THEORIES AND PRINCIPLES IN THE USE AND DESIGN OF TECHNOLOGY-DRIVEN LESSONS

THEORIES AND PRINCIPLES IN THE USE AND DESIGN OF TECHNOLOGY-DRIVEN LESSONS

1. THEORIES AND PRINCIPLES IN THE USE AND DESIGN OF TECHNOLOGY-DRIVEN LESSONS

2. B. TPACK AND OTHER FRAMEWORKS FOR TECHNOLOGY-DRIVEN TEACHING AND LEARNING: 1. Dale’s Cone of Experience (with equal attention given to both the Conventional Technology and the Innovative and Emerging Technology for Teaching) A. LEARNING THEORIES AND PRINCIPLES IN: 1. TPACK (Technology, Pedagogy and Content Knowledge) 2. SAMR (Substitution, Augmentation, Modification, Redefinition) 3. Bloom’s Digital Taxonomy TABLE OF CONTENTS

3. DESIRED LEARNING OUTCOME: ● Describe technology tools that are used; ● Use technology tools to collaborate and share resources among communities of practice; and ● Select conventional materials designed to enhance teaching-learning; At the end of Learning Task 1, the students are expected to:

4. THE CONE OF EXPERIENCE In preparing to become a teacher, there are elements that should be taken into consideration. One way of putting it is the 8M’s of teaching and each element contributes to ensuring effective instruction. Was developed by Edgar Dale, an American educator, in the 1940s.

5. 01 02 03 06 08 07 The learning environment 04 05 The content of learning Teaching and learning activities The resources of learning Communication system Arousing and sustaining interest in learning Internalization of learning Evidence that learning took place MILIEU MATTER METHOD MATERIAL MEDIA MOTIVATION MASTERY MEASUREMENT THE EIGHT M’S OF TEACHING

6. THE BANDS IN DALE'S CONE OF EXPERIENCE These are commonly used as activities that allows students to actively participate in a reconstructed experience through role playing or dramatization. It is in this category that representations such as models, minitures, or mock ups are used. There are things or events that may be beyond the learners grasp and so contrived experiences can provide a substitute. These refer to foundation of experiencing learning. Using the senses, meaningful knowledge and understanding are established. This is experiential learning where one learns by doing. DIRECT PURPOSEFUL EXPERIENCES CONTRIVED EXPERIENCES DRAMATIZED EXPERIENCES

7. THE BANDS IN DALE'S CONE OF EXPERIENCE 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. DEMONSTRATIONS STUDY TRIPS These are actual visits to certain locations to observe a situation or a case which may not be available inside the classroom. These are displays of models such as pictures, artifacts, posters, among others that provide the message or information. These are basically viewed, however, there are currently exhibits that allow the viewers to manipulate or interact with the display and as a result, the exhibit becomes more engaging and fun. EXHIBITS

8. THE BANDS IN DALE'S CONE OF EXPERIENCE These technology equipment provide a two-dimensional reconstruction of a reality. These allow learners to experience the situation being communicated through the mediated tools. They provide a feeling of realism as viewers try to understand the message portrayed by actors in the films. TELEVISION AND MOTION PICTURES STILL PICTURES, RECORDINGS, RADIO Still are pictures or images. Together in this category are the audio-recorded materials or information broadcast through the radio. These are more abstract representations of the concept or the information. Examples of these are information presented through a graph or a chart. For example, a process can be presented using a flow chart. VISUAL SYMBOLS

9. THE BANDS IN DALE'S CONE OF EXPERIENCE VERBAL SYMBOLS This category appears to be the most abstract because they may not exactly look like the concept or object, they represent but are symbols, words, codes or formula .

10. THE BANDS IN DALE'S CONE OF EXPERIENCE

11. BRUNNER'S THREE-TIERED STEPS MODEL OF LEARNING 01 ENACTIVE A series of actions 02 ICONIC 03 SYMBOLIC A series of illustrations or icons A series of symbols

12. TPACK AS A FRAMEWORK FOR TECHNOLOGY DRIVEN TEACHING AND LEARNING CHRISTEL CERDEÑA REPORTER

13. MATTHEW KOEHLER Shulman's (1986) 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. DR. LEE SHULMAN Mishra and Koehler (2006) Continued to build upon Schulman's PCK and incorporated technology hence, TPACK. PUNYA MISHRA

14. This framework shows the interconnected of content with pedagogical knowledge and the integration of technology in making teaching more engaging, relevant and effective. Technological, Pedagogical and Content Knowledge known as TPACK is a theoretical model describing the capability of 21st century teacher. TECHNOLOGICAL PEDAGOGICAL CONTENT KNOWLEDGE WHAT IS TPACK

15. PK OR PEDAGOGICAL KNOWLEDGE •It is the WHAT •Understanding of the content such as language arts, math, science, history among others •Composed of facts, concepts, theories or principles in a given discipline. CK OR CONTENT KNOWLEDGE • Is the HOW •The expert's knowledge in the science of teaching from educational and learning theories to individual differences to strategies and techniques as well as assessment of learning. •This is the teachers' knowledge on how to select, use and integrate these tools in the teaching and learning context. TK OR TECHNOLOGICAL KNOWLEDGE Knowing how to select, use or develop technology to manage student learning. TPK OR TECHNOLOGICAL-PEDAGOGICAL KNOWLEDGE •The intersection of the pedagogical and content areas of knowledge •This is how much competencies the teachers have in making the students learn the concepts and skills. •Include knowledge of how to use techniques that can meaningfully address different learning styles while supporting content with deeper understanding. PCK OR PEDAGOGICAL CONTENT KNOWLEDGE An intersection when technology is used in a specific subject area to enrich and deepen student's understanding of content. TCK OR TECHNOLOGICAL-CONTENT KNOWLEDGE

16. PK OR PEDAGOGICAL KNOWLEDGE •It is the WHAT •Understanding of the content such as language arts, math, science, history among others •Composed of facts, concepts, theories or principles in a given discipline. CK OR CONTENT KNOWLEDGE • Is the HOW •The expert's knowledge in the science of teaching from educational and learning theories to individual differences to strategies and techniques as well as assessment of learning. •This is the teachers' knowledge on how to select, use and integrate these tools in the teaching and learning context. TK OR TECHNOLOGICAL KNOWLEDGE

17. Knowing how to select, use or develop technology to manage student learning. TPK OR TECHNOLOGICAL-PEDAGOGICAL KNOWLEDGE •The intersection of the pedagogical and content areas of knowledge •This is how much competencies the teachers have in making the students learn the concepts and skills. •Include knowledge of how to use techniques that can meaningfully address different learning styles while supporting content with deeper understanding. PCK OR PEDAGOGICAL CONTENT KNOWLEDGE An intersection when technology is used in a specific subject area to enrich and deepen student's understanding of content. TCK OR TECHNOLOGICAL-CONTENT KNOWLEDGE

18. SAMR MICKAELA TORREVILLAS REPORTER

19. • It i a model designed to help educators infuse technology into teaching and learning. DR. RUBEN PUENTEDURA WHAT IS SAMR • Developed by Dr. Ruben Puentedura, the model supports and enable teachers to design, develop, and infuse digital learning experiences that utilize technology (Nov 9, 2013).

20. S stands for Substitution. It is literally using technology as an alternate for the regular item that is employed in augmenting or assisting instruction. S - SUBSTITUTION

21. A - AUGMENTATION In this part of technology integration, there is a functional improvement in the use of a technology tool. With the google map, you can use the features available such as measuring the distance from one point to another. You can provide a task by making students utilize this.

22. M - MODIFICATION M means Modification. In this level, technology is used to redesign a lesson.

23. R - REDEFINITION R represents the idea of creating something from the regular item. This is Redefinition. Technology allows the creation of a new concept that has not been previously conceptualized. Puentedura labels this as the transformation of learning Students are given the opportunity to create an output based on what they know and learned using a technology tool or application.

24. BLOOMS DIGITAL TAXONOMY M-JAY LUALHATI REPORTER

25. The purpose of Bloom’s Digital Taxonomy is to help educators use technology and digital tools to facilitate student learning experiences and outcomes. Each level is paired with a description of its importance and examples of the digital tools that connect with this taxonomy framework. BLOOMS DIGITAL TAXONOMY

26. BLOOMS DIGITALTAXONOMY ORIGINAL REVISED

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