Technology for Teaching

and Learning

MODULE 3

Adopted from: RONA JANE R. SANCH

 Lesson 1

Dale’s Cone of Experience

Activity

Activating Prior
Knowledge
Study the Cone of
Experience given below.
Analyze how the elements
are arranged from the
bottom upward or top-
down and put your ideas to
the graphic organized
below

DEFINITION:
The Cone of Experience is a visual
model, a pictorial device that presents
bands of experience arranged according SYMBOLIC
to degree of abstraction and not a
degree of difficulty.

ICONIC
Cone of Experience

ENACTIVE

Verbal Visual
Symbols Field Trips
Symbols

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 Analysis

 How are the experiences of reality organized in the Cone of Experience?

- The experience of reality are arrange in the coned of experience from concrete, active
actual to the least tangible one. The cone of experiences is also arranging from (more
complex) the activities that require the use of all the senses to the activities that require
least use of the senses.

 Which way is farthest away from the real world, in this sense, most abstract?
- Pinaccle is the farthest from the real world. The farther you go to the bottom of the cone,
the more abstract the experience.

 Is the basis of the arrangement of experiences difficulty of experience or amount

of abstraction (the amount of immediate sensory participation involved)?
- The Cone of Experience is a visual model; a pictorial device that presents bands of
experience arranged according to degree of difficulty, the pattern of arrangement of
the bands experience is not difficulty but degree of abstraction – the amount of
immediate sensory participation that is involved.

 Does the Cone of Experience design mean that all teaching and learning must
move systematically from base to pinnacle?
- Emphatically no. As we have noted, young children use many simple abstraction,
verbal symbols. Before entering school they have mastered the meanings of at least
hundreds of words, or verbal symbols, each one of which is an abstraction. The fact
that something is an abstraction does not necessarily make it difficult to understand.
Actually, there are wide variations in degree of difficulty.

 Can you overemphasize the amount of direct experience that is required to learn a
new concept?
- Yes, this is a danger. Perhaps the new abstraction can be mastered with less
firsthand experience than you might think necessary. Indeed, too much reliance on
concrete experience may actually obstruct the process of meaningful generalization.

 How can you, as a future teacher, can use the Cone of Experience to maximize
learning?
- As a students and future educator Dale's Cone of Experience is better that other
model and teachers should use a variety of materials and a lot of medium in order to
maximize the learning experience of the students. The more the students will develop
their higher order thinking skills the more complex situations they have. So, teachers
should to attain balance as they facilitate effectively and should also have meaningful
learning for the learners or students easily to understand . Students should enhance
and develop their skills also so that, they will discover of what field of senses that
their skills will have.

 Identify the bands of the Cone of learning that belong to passive and active
learning categories

Passive Active

Lecture Discussions
Reading Practice Doing
Audio-Visual Teach others
Demonstrations P a g e 27 | 51
 Application

A. Reflect on the following questions.

1. Think about your most unforgettable learning experience. How was it (or how
was it not) a ―rich experience‖ as defined by Dale?

- My personal experience was personally relevant, useful, and meaningful to me us a

learner because way back in my senior high school we have subject Edtech, I’m so
thankful that in this subject I able to learn more about technology, especially now that
my course is Education it is so very helpful to me as future educator because we need
to engage more about technology and be innovative.

2. Dale thought a rich experience would be ―emotionally satisfying‖ and ―motivate

[learners] to read throughout their lives.‖ Describe an experience you‘ve had that
has been emotionally satisfying and inspired you to continue learning throughout
your life.
- For me is not really a experience but I want to share the documentary that I
watched long time ago I just remember it because it is about technology, so when I
watch that documentary about the teacher draw the different kinds of components of
technology because their country is so far in their place lack of technology, I don’t
remember what specific country it is but when I watch it the teacher draw the
microsoft word and some components of the computer in the chalkboard so that his
student will learn about technology because they don’t have computer in their place
he just draw it. So I realize that I’m so lucky that I have a privilege to learn and able
to see the different kinds of technology and I inspire to learn more and share it to my
future students someday.

3. Why does Dale recommend that teachers maximize their time by giving
practical and abstract opportunities to teach?
- In order to maximize the learning experience of the learners because teachers
should to attain balance as they facilitate effectively and should also have
meaningful learning for the learners or students easily to understand .

4. How does this instructional tool increase Textbook information?

- Instructional materials bring life to learning by stimulating students to learn. The use of
instructional materials in the classroom has the potential to help the teacher explain new
concepts clearly, resulting in better student understanding of the concepts being taught.

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 Lesson 2

TPACK Framework for Effective Pedagogical Practice

Activity

Read and carefully understand the sample lesson plan created based on Harris
and Hofer‘s (2009) procedure followed by its TPACK element description and answer
the questions in the analysis below.

LESSON PLAN

Unit Title: Cardinal and Ordinal Numbers

Subject: English
Grade Level: 4th grade
Time Allocation: One class meeting (70 minutes)

Competency Standards:
3. Understanding very simple written English in classroom contexts.
4. Spelling and rewriting very simple written English in classroom contexts.

Basic Competences:
3.2 Understanding very simple sentences and written messages.
4.2 Rewriting very simple, written English correctly and appropriately.

Indicators:
1. Pointing the difference between cardinal and ordinal numbers.
2. Mentioning cardinal and ordinal numbers from one to one hundred.
3. Using cardinal and ordinal numbers in simple sentences.

Learning Objectives:
1. Students can mention the difference between cardinal and ordinal numbers after
discussing with their peers.
2. Students can mention at least ten cardinal and ordinal numbers ranging from one to
one hundred independently.
3. Students can produce at least five sentences containing five different cardinal or
ordinal numbers independently.

Learning Material:
Cardinal and Ordinal Numbers

Learning Strategies:
Group discussion, pair work, individual assignment.

Learning Activities:
(Note: Before the lesson, the teacher may have asked the students to do little research about
numbers around them. They may do it while at home or school.)

1. The teacher asks the students to sit in groups and discuss what they have found during
their research about numbers.
2. The teacher asks representatives of the groups to tell the class about what the groups
think about their findings during their research about numbers.
3. The teacher guides the students to compare the forms of the numbers they found and
find the difference between them.
4. The teacher introduces the terms cardinal and ordinal numbers and explains as well as
gives examples of how to write and use them in simple sentences.
5. Students are assigned in pairs and take turns to play cardinal and ordinal numbers drag
and drop game and word matching game (Note: depends on the availability of the
personal computers as well as the Internet connection, the teacher can assign different

P a g e 29 | 51
 teacher will give feedback and comments about them.
6.The teacher distributes a BINGO worksheet to the students and guides them to play the
BINGO game classically.
7. The teacher reviews what the students have learned through the BINGO game and helps
them wrap-up their learning experience by asking them to take turns to do an online quiz
about cardinal and ordinal numbers individually.
8. While doing so, the teacher assigns the students who have not yet got the turn to do the
online quiz to write down five simple sentences containing both cardinal and ordinal
numbers and submit them to the teacher as soon as they finish.

Resources and Tools:

1. Cardinal and Ordinal Numbers Word Matching Game, available at
www.manythings.org/wbg/numbers-mw.html
2. Cardinal and Ordinal Numbers Drag and Drop Game, available at
www.manythings.org/wbg/numbers-jw.html
1. Cardinal and Ordinal Numbers BINGO Game Sheet, available for direct printing at
www.eslhq.com/worksheets/preview_worksheet.php?worksheet_id=131265
3. Cardinal and Ordinal Numbers Quiz, assessable at
www.usingenglish.com/quizzes/240.html

Assessment:
The teacher can use the online quiz as well as the five-sentences writing assignment as the
tools for assessing students‘ progress and understanding about cardinal and ordinal numbers.

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 Analysis

 Describe the Content Knowledge (CK), Pedagogy Knowledge (PK), Technology

Knowledge that the teacher used in designing the lesson?

- Content Knowledge (CK) it describes teachers’ own knowledge of the subject

matter. CK may include knowledge of concepts, theories, evidence, and
organizational frameworks within a particular subject matter; it may also include the
field’s best practices and established approaches to communicating this information
to students. Pedagogical Knowledge (PK) it describes teachers’ knowledge of the
practices, processes, and methods regarding teaching and learning. As a generic form
of knowledge, PK encompasses the purposes, values, and aims of education, and may
apply to more specific areas including the understanding of student learning styles,
classroom management skills, lesson planning, and assessments. Technological
Knowledge (TK) – This describes teachers’ knowledge of, and ability to use, various
technologies, technological tools, and associated resources. TK concerns
understanding edtech, considering its possibilities for a specific subject area or
classroom, learning to recognize when it will assist or impede learning, and
continually learning and adapting to new technology offerings.

 How is the Pedagogical Content Knowledge (PCK) element of the lesson

articulated?
- Pedagogical content knowledge also is known as craft knowledge. It comprises
integrated knowledge representing teachers' accumulated wisdom with respect to their
teaching practice: pedagogy, students, subject matter, and the curriculum.

 How is the Technological Content Knowledge (TCK) component of the lesson

formulated?
- Technological content knowledge formulated in the lesson with the new
representation of the teacher because TCK can create new representations for
specific content. It suggests that teachers understand that, by using a specific
technology, they can change the way learners practice and understand concepts in
a specific content area.

 Based on the plan, how is the teacher demonstrates Technological Pedagogical

Knowledge (TPK)?
- According to the plan teacher demonstrate TPK is when the teacher about to
give the activity to the student because TPK relates to understanding how to apply
these resources alongside pedagogy in ways relevant to the discipline and the
creation of the lesson at hand.

 Overall, describe the Technological Pedagogical Content Knowledge that the

teacher possesses?
- The Technological pedagogical content knowledge (TPACK) framework
describes the kinds of knowledge required by teachers for the successful
integration of technology in teaching. It suggests that teachers need to know about
P a g e 31 | 51
the intersections of technology, pedagogy, and content.

 How and why this particular combination of technology, pedagogy, the content
most appropriate for this lesson/unit?
- Teaching with technology is a hard thing to do right. The TPACK paradigm
suggests that contextual such as content, pedagogy, technology, and teaching/learning
have roles to play both individually and together. Excellent teaching with technology
involves continuous development, maintenance, and restoration of a dynamic
equilibrium between all components. It‘s means noting that there are a variety of
variables that affect how this balance is achieved.

P a g e 32 | 51
 Application

1. Reflect on the following questions:

According to Mishra & Koehler (2006), ―the simple incorporation of

technology into the educational process is not enough.‖ Many approaches to the
professional development of teachers provide a one-size-fits-all approach to technology
integration when, in reality, teachers work as a potential teacher in a variety of teaching
and learning contexts – facing these challenges.

 How can teachers incorporate technology into their instruction?

- The implementation of technology also creates pathways for differentiated instruction
to meet the unique needs of students as individual learners within a broader classroom
climate. The use of technology during whole-class instruction can foster student
engagement for auditory and visual learners. Integrating simple technologies Power
Points, games, internet homework assignments, or online grading systems can be
difference makers in students' growth in the classroom.

 What other matters or concerns should teachers look into and consider concerning
the use and integration of instructional media and technology?
- Technology is being utilized more and more frequently in education, many teachers
are still struggling with integrating it in their classrooms and questioning if doing so is
the right move for them. There are a number of factors we must each consider that will
impact our decision of how, when, and if we should introduce new technology.
Common challenges and concerns teachers experience when integrating technology and
digital media in the classroom include: students misusing technology, teacher
knowledge and professional development, keeping students safe online, cost of new
technology and keeping up with changes.

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 Lesson 3

The ASSURE Model

Activity

Examines the teachers‘ use of the ASSURE model to create technology-integrated

lessons and implement these lessons with their students in a variety of settings. Answer
the questions in the analysis section below.

ASSURE Model Lesson Plan

Lesson Title: Macbeth Introduction

Grade Level: Grade 11
Lesson Length: 90-minute block

I. Analyze Learners

Learners’ general characteristics: The lesson is designed for 11th-grade high school
students. This is an in-class support class comprised of 7 male and 11 female students, of
which six (6) students have Individualized Education Program (IEP) accommodations.
Academic ability and learning styles vary. In general, students become easily distracted and
lose focus quickly. The students are familiar with the work of William Shakespeare and are
capable of identifying the various literary devices found in work.

Entry characteristics: The students in this class are skilled in the use of computers and
tablets. However, their proficiency in this technology is limited to the use of social media and
entertainment applications.

Learning styles: Although the class is comprised of students of all learning styles, the majority
of students in this class are tactile learners.

II. State Standards and Objectives

This lesson is designed to meet the Common Core Standards for Language Arts. The
standards covered in this lesson plan include:
Objective 1: The students will be able to determine the atmosphere created in Act I, scene i of
the play and discuss how language and choice setting is responsible for that atmosphere.

Curriculum Standard
Analyze the impact of the author‘s choices regarding how to develop and relate
elements of a story or drama (e.g., where a story is set, how the action is ordered, how
the characters are introduced and developed)

Objective 2: The students will be able to rewrite Act I, Scene i of Macbeth, using modern
terminology.

Curriculum Standard
Determine the meaning of words and phrases as they are used in the text, including
figurative and connotative meanings; analyze the impact of specific word choices on
meaning and tone, including words with multiple meanings or language that is
particularly fresh, engaging, or beautiful.

Objective 3: Students will be able to understand the significance of Act I, scene i of Macbeth

Curriculum Standard
Analyze how an author‘s choices concerning how to structure specific parts of a text
(e.g., the choice of where to begin or end a story, the choice to provide a comedic or
tragic resolution) contribute to its overall structure and meaning as well as its aesthetic
impact.

Objective 4: Students will experience varying interpretations of Act I, scene i P

ofaMacbeth
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51
produce their interpretation

Curriculum Standard
 Analyze multiple interpretations of a story, drama, or poem (e.g., recorded or live
production of a play or recorded novel or poetry), evaluating how each version
interprets the source text. (Include at least one play by Shakespeare and one play by an
American dramatist.)

III. Select Strategies, Methods, Media, and Materials

Strategies. A variety of teacher-centered and student-centered approaches have been designed

for this lesson.

Technology and Materials. Students will have access to computers, printers, microphones,
headphones, word processing software, video, and audio editing software, and the Internet.

Media. Students will use print, audio, texts, visuals such as photos, and clip art or drawings to
create assignments.

IV. Utilize Technology, Media, and Materials

Prepare the materials: With the assistance of the instructional technology coordinator,
Classroom computers and chrome books will be checked and ready for student‘s use.
Appropriate software will be accessible to the students.

Prepare the environment: Desks are to be arranged in a manner that allows for small group
work. Additionally, a computer station must be accessible to all students to complete various
aspects of the assignment.

Prepare the learners: Students will have been prepared for this lesson during the lesson

Prior. Students have notes on Shakespeare and literary devices, which can be referred to as
needed.

V. Require Learner Participation

Student participation in this lesson will include both large and small group activities. The
lesson is structured to begin with, with large group instruction and activities to prepare for the
smaller group activities.
Large group activities: The lesson will begin with students assuming roles and reading
Act I, scene i of Macbeth. A brief discussion will focus on what the students
think
is happening in the scene. Student reading will be followed by students listening
to a recording of the scene. Using the Promethean Board, students will begin to
develop a comparison chart of what they read and what they heard. This will be
followed by viewing the performance of the scene via YouTube. Students will
add to the chart upon completion of the viewing.

Small group activities: The students will break into groups of three or four to rewrite
the scene they have just watched. They will use computers to access the internet
for research and assistance. Once rewritten, students will use PowerPoint
presentation software to present their version of Act I, scene i to the class.

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VI. Evaluate and Revise
Student activities will be evaluated using the rubric (you can attach your rubric)

Analyze multiple interpretations of a story, drama, or poem (e.g., recorded or live

production of a play or recorded novel or poetry), evaluating how each version
interprets the source text. (Include at least one play by Shakespeare and one play by an
American dramatist.)

VII. Select Strategies, Methods, Media, and Materials

Strategies. A variety of teacher-centered and student-centered approaches have been designed

for this lesson.

Technology and Materials. Students will have access to computers, printers, microphones,
headphones, word processing software, video, and audio editing software, and the Internet.

Media. Students will use print, audio, texts, visuals such as photos, and clip art or drawings to
create assignments.

VIII. Utilize Technology, Media, and Materials

Prepare the materials: With the assistance of the instructional technology coordinator,
Classroom computers and chrome books will be checked and ready for student‘s use.
Appropriate software will be accessible to the students.

Prepare the environment: Desks are to be arranged in a manner that allows for small group
work. Additionally, a computer station must be accessible to all students to complete various
aspects of the assignment.

Prepare the learners: Students will have been prepared for this lesson during the lesson

Prior. Students have notes on Shakespeare and literary devices, which can be referred to as
needed.

IX. Require Learner Participation

Student participation in this lesson will include both large and small group activities. The
lesson is structured to begin with, with large group instruction and activities to prepare for the
smaller group activities.
Large group activities: The lesson will begin with students assuming roles and reading
Act I, scene i of Macbeth. A brief discussion will focus on what the students
think
is happening in the scene. Student reading will be followed by students listening
to a recording of the scene. Using the Promethean Board, students will begin to
develop a comparison chart of what they read and what they heard. This will be
followed by viewing the performance of the scene via YouTube. Students will
add to the chart upon completion of the viewing.

Small group activities: The students will break into groups of three or four to rewrite
the scene they have just watched. They will use computers to access the internet
for research and assistance. Once rewritten, students will use PowerPoint
presentation software to present their version of Act I, scene i to the class.

X. Evaluated and Revise

Student activities will be evaluated using rubric (you can attach your rubric)

P a g e 36 | 51
 Analysis

 What do you understand about 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 a systematic
approach of writing lesson plans that helps teachers in organizing instructional procedures.

 How does the teacher use the ASSURE model to integrate technology into the
instruction?
- 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. It helps to
instruct teachers on how to prepare and implement lessons that incorporate
technology efficiently into their teaching in the classroom. Its simple, realistic
approach has made it one of the education arena‘s most commonly taught models of
instruction.

 What do you think the impact on student learning resulted from the ASSURE-
based instructional lessons?
- The primary goal of teachers is to meet the unique needs of each student so they can
achieve maximum levels of learning and the ASSURE model provides teachers with a
systematic approach for analyzing the characteristics of students that impact their
ability to learn while also, the analysis provides information that enables you to
strategically plan lessons tailored to meet the specific needs of your student.

 What are your perceptions of implementing the instruction and of student learning
with technology?
- I believed that moderate or extensive of technology would have a significantly
positive impact of my perception of the teacher’s ability to emphasize important
points, present information in a clear and understandable process, and use helpful
examples.

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 Application
Compare and contrast an ASSURE lesson plan from 4As lesson plan. Complete the
diagram below.

ASSURE 4As

similarities

- students make
- is about the use of important connections
- students gain
technology in learning to past learning and
experiences
- More used of prepare their brains
- useful for the
technology for new content.
learning of the
- it allows student to - teachers promote
students.
participate using higher order thinking
technology and prompt students
- students gain skilled in to use inquiry skills in
the use of computers order to master
content.
- students can
brainstorming

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References

Bilbao, P. et al. (2019). Technology for Teaching and Learning 1. Manila, Philippines.
Lorimar Publishing INC.

Davis, B., & Summers, M. (2015, August). Applying Dale‘s Cone of Experience to
increase learning and retention: A study of student learning in a foundational
leadership course. In Engineering Leaders Conference 2014 on Engineering
Education (Vol. 2015, No. 4, p. 6). Hamad bin Khalifa University Press (HBKU
Press).

Harris, J., Hofer, M., Blanchard, M., Grandgenett, N., Schmidt, D., Van Olphen, M., &
Young, C. (2010). ―Grounded‖ technology integration: Instructional planning using
curriculum-based activity type taxonomies. Journal of Technology and Teacher
Education, 18(4), 573-605. https://activitytypes.wm.edu/HarrisHofer&Others-
InstructionalPlanningUsingLATsTaxonomies.pdf

Kurt, S. ―ASSURE: Instructional Design Model,‖ in Educational Technology, November

23, 2015. Retrieved from https://educationaltechnology.net/assure-instructional-
design-model/

Kurt, S. ―TPACK: Technological Pedagogical Content Knowledge Framework,”

in Educational Technology, May 12, 2018. Retrieved from
https://educationaltechnology.net/technological-pedagogical-content-knowledge-
tpack-framework/

Martin, D. (2019, November). Designing a course with accountability and Dale’s Cone
of Experience. https://www.facultyfocus.com/articles/course-design-
ideas/designing-a-course-with-accountability-and-dales-cone-of-experience/

Mishra, P., & Koehler, M. J. (2006). Technological pedagogical content knowledge: A

framework for teacher knowledge. Teachers College Record, 108(6), 1017–1054.

Module 1 Technology Frontier – edu210site. https://edu210site.wordpress.com/module-

1-technology-frontier/

New Jersey Department of Education. (2013). Common Core Standards. Retrieved from
www.state.nj.us/education/sca

Riales, J. W. (2011). An examination of secondary mathematics teachers’ TPACK

development through participation in a technology-based lesson study.
https://egrove.olemiss.edu/cgi/viewcontent.cgi?article=1241&context=etd

Online Sources
Educational Technology 1: Lesson 9: Dramatized Experience.
https://dctedtech1sy1617.blogspot.com/2016/08/lesson-9-dramatized-experience-
dramatic.html
Contrived Experiences. https://www.slideshare.net/tolentino_noemi/contrived-
experiences-46394289
Educational Technology 1: Lesson 13: Teaching with Visual ....
https://dctedtech1sy2016.blogspot.com/2016/10/lesson-13-teaching-with-visual-
symbols.html

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