MODULE THEORIES AND PRINCIPLES

IN THE
USE AND DESIGN OF TECHNOLOGY-

EDUC8-Technology for Teaching and Learning 1 Page 1

5 DRIVEN LESSONS

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. So, don’t miss this rare opportunity – read
and have fun in learning the following lessons:

Lesson 1- Edgar Dale’s Cone of Experience

Lesson 2- TPACK as a Framework for Technology-Driven Teaching and Learning
Lesson 3- The ASSURE Model
Lesson 4- Models od Technology-Enhanced Instructional Lessons

Lesson 1

Edgar Dale’s Cone of Experience

Dale's cone is one of the most important theoretical foundations of IT. Hence, the cone
makes connection between concrete and abstract ideas which is one of the main principles
of teaching and learning. It also helps the professionals to select media on the basis of the
experiences aimed to transfer students.

After studying this lesson, you should be able to:

 Familiarized with Dale’s Cone of Experience and provided classroom processes of

practices that exemplify each strata of the Cone of Experience
 Provided examples of the various instructional materials appropriate for given
instructional contexts

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 Consider exploring makebeliefscomix. This is a free application that you can use to create a
comic strip. There are figures and characters that you can choose from and write the dialogues
that you can put in the bubbles thoughts. Search this application in the internet.

If you will use this as a tool in teaching a particular content, what would it be? With what grade
level will this work? Using Edagr Dale’s Cone of Experience, to which band would you
categorize the use of this materials.

The Cone of Exprience

“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 contibutes to ensuring effective
instructon.

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
6. Motivation – Arousing and sustaining interest in learning
7. Mastery – internalization of learning
8. Measurement – evidence that learning took place

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 With reference to the 8 M’s of instruction, one element in media. Another is material. These
two M’s (media, materials) 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.

Let’s Study….

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 ovelap and even
blend into one another. For example, viewing a play is far different form being a part of it. It is
far different listening to somebody explaining the architectural design form 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’ 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 abstration –
the amount of immediate sensory participation that is involved. A still photograph of a tree is

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not more difficult to understand than dramatization of Hamlet. It is simply in itself a less
concrete teaching material than the dramatization…

In our teaching, then we do not always begins 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 others 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, meanimgful knowledge and understanding are established. This is experiential
learning where one learns by doing.

Contrieved 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 contrieved experiences can provide a substitute.
Dramatized experiences – These are commonly used as activities that allows
students to actively particpate in a reconstructed experience through role- playing 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 a certain locations to obesrve a situation or a case which
may not be available inside the clssroom.

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 allows 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 equipmentt provide a two-

dimensional reconstruction of a reality. These allow learners to experience the
situation being communicated thorugh the mediated tools. They provide a
feeling of realism as viewers to understand the message portrayed by actors in films.

Still pictures, Recording , Radio – Still are pictures or images. Together in thus category
are the audio-recorded materials or information Broadcast through the radio.

Visual symbols – These are more abstract representations of the concept or the informtaion.
Exampls of these are information presented through a graph or a chart. For example, a process
can be presented using a flow chart.

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 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 symbol, words, codes or formulate.

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.

1. Enactive – a series of actions

2. Iconic – a series of illustrations or icons
3. Symbolic – a series of symbols

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 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.

Activity No. 1
A. Talk about your ideas given the following situation:

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

If I were teaching a lesson on fractions using Dale's Cone of Experience, I would start with
concrete experiences and then move toward abstract concepts. First, I would give students physical
objects like pie charts or fraction strips, which they can manipulate to understand fractions. This
hands-on experience helps them visualize what fractions are. Next, I would move to pictures or
drawings of fractions, allowing students to see representations of fractions without touching
physical objects. Then, I would introduce more abstract ideas, like writing fractions on the board
and explaining them symbolically. This approach, moving from concrete to abstract, ensures that
students understand fractions at a deeper level, building on what they can see and touch before
moving to abstract symbols and numbers.

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

Reading teachers often discourage relying solely on comics or illustrated versions of novels
because they can limit a student's imagination and reading skills. Comics provide both visual and
text cues, which can make it easier to understand the story but may also reduce the need for the
reader to visualize scenes or comprehend more complex language. In regular novels, without
pictures, students must rely on their imagination to form mental images and work harder to
understand the text, which can improve their reading comprehension and critical thinking skills.
Over-relying on illustrated books can also hinder a student's ability to handle more challenging
reading material that doesn’t include visuals.

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

Children can often identify and label objects they have never actually seen in person because
they have been exposed to these objects through other forms of learning, like books, television,
or the internet. Even though they haven't physically interacted with these objects, they have
developed mental images of them through descriptions, pictures, or media. This ability shows
how children can use indirect experiences to build their understanding of the world, even if they
haven't encountered the objects directly.

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

ICT tools and applications can greatly enhance learning by providing interactive, engaging, and
diverse ways for students to interact with content. For example, using apps or online simulations,
students can explore concepts in a more hands-on way than traditional methods allow. These tools
offer opportunities for visual learning, instant feedback, and individualized learning experiences.
In Dale's Cone of Experience, ICT tools could be categorized closer to the "direct purposeful
experiences" part of the cone, as they offer a form of interactive and engaging learning that’s richer
than just hearing a lecture or reading from a textbook but less direct than physical, real-world
interaction.

Activity No. 2
Directions: Read the following questions carefully and encircle the letter
corresponding to the correct answer.

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

A. The closer you are to the base, the more 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 the base, direct the learning becomes.

2. Contrived experience, demonstrations, and field trips are of ________

A. iconic B. enactive C. symbolic D. Abstract

3. Performing experiments is an example of ________.

A. real-world experiences
B. direct, purposeful experiences
C. contrived experiences D. dramatized experiences

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

A. Videos C. Audio recordings

B. Books 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.

Lesson 2 TPACK as a Framework for Technology-Driven

Teaching and Learning

After studying this lesson, you should be able to:

 Familiarized oneself with TPACK and SAMR Model as Frameworks in integrating

technology in the practice of teaching
Selected and employed and appropriate technology (tool or application) in an
instructional plan
 Evaluated one’s capability in integrating technology in his lesson
 Identified learning theories and principles applied in the design and development
of lessons through appropriate media and technologies for teaching-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 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.

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

Let’s Study….

What is TPACK?

Punya Mishra and Matthew J. Koehler’s 2006 TPACK framework, which focuses on
technological knowledge (TK), pedagogical knowledge (PK), and content knowledge (CK),
offers a productive approach to many of the dilemmas that teachers face in implementing
educational technology (edtech) in their classrooms. By differentiating among these three types
of knowledge, the TPACK framework outlines how content (what is being taught) and
pedagogy (how the teacher imparts that content) must form the foundation for any effective
edtech integration. This order is important because the technology being implemented must
communicate the content and support the pedagogy in order to enhance students’ learning
experience.

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According to the TPACK framework, specific technological tools (hardware, software,
applications, associated information literacy practices, etc.) are best used to instruct and guide
students toward a better, more robust understanding of the subject matter. The three types of
knowledge – TK, PK, and CK – are thus combined and recombined in various ways within the
TPACK framework. Technological pedagogical knowledge (TPK) describes relationships and
interactions between technological tools and specific pedagogical practices, while pedagogical
content knowledge (PCK) describes the same between pedagogical practices and specific
learning objectives; finally, technological content knowledge (TCK) describes relationships
and intersections among technologies and learning objectives. These triangulated areas then
constitute TPACK, which considers the relationships among all three areas and acknowledges
that educators are acting within this complex space.

Figure1. TPACK Model

Mishra and Koehler, researchers from Michigan State University, developed TPACK in the
absence of other sufficient theory to explain or guide effective edtech integration. Since its
publication in 2006, TPACK has become one of the leading theories regarding edtech and
edtech integration: research and professional development activities both draw from it heavily.

However, TPACK has remained such a powerful principle for almost 12 years because the
complex constituents described above allow room for a range of specific educational
circumstances. Any effective implementation of technology in the classroom requires
acknowledgment of the dynamic, transactional relationship among content, pedagogy, and the
incoming technology – all within the unique contexts of different schools, classrooms, and
cultures. Factors such as the individual educator, the specific grade level, the class
demographics, and more will mean that every situation will demand a slightly different
approach to edtech integration. No one monolithic combination of content, pedagogy, and

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edtech will be applicable for every setting, and TPACK leaves room for researchers and
practitioners to adapt its framework to different circumstances.

This adaptability can be seen in the various intersections and relationships already embodied
in the TPACK acronym.

Content Knowledge (CK) – This 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. CK will also differ according to
discipline and grade level – for example, middle-school science and history classes require less
detail and scope than undergraduate or graduate courses, so their various instructors’ CK may
differ, or the CK that each class imparts to its students will differ.

Pedagogical Knowledge (PK) – This 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.
Pedagogical Content Knowledge (PCK) – This describes teachers’ knowledge regarding
foundational areas of teaching and learning, including curricula development, student
assessment, and reporting results. PCK focuses on promoting learning and on tracing the links
among pedagogy and its supportive practices (curriculum, assessment, etc.), and much like CK,
will also differ according to grade level and subject matter. In all cases, though, PCK seeks to
improve teaching practices by creating stronger connections between the content and the
pedagogy used to communicate it.

Technological Content Knowledge (TCK) – This describes teachers’ understanding of how

technology and content can both influence and push against each other. TCK involves
understanding how the subject matter can be communicated via different edtech offerings, and
considering which specific edtech tools might be best suited for specific subject matters or
classrooms.

Technological Pedagogical Knowledge (TPK) – This describes teachers’ understanding of

how particular technologies can change both the teaching and learning experiences by

EDUC8-Technology for Teaching and Learning 1 Page 11

introducing new pedagogical affordances and constraints. Another aspect of TPK concerns
understanding how such tools can be deployed alongside pedagogy in ways that are appropriate
to the discipline and the development of the lesson at hand.

TPACK is the end result of these various combinations and interests, drawing from them – and
from the three larger underlying areas of content, pedagogy, and technology – in order to create
an effective basis for teaching using educational technology. In order for teachers to make
effective use of the TPACK framework, they should be open to certain key ideas, including:

1. concepts from the content being taught can be represented using technology,
2. pedagogical techniques can communicate content in different ways using technology,
3. different content concepts require different skill levels from students, and edtech can
help address some of these requirements,
4. students come into the classroom with different backgrounds – including prior
educational experience and exposure to technology – and lessons utilizing edtech should
account for this possibility,
5. educational technology can be used in tandem with students’ existing knowledge,
helping them either strengthen prior epistemologies or develop new ones.

Because it considers the different types of knowledge needed and how teachers themselves
could cultivate this knowledge, the TPACK framework thus becomes a productive way to
consider how teachers could integrate educational technology into the classroom. Then too,
TPACK can also serve as a measurement of instructor knowledge, potentially impacting both
training and professional development offerings for teachers at all levels of experience. Finally,
the TPACK framework is useful for the ways in which it explicates the types of knowledge
most needed in order to make technology integration successful in the classroom. Teachers
need not even be familiar with the entire TPACK framework as such in order to benefit from
it: they simply need to understand that instructional practices are best shaped by content-driven,
pedagogically-sound, and technologically-forward thinking knowledge.

EDUC8-Technology for Teaching and Learning 1 Page 12

 Activity No. 1

At this point, evaluate your personal capability in relation to the TPACK Framework.

Technological Pedagogical
Pedagogical
Tehnological TPKPedagogical Techological Knowledge
tPK Tpk
Knowledge
Knowledge Knowledge Knowledge
Knowledge tPACK
Tpack
tCK pCK
TPACK PcK TCK
TcK PcK
Content Content
Content
Knowledge Knowledge
Knowledge

A C B
How does your TPACK look like? Encircle the Letter of the figure that best suits your own TPACK.

SAMR

The Substitution Augmentation Modification Redefinition Model offers a method of seeing how
computer technology might impact teaching and learning. It also shows a progression that adopters
of educational technology often follow as they progress through teaching and learning with
technology.
While one might argue over whether an activity can be defined as one level or another, the
important concept to grasp here is the level of student engagement. One might well measure
progression along these levels by looking at who is asking the important questions. As one moves
along the continuum, computer technology becomes more important in the classroom but at the
same time becomes more invisibly woven into the demands of good teaching and learning.

Activity No. 2: Make Me Up!

Using SAMR, think of how you can integrate technology tool for each phase to show the transition
from using it to enhance instruction leading to a transformative use of technology.
Design a task that can have a positive effect on students’ learning outcomes.
 Task or Learning activities

Technology Tool: Virtual Reality (VR) or Augmented Reality (AR) (e.g., Google
Expeditions, CoSpaces)
Activity: Students virtually explore different ecosystems using VR or AR, such as
visiting a rainforest or coral reef. They interact with 3D models of the ecosystem’s
flora and fauna. Then, students create a VR tour or an interactive AR experience for
Redefinition their classmates, explaining the unique characteristics of the ecosystem they studied.
Outcome: The task is completely transformed as students not only gain in-depth
knowledge but also create immersive, interactive experiences for others. This use of
VR/AR makes the ecosystems come alive, providing an entirely new way of learning
that wouldn't be possible with traditional methods.

Technology Tool: Padlet or Jamboard (for collaborative tools)

Activity: Students collaborate in small groups on a virtual whiteboard (Padlet or
Jamboard), where each group adds their research findings, images, videos, and links
to a shared ecosystem project. Students can interact, leave feedback, and revise each
other's work in real-time.
Modification
Outcome: The task has been significantly redesigned to involve collaboration and
peer feedback. The digital platform allows students to interact in ways that would be
impossible with just pen and paper. This phase facilitates a deeper level of learning
through collaborative interaction.

Technology Tool: Google Slides or Canva

Activity: Students create a multimedia presentation about their ecosystem. They can
include images, videos, and audio clips to explain the features of the ecosystem. They
can also use web-based resources like YouTube to find videos on ecosystems.
Augmentation Outcome: The digital presentation tool allows students to enhance their learning by
incorporating visual elements and improving the presentation's appeal and
organization. The technology enhances the delivery of content by adding media to
the information.

Technology Tool: Microsoft Word or Google Docs

Activity: Students write a report about an ecosystem (e.g., a desert, rainforest, or
tundra) using a word processor. The report can include basic information such as the
substitution location, climate, and organisms of the ecosystem.
Outcome: The task is simply a replacement for paper and pen. There's no functional
change to the activity, just using a digital tool instead of traditional methods.

This may help..

You may use applications that know. If you have no idea, you may start
exploring some tools and application found in the image 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 known educationist who provide the cognitive taxonomy which has greatly
been used in education. His students, Anderson and Krawthwohl made some revisions. This is the
Revised Blooms’ Taxonomy.
 Figure 4. A Comparison between the Original and Revised Bloom’s taxonomy

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

Some more application that can be explored are found in this infographic.
 Activity No. 3:

Study the infofraphic, iPAdagogy Wheel. Discuss and select how technology can be integrated in a
lesson. Write your answer in the table provided.

iPadagogy wheel
Subject Matter English – Narrative Writing (Short Story)

Identify the elements of a short story (character,

setting, plot, conflict, resolution)
Learning Outcome(s)
Write and present an original short story using digital
tools
Book Creator (for digital storytelling)

Padlet (for brainstorming ideas)

Technology Tool to be Used
iMovie or Toontastic (for animating or narrating their
story)
Show a sample animated short story video from
YouTube

Ask students to post a one-sentence story prompt or

Motivation Activities
idea on Padlet

Group quick discussion on favorite stories and what

makes them interesting
 Teach the parts of a short story through interactive
discussion and examples

Students brainstorm and outline their story using a

graphic organizer
Main Activity to Teach the lesson
Using Book Creator, students write their story and
add visuals, voice narration, and sound effects

For more creativity, they can animate scenes using

Toontastic or turn the story into a digital video with
iMovie
Digital Story Rubric: Assess for story structure,
grammar, creativity, and multimedia use

Peer Review: Classmates give feedback through

comments or emoji reactions
How Will You Asses Your Learning
Outcomes(s) Reflection Form: Students answer questions in a
Google Form like:

 What did you learn about storytelling?

 What part was the most fun or challenging?
 Lesson 3 The ASSURE Model

In 21st century instruction where independent learning is encouraged, the documentation of a

personal learning journey is a must. Such documentation can help the teacher monitor the process
and assess the product of learning. Doing this requires proper organization through a portfolio.

After studying this lesson, you should be able to:

 Identified learning theories and principles applied in the use and design of learning
lessons with technology
 Applied the ASSURE Model in crafting a lesson

A well-planned lesson is half of the battle won; the other half is the delivery of the lesson by the
facilitator who has pedagogical skills in implementing what has been planned. This will ensure the
achievement of learning outcomes. This will engages 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.

Figure1. The ASSURE Model

 Take a look at Figure 1.

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.

Let’s Study….

The ASSURE Model

ASSURE model is the 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 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 procedure in Analyze Learners.

With the learner as the center of instructional process, the initial consideration is to get a clear
picture of the learners’ learning style, age level, interests or references, background, special needs
and cultural diversity.

The second step of the procedure is State Objectives.

This is main instruction guide that will direct the flow tore ach 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 and
materials 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 Utilized Methods, Media and Materials

Having selected the strategy, media and materials is halfway of the task done. Planning how to
implement these entails a lot of consideration. Bearing in mind the learning outcomes of the lesson,
the teacher decides which part of the instructional flow will a particular materials or technology be
employed and the manner on how it will be more effective to achieve the learning outcome.
The fifth step 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 task with minimal or no
supervision at all.

The sixth and last element is Evaluate Student Performance.

 Assessing learners’ performance can take place across phases of 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 pen and paper test but there are other learning outcomes that can be assessed by using rubric
or having a 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 guided 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 come.

Activity No. 1

Think of a lesson and a hypothetical group 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.
Explain the reason for
Elements in an the decision in relation
What is it?
Instructional Design to the
ASSURE model
Lesson Topic: This is the specific focus Based on the A (Analyze
Descriptive Writing – of the lesson. In this case, learners) step, Grade 7
Describing a Place the goal is to help learners benefit from
students learn how to activities that connect
write vivid descriptions real-world experiences
using sensory details. with expressive
language. Descriptive
writing develops both
creativity and
foundational writing
skills.
Subject Matter: English – The core content or skill According to S (State
Sensory Language and that will be taught in the Objectives), the subject
Paragraph Writing lesson. matter must align with
the learners' level and
curriculum goals.
Descriptive writing is a
key component of
language development
and creative thinking.
Level of Learner: The profile or general In A (Analyze
Grade 7 – Early characteristics of the Learners), it is important
Adolescents (Ages 12– students. to consider cognitive,
13) social, and emotional
levels. At this stage,
learners respond well to
visual aids, peer
interaction, and creative
expression.
Duration One hour lesson Based on R (Require
Learner Participation)
and E (Evaluate and
Revise), lesson design
should match available
time. One hour is
appropriate for an
engaging, well-paced
writing activity with
multimedia tools.
Learning Outcomes: The specific, measurable In S (State Objectives),
 Identify descriptive goals students should learning outcomes must
language and sensory achieve by the end of the be clear and measurable.
details. lesson. These outcomes align
 Write a short with cognitive (writing),
descriptive paragraph affective (expressing
using vivid language. experiences), and
 Use a digital tool to psychomotor (using tech
creatively present their tools) domains.
paragraph.

Material(s) The digital resources and In S (Select Media and

Technology tools used to support Materials) and U (Utilize
Tool(s): YouTube (short teaching and learning. Media and Materials),
example video), Google technology should
Docs, Book enhance the learning
Creator/Canva, Padlet experience. These tools
are accessible,
interactive, and
appropriate for visual and
kinesthetic learners.
Learning Activities: The steps and strategies In R (Require Learner
 Watch a short used to deliver the lesson Participation), active
descriptive video and engage students. involvement enhances
(YouTube) learning. These varied
 Discuss the use of activities support
sensory words different learning
 Brainstorm places styles—visual (video,
using Padlet Canva), verbal (writing),
 Write a paragraph with social (collaboration),
a partner using Google and digital (publication).
Docs
 Publish visually using
Canva or Book Creator
 Share on Padlet

Assessment Activities: The methods used to In E (Evaluate and

 Rubric-based evaluate whether Revise), assessment must
evaluation of the students met the learning align with objectives and
descriptive paragraph outcomes. provide insights for
improvement.
Combining teacher, peer,
  Self-reflection via and self-assessment
Google Form (Exit offers a comprehensive
ticket) view of learning.
 Peer feedback on
Padlet

Steps in Producing a Digital Story

1. Brainstorming a story concept.

2. Create a story board that will contain the graphics, sounds, text, narration, and music needed.
3. Collect pictures, Materials and store them in organized fashion.
4. Using productivity tools, put them together using iMove, moviemaker, video, power point
presentation, powtoon, power director, viva video and the like.
5. Edit, reverse and share your story.

When creating a digital story, it is important that you have the content written. The substance is
important to be clear. What is the message about? Then organize the flow of events using the
language. Tell a good story.
When writing the script, you need to consider important elements:

1. Point of view
2. Dramatic question
3. Emotional content
4. Economy
5. Voice
6. Soundtrack
7. Pacing

For those who may not have experienced producing a digital story, plan and discuss the storyboard
with yours peers. Gather materials or data needed for the storytelling. Organize these and put them
in a storyboard.

Storyboarding is a valuable initial phase in the digital storytelling process. It is like doing a layout
of the text or a script, the images or pictures that should go with it, the narration or voiceover as
well as the transitions or effects that can be employed to have an engaging production. In other
words, it is a detailed plan before the digital story is produced. This will allow you to visualize the
flow the flow of the story. You can create a template using a table. Below are the Examples of
storyboard templates.
 Activity No. 2

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

What have you learned from this lesson on ASSURE model?

The ASSURE model taught me the importance of planning lessons in a structured way, where
each step aligns with the overall goal of the lesson. I learned that focusing on the learners' needs and
choosing appropriate methods, materials, and technology tools is essential for an engaging lesson.
The model also emphasizes the significance of setting clear learning objectives to guide the lesson
and ensure the activities and assessments directly contribute to achieving those objectives.
Additionally, I discovered that active learner participation is crucial for fostering engagement and
reinforcing the lesson’s content, and that the final evaluation and revision step helps improve future
lesson plans by reflecting on the effectiveness of the teaching strategies used.

How will you us what you have learned from the lesson?

I plan to apply the knowledge gained from this lesson by focusing more on learner-centered
approaches in future lesson designs. I will ensure that each lesson has clear and measurable outcomes
that are aligned with the activities, materials, and technologies chosen. To increase student
engagement, I will incorporate more interactive and collaborative tools, like Google Docs for group
work and Kahoot for assessments. By using these tools, I can foster an environment where students
actively participate and collaborate with their peers, rather than just passively receiving information.
Additionally, I will emphasize the importance of continuous evaluation to assess student
understanding in real-time, allowing for any necessary adjustments during the lesson.

What did you find difficult to understand?

The most difficult aspect of the ASSURE model for me was figuring out how to effectively align
technology tools with the learning outcomes and the specific needs of the students. While I
understand the importance of using technology, it was sometimes challenging to ensure that the tools
chosen were directly relevant to the lesson's objectives. I also found it hard to smoothly integrate all
six steps of the model into a cohesive lesson. In particular, balancing the learner participation with
the use of digital tools and ensuring that the evaluation step directly measured the desired learning
outcomes took more planning and reflection than I initially anticipated.

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

To address the challenges I faced, I will dedicate more time to researching and selecting
technology tools that are specifically designed to enhance the learning outcomes I aim to achieve. I
will also seek out professional development opportunities or collaborate with colleagues to improve
my ability to seamlessly integrate the ASSURE model into lesson planning. Practicing the alignment
of objectives, methods, and technology will help me refine my process and ensure each step of the
model contributes meaningfully to the learning experience. Lastly, I plan to gather feedback from
students and peers to evaluate the effectiveness of my lesson designs and make necessary revisions
for future lessons.

B. Answer the test item below.

1. Which sentence states the correct idea about ASSURE?

A. ASSURE is a guide indicating the specific steps to be followed when writing a lesson
plan.
B. ASSURE model ensures effective technology integration.
C. ASSURE clearly states the relevance of TPACK in instruction.
D. ASSURE is a framework containing the elements when planning a lesson.

2. In selecting media or materials to be used in teaching a lesson, the first element to be

considered is_____.

A. the learner
B. the objective
C. the subject matter
D. the evaluation activity

3. Based on the ASSURE model, which of the following statements is CORRECT?

A. Evaluating student performance can take place across phases of the lesson.
B. The teacher has to design the lesson based on the digital tools that work.
C. Once the learning outcomes or the objectives have been determined, the use of the
method, media and materials comes next.
D. Student engagement is an important element, and selecting the appropriate way of
delivering the lesson will direct the instruction flow.
 4. Producing a digital story requires important elements that can determine the quality of the
production. Which among the choices does NOT belong?

A. Point of view
B. sound track
C. storyboard
D. emotional content

5. Which is the layout of the text, the music, images, pictures that match the narration?

A. Digital story
B. Producing
C. Scripting
D. storyboarding

Lesson 4 Models of Technology-Enhanced Instructional Lessons

The learners of this generation are a new kind of breed and it is important that teachers understand
how to deal with them. They seem to thrive in collaborative learning. They like to connect to the
social networking sites. Creating and producing something are what they prefer to do rather than
become consumers of information inside the classroom. They like to be mobile either physically
or virtually as they traverse from point to point or site to site. Apparently they seem to be investing
a huge amount of their time in a digital social environment although they can be more self-directed
in choosing what they want to learn, how they want to learn and when they want to learn.

After studying this lesson, you should be able to:

 Identified how a technology tool is integrated in a lesson

 Evaluated a sample lesson with the element of technology integration and suggested
how it can be learned

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.

Let’s Study….

The learning place can also evolve especially when you consider the varied roles that learners
play. They can learn learn and perform the task in any physical or virtual location. There is also
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.

Learner 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
world using a ‘popup’.

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 web or the web
conferencing by Skype creates a new dynamic to what a learning place is.
Collaborators – Capstone projects can be outputs of collaboration. Student 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 a 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 smartphone 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 they 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 the 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 are many kinds of blogs and type will depend on the purpose for which it was created.
Quality of content is crucial in making a blog attractive to readers. Blogging provided benefits
and one of which 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.

WordPress.org WordPress.com
 Your website is hosted by WordPress.com, and
You own your website and have full control
they control many aspects of it.
over it.
You can start for free, but it comes with
You need to purchase your own domain name
limitations (like a WordPress.com subdomain
and web hosting
and ads).

You can install any theme or plugin, even Free plan has limited themes and no plugin
custom-built ones. support.

Full access to your site’s code allows advanced Only higher-tier paid plans allow more design
customization. and plugin flexibility.

Free and lower-tier plans do not allow ads.

You can run ads, set up an online store, and use Monetization is restricted unless you upgrade
affiliate links freely. to a business plan or higher.

You are responsible for updates, backups, and WordPress handles all updates, backups, and
security. security for you.
Has a free tier, but advanced features require a
The software is free, but you pay for domain
paid plan (Personal, Premium, Business, or
registration, hosting, and premium features.
eCommerce).
B. Using Canva or an appropriate tool, create an infographic that reflects the differences between
the 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 you 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 reflection based on a picture. Students can be given
a word limit in writing a creative piece or an idea.
c. Stat! Given limited time students post their interpretation of a statistical data provided
in class. This can be a 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 form a science investigation can
be shared to other groups or students from other schools.
c. Mediated Tutorial. Through web conferencing, learner can set a time for a tutorial
session with an assigned peer. A variation can be a mediated tutorial through any
 following web conferencing tools for teacher (e.g. Skype, FB Messenger, Meeting
Brunner, Go ToMeeting, 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 student. Although it can be used for business but with creativity, it
can be appropriate for educational purposes.

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 don 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
Brainstorming session Padlet serves as a real-time collaborative wall
where students can post ideas, thoughts, or
keywords related to a topic.
During a lesson introduction (e.g., in English:
writing a persuasive essay), the teacher creates
a Padlet wall with the title “What Makes an
Argument Persuasive?” Students use their
devices to post ideas, examples, or questions.
The teacher then categorizes responses and
discusses common themes to build background
knowledge collaboratively.
Book review session Padlet acts as a shared space for student
reflections, allowing text, images, videos, and
links.
After reading a novel or story (e.g., The Giver
by Lois Lowry), students are assigned to post a
short book review on Padlet. They include a
summary, a favorite quote, and their opinion of
the characters or plot. They can also comment
on peers’ reviews, creating a peer discussion
board. This promotes digital literacy and
critical thinking.
As an assessment Padlet is used as a formative or summative
assessment tool, collecting student work or
responses.
At the end of a lesson (e.g., on literary devices),
students are asked to find and post an example
of a metaphor from any text they’ve read. They
must also explain its meaning and effect. This
 allows the teacher to evaluate comprehension
while promoting creativity and engagement.

In designing a lesson, always remember that is not about the technology tool upon which the lesson
revolves. Rather, it has to be 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 objectives.

So the following steps may be a good guide:

Step 1: Identify learning objectives bases 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 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.

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 a criteria to evaluate the technology tool or instructional aid but always considering
the content as the most important criterion.

2. Consider the quality of information, the technological skills needed by the students or
how present the technology tool that would suit your objective.

Take a look at this sample lesson plan that employs the use of mobile devices.
A Sample Plan Making Use of a Mobile Device

Performance Outcomes: Learners must be able to…

1. identify the plot of a given fiction (in literature)
2. write a summary of one section of the plot (any of the beginning, middle or end)
3. create a script enact one section of the plot
4. use a mobile device to document the section of the plot and which has to be uploaded for the
class to review
Prepare Things Needed in Setting up the Classroom
1. A literary material from a book

2. Mobile device with a camera

3. Internet access (i.e. beyond class hours or at home if there is no internet

connectivity in school
4. Mobile devices have to be charged

5. Teacher needs to ensure that platform (e.g. a site, a blog or a wiki) has been set up where learners
can upload their own material

Plan and Push the Instructional Flow

1. After finishing a particular fiction literature such as short story or a particular text, discuss with
the learners the eleme nts of a plot: the beginning, the middle and the end of the story.
2. Divide the class into smaller groups assigning each team to work on the plot of the story in any
of the (1) beginning, (2) middle, or (3) end.
3. Each team will write a short script that summarizes the portion of the plot assigned to them.
4. 4. Then they will act out a scene and make use o f their mobile device to record their final play.
5. 5. The recording will then uploaded to the class site (e.g. google site) or class wiki for the rest
of the big class to view and comment.

Provide Plausible Possibilities

1. The written script of a scene can be acted out like in a radio paly using the audio recording
feature of their mobile device like in a podcast. This class can also be uploaded in the class site
2. As a team, create a different ending or inject a different twist in the story the team can select the
best plausible twist.

Activity No. 1

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 it enhances learning outcomes, supports student
engagement, and aligns with the lesson objectives.

2. In selecting a technology tool to be integrated in a lesson, I should consider its relevance, ease of
use, student accessibility, and how it supports the topic or skill being taught.

3. I will implement technology tools to make my students connect with the content more
interactively, collaborate with peers, and apply their knowledge in real-world contexts.
4. An example of technology integration in a lesson is using Padlet for students to brainstorm ideas
and give feedback during a writing activity.

5. A creative way of using a mobile tool in a lesson is using Kahoot! for a fun, real-time quiz to
review key concepts after a lesson.

Activity No. 2
Directions: Read the question and choose the answer to the question.

1. Ms. Sheena dreams to invite a famous resource person from another country but she can’t
afford to spend for the transportation of the said person. How could she integrate
technology in her lesson and enable her class listen to that person?
A. Podcasting
B. instant messaging
C. web conferencing
D. Distant communication

2. In technology integration, what should be our primary concern?

A. It must be new and user friendly

B. It must be updated and relevant to Filipino setting.
C. It must stimulate and maintain student interest.
D. It must be suited to the lesson objective.

3. Which is a good example of tapping the learners’ ingenuity in technology integration?

A. They will be made to create a digital story of a certain topic present it in class
B. They will be made to listen attentively to the presentation that the teacher prepared.
C. They will be made to comment on how to improve a certain preparation.
D. They will be made to bring computing tools to school such as mobile phones.

4. If the teacher wants his/her learners to create an online journal, which do you think would
be the best tool to use?
A. Wiki
B. Blog
C. Email
D. Messenger

5. All your learners are on Facebook. How can you ensure that they learn despite constant
use of this social networking site?
A. Prohibit them not to us Facebook Again.
B. Create a Facebook page where you can post assignments and supplementary
materials of your lesson.
C. Post your photos and thoughts so they can comment on it.
D. Create a prank account and stalk them to discover what they say and post on Facebook