehler

introduced the framework,which is an
improvement of
Shulman’s )1987,1986)descriptioms of
pedagogical content knowledge (PCK)
The TPACK Framework
Teachers need an integrative approach to teaching that
will highlight the interaction between what teachers know,how
they will use to effectively deliver the content in teaching. Mishra
and Koehler (2006) posit that integration efforts should be
creatively designed or structured for particular subject matter
ideas in specific classroom context
Teaching with technology revolves around three core components: content,
pedagogy,technology,and the rlationships among and between the.

 Content Knowledge (CK) is knowledge about the subject matter to be

learned or taught,which includes knowledge of
concepts,theories,ideas,organizational frameworks,evidence and
proof,and established practices and approaches toward developing
such knowledge.
 Pedagogical Knowledge (PK) is the knowledge about the processes
and practices or teaching and learning methods,which includes
understanding the nature of the students,techniques or methods
used,clsroom management skills,lesson planning,and assessment of
student learning.
 Technology Knowledge (TK) is more than the traditional notion of
computer literacy.TK requires that people understand information
technology broadly enough tp apply it productively at work and their
everyday lives.
 Pedagogical Content Knowledge (PCK) is similar to Shulman’s idea of knowledge of pedagogy applicable to
teaching specific content.PCK covers link among curriculum,assessment,and pedagogy.
 Technological Content Knowledge (TCK) is an understanding of how technology and content influence and
constrain one another.Teachers need to be aware of which spicific technologies are most effective for addressing
subject-matter learning in their fields and how the technology may be chamged ot dictated by the content,or vice
versa.
 Technological Pedagogical Knowledge (TPK). Understanding how teaching and learning might change when
spicific technologies are employed in specific ways is known as technological pedagogical (TPK).Teachers need
to learn how to adapt technology beyond its most basic usage for individualized pedagogical goals.

The SAMR Model

The SAMR model,created by Dr. Ruben

Puentedura, is a technology integration
framework that classifies classroom
technology integration into four different
levels.

The SAMR model is though of as a

spectrum of technology used as
replacement for traditional tools on one
end and technology-based experience on
the other hand.

Substitution and Augmentation are

considered Enhancement steps, while
Modification and Redefinition are termed
Transformation steps.
S A M R Model
1. Substitution. At this stage,technology is a direct
substitute to a conventional to teach content.
2. Augmentation. In this stage, technology is a direct
1.
substitute to traditional one, but with significant
improvement to the learning experience.
3. Modification. In this stage, there is an actual change to
the design of the lesson and its learning outcome. The
key question is “does the technology significantly alter
the task”?
4. Redefinition. The last stage where represents the peak
of the transformation of students experience using
technology. Using technology tools, traditional tasks are
redefined, creating a new learning experience
Planning Lessons Using the SAMR Model

Walsh (2025) suggest various ways to use technology in classes using the SAMR model. Some examples
are given below:

1. Lesson: Writing a Short Paper

Original Assignement: A handwritten paper
• Substitution: A Word Processor replaces a Pen/Pencil in a Writing Assignment.
• Augmentation. A Word Processor and text-to-speech function are used to improve the writing process.
• Modification. The document created using the Word Processor and the text-to-speech function are shared on a
blog where feedback can be received and incorporated to help improve the quality of witing.
• Redefinition. Students convey analytic though using multimedia tools instead of a written assignment.

2. Lesson: Geography and Travel

Original Assignment: An overview of a location consisting of handwritten content supplemented with
compiled cut-and-pasted magazine clippings.
• Substitution.Use presentaion software (like powerpoint or Prezi)to construct a presentation providing information
about a selected locale.
• Augmentation. Incorporate interactive multimedia-audio,video,hyperlinks-in the preparation to give more depth
and provide a more engaging presentation.
• Modification.Create a digital travel brochure incorporating multimedia and student-created video.
• Redefinition.Explore the locale with Google Earth;seek out and include interviews with people who have visited
the local.
 Bloom’s Digital Taxonomy
Benjamin Samuel Bloom was an American educational psychologist who contributed to the classification of
educational objectives and the theory of mastery learning.

Bloom’s taxonomy is a set of three models used to classify educational learning objectives-the
cognitive,affective,and psychomotor domains.

The cognitive domain has beeb the focus of most traditional education and is frequently used to structure
curriculum learning objectives,assessment and activities.

The original framework elaborated by Bloom and his collaborators in 1956 consisted of six major categories:

 Knowledge
 Comprehension
 Application
 Analysis
 Synthesis
 Evaluation
 The Revised Taxonomy
In the 1990s, a former student of Bloom,Lorin Anderson with David Krathwohl,resed Bloom’s Taxonomy and
published Bloom’s Revised Taxonomy in 2001,with the title A Taxonomy for Teaching,Learning,and Assessment.

The revisions in the 2001 taxonomy can be divided into three categories:

1. Terminology. The names of the six levels of cognitive domain were changed from the ‘noun’ form to the ‘verb’
form.

2. Structure. The top two levels are swapped from the old to the new version. (evaluation-creation)

3. Emphasis. The revision emphasizes using the taxonomy to align curriculum planning,instructional delivery,and
assessment. While the original taxonomy was viewed as a tool best applied in younger grades at school, the
revised version is more universal and easily applicable to secondary and adult training.
The levels of the cognitive domain in the 2001 revised taxonomy are:

 Remembering. The student can recognize and recall relevant knowledge from long-term memory
 Understanding. The stUdent can construct meaning from oral,written, and graphic messages.
 Applying. The student can use information in a new way.
 Analyzing. The student can distinguish between parts,how they relate to each other and the overall structure and
purpose.
 Evaluating. The student can make judgement and justify decisions.
 Creating. The student can put elements together to form a functional whole and create a new product or point of
view.

The Digital Taxonomy

Churches (2009) posited that the verbs in the revised taxonomy, while describing objectives undertaken in daily
classroom practice. do not address the emergence and integration of Information and Communication Technologies
(ICT) into the classrooms.

The six levels of cognitive domain with the additional behavioral terms relating to digital taxonomy.

 Remembering
The digital additions for this level are as follows:
 Bullet pointing, Highlighting,Bookmarking or favoriting, Social networking,Social bookmarking, and Searching or
Googling”.
 Understanding
The digital addition for this level are as follows:
 Advanced and Boolean searching, Log journaling,Categorizing and tagging, Commenting and annotating, and
Subscribing.
 Applying
The digital additions in this level are as follows:
 Running and operating, Playing, Uploading and sharing, Hacking and Editing
 Analyzing
The digital additions in this level are as follows:
 Mashing- mash ups are the integration of several data sources into a single resource.
 Linking- This is establishing and building links within and ourside of documents and web pages.
 Resverse-engineering. This is analogous to deconstruction. It is also related to cracking, often without its negative
implications.
 Cracking. Cracking requires the cracker to understand and operate the application or system being
cracked,analyze its strenths and weaknesses,and then exploit these.
 Evaluating
The digital additions in this level are as follows:
 Blog/vlog commenting and reflecting, Posting, Moderating, Collaborating and networking, Testing (alpha and beta),
and Validating
 Creating
The digital addition for this level are as follows:
 Programming/Filming,animating,videocasting,mixing,and remixing/Directing and producing/Publishing/Video
blogging/Wiki-ing, and Creating or building mashups.
 ASSURE Model
ASSURE, a method created by Heinich,Molenda,Russell,and Smaldino (1996),could be used to design instructional
planning that takes into account the use of media.

Analyze Learners

Place Your Picture Here

Analyze Learners
In this stage, the teacher evaluates the learners general characteristics such as age,grade level,cultural or
socioeconomic backgrounds,as well as their entry competences sch as necessary skills,target,attitudes and learning
styles.

State Objectives
The second ste in the process is figuring out the goals the lesson plan is trying to accomplish. It outlines
the specific outcome that the pupils must achieve.In a way,the chosen strategies and medium will determined by the
objectives.

Select Methods,Media,and Materials

The third stage of the ASSURE model is the selection of the methods,media,and materials that best serve
the goals.
Utilize Media and Materials
The next stage in the model is the utilization of media and materials. Utilizing media and materials follows
steps summarized as the five Ps:
1. Preview the Technology,Media and Materials
2. Prepare Instructional Materials
3. Prepare Learning Environment
4. Prepare Students
5. Provide the Learning Experience
Require Learner Participation
The fifth stage is ensuring that students actively participate in the learning process.Research works have
pointed out the increase in retension when students actively participate in class.

Evaluate and Revise

The final stage of the Assure model is evaluation and revision.Evaluation is not the end,rather the starting
point othe folling and continuing cycle of instruction.

Gagne’s Nine Event

Robert Mills Gagne was an American educational psychologist best known for his Learning Conditions.
Robert Gagne is considered one of the foremost contributors to the systematic approach to instructional design.

Gagne’s nine events of instruction can be divided into three segments: Preparation,Instruction and Practice,and
Assessment and Transfer:
Preparation
1. Gain the attention of the learners.(Reception)
2. Inform learners of the objectives. (Expectancy)
3. Stimulate recall of prior learning.(Retrieval)
Instructional and Practice
4. Present the stimuli. (Selective perception)
5. Provide learning guidance. (Semantic encoding)
6. Elicit performance.(Responding)
7. Provide feedback.(Reinforcement)
Assessment and Transfer
8. Assess performance. (Retrieval)
9. Enhance retention and transfer.(Generalization)
Thank You