TTL 1 FINAL EXAM REVIEWER

MODULE 6: THEORIES AND PRINCIPLES IN THE USE AND THE DESIGN OF

TECHNOLOGY- DRIVEN LESSONS

A. DALES CONE EXPERIENCE

• Developed by Edgar Dale in 1946.
• It is first introduced in Dale’s 1946 book, Audio Visual Methods in teaching.
• It is designed to “show the progression of learning experiences” from the
concrete to the abstract.
• According to Dale the arrangement of the cone is not based on its difficulty
but rather based on abstraction.
• It also helps teachers to plan different kinds of learning experiences in
order to create the most effective learning environment for the purpose of
studying geographical content.
• The Dale’s Cone of Experience mainly focuses on experiences while also
exhibiting such basic learning skills like reading, speaking, hearing, and
observing. Typically, it focuses on how the children do something as they
learn more from it.
THE 8 M’s OF TEACHING
1. MILIEU -the learning environment.
2. MATTER - the content of learning.
3. METHOD - the teaching and learning activities.
4. MATERIAL - the resources of learning.
5. MEDIA - the communication system.
6. MOTIVATION - the arousing and sustaining internet.
7. MASTERY – the internalization of learning.
8. MEASUREMENT -the evidence that learning took more.
1. Text or Verbal Symbols – when a learner moves from direct and purposeful
experiences to verbal symbols, the degree of abstraction gradually grows. And as
a result, learners become spectators rather than participants. Learner can see,
handle, taste, feel, and smell the most purposeful experiences.
2. Visual Symbols – graphic substitutes for literal reality. Representations of
direct reality, which comes in the form of signs and symbols. Which are drawings,
diagrams, charts, graphs, maps and posters.
3. Still Pictures, Radio, Recordings (Photos, Podcast, Audio) – a feast for the
eyes or ears. It represents media that we can experience in no fixed order-
photographs and audio recordings.
4. Motion Pictures (Videos, Animations) – a moving feast for the eyes and
ears.
5. Exhibits – meaningful displays with limited handling. Exhibits are specifically
designed for interactivity; others restrict learners to look but don’t touch.
6. Field Trips – Sights and sounds of real-world settings. This level extends the
learning experience through excursions and visits to the different places that are
not available inside the classroom. Through this level, the learning experience
will not be limited to the classroom setting but rather extended to a more complex
environment.
7. Demonstrations – This is how it works and/or how you do it. It is a visualize
explanation of important fact, idea, or process through these of pictures,
drawings, film and other types of media in order to facilitate clear and effective
learning. In this level, things are shown based on how they are done.
8. Dramatized Experiences (Role-play Exercises) – These are commonly used
as activities that allow students to actively participate in a reconstructed
experience through role-playing or dramatization.
9. Contrived Experiences – Are substitute of real things when it is not feasible
to bring the real thing to the class. These include models, mockups, specimens,
objects, simulations and games.
10. Direct Purposeful Experiences (Hands-On Practice) – These refer to the
foundation of experiencing learning. Using sense, meaning, knowledge and
understanding are established. This is experiential learning where one learns by
doing.
B. TPACK (TECHNOLOGY, PEDAGOGY, AND CONTENT KNOWLEDGE)
• TPACK is a technology integration framework that identifies three types of
knowledge instructors need to combine for successful edtech integration -
technological, pedagogical, and content knowledge.
• Technology plays a significant role in students' lives both inside and
outside the classroom. It not only enhances their comprehension of
complex concepts but also fosters peer collaboration. Consequently,
educational practice recommends that teachers incorporate technology
into their classrooms. However, many teachers encounter challenges in
implementing technology due to cost, accessibility, and time constraints.
Moreover, a lack of understanding regarding the most effective use of
technology across diverse subjects poses an additional barrier.
• Explanation: Technology is crucial for students and teachers as it
enhances teaching and learning. Teachers can use various applications
like PowerPoint and video discussions to simplify their tasks and deliver
engaging presentations. However, some teachers face obstacles due to
limited technological knowledge, lack of internet access, and time
constraints. In today's modern teaching era, many educators are actively
seeking to improve their understanding of technology for effective teaching.
✓ 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.
✓ 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.
o 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.
o 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.), 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 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.
➢ Technological Pedagogical Knowledge (TPK) - this describes teachers’
understanding of how particular technologies can change both the
teaching and learning experiences by 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.
C. SAMR (SUBSTITUTION, AUGMENTATION, MODIFICATION,
REDEFINITION)
SUBSTITUTE - the tech acts direct tool substitute to the traditional ways we use
in teaching.
TRADITIONAL TOOLS:
• Pencil and Paper
SOME TECHNOLOGY TOOLS:
• Google Drive, Tablet, Browser and Words
AUGMENTATION - we also use substitutes for traditional ones in learning, but
this is with functional improvement.
MODIFICATION - the two stages S and A are replacements way of
teaching/enhancement in tech.
REDEFINITION - in this stage technology allows creation of new tasks,
previously inconvenience.
D. BLOOM'S DIGITAL TAXONOMY
• It is classification of thinking organized by level of complexity a
classification.
• Author: Benjamin Bloom and David Krathwohl
REVISED BLOOM’S TAXONOMY
• David Anderson, one of the students of Benjamin Bloom, revised
Bloom’s Taxonomy.
• It provides a measurement tool for thinking about the changes that occur in
the three broad categories: terminologies, structure, and emphasis.
• Blooms digital taxonomy (2008) was developed by Andrew Churches as
an extension of the original bloom's taxonomy and creates a hierarchy of
learning activities in a digital environment.
• The purpose of bloom's digital taxonomy is to inform instructions of how to
use technology and digital tools to facilitate student learning experiences
and outcome.
THE SIX LEVELS OF BLOOM'S DIGITAL TAXONOMY
1. REMEMBERING – to recall facts and basic concepts or retrieval of material.
2. UNDERSTANDING – to explain ideas, concept or construct meaning from
written material or graphics.
3. APPLYING – to use information in new situations. Such as models, diagram or
presentation.
4. ANALYZING – to draw connections among ideas or determining how each
part interrelates to an overall structure or purpose.
5. EVALUATING – to justify a stand or decision, to make judgement based on
criteria and standards through checking and critiquing.
6. CREATING – to produce new or original work.
E. ASSURE MODEL
• ANALYZE LEARNER - with the learner as the center of the instructional
process, the initial consideration is to get a clear picture of the learners’
learning styles, age level, interest or preferences, background, special
needs and cultural diversity.
• STATE OBJECTIVES - this is the main instruction guide that will direct the
flow to reach the target. Known as the learning outcome expected of the
lesson, this statement describes what the learner would be able to perform
as a result of the instruction.
• SELECT METHODS, MEDIA, MATERIALS - selecting the most
appropriate way of delivering the lesson and using the applicable media or
technology can effectively make learners acquire understanding of the
lesson or gain the competence desired.
• UTILIZE MEDIA MATERIALS - it is very important to preview or use media
and materials before your lesson, especially when using technology
(smart-board, document camera, streaming video), to make sure
everything works appropriately.
• REQUIRE LEARNER PARTICIPATION - requiring students to be actively
involved in the lesson will not only engage students but will help them
retain what they are learning. Some ways to do this are to incorporate
cooperative learning structures, questioning, having discussions, or
creating fun, hands-on activities, games and many more.
• EVALUATE AND REVISE - assessing learners’ performance can take
place across phases of the lesson. However, it is emphasized that the
basic rule is that the evaluation should be congruent to the learning
outcome provided in the lesson. Some learning outcomes can be
sufficiently evaluated using a pen and pare test but there are other learning
outcomes that can be assessed by using rubric or having an aggregated
write-up through the use of a portfolio assessment. The teacher decides
which is appropriate for the intention of the evaluative activity.
F. MODELS OF TECHNOLOGY-ENHANCED INSTRUCTIONAL LESSON
• CONTRIBUTORS - Learners can upload materials such as a 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 a Portfolio or create a virtual poster or an interactive resource. They can
create a digital story, edit the entries and share.
• COMMUNICATORS - 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.
• COLLABORATORS - Students can participate in posting ideas in a forum
where there can be asynchronous communication. Using wikis to
participate in groups with the aim to accomplish a task or comment on
blogs are a few ways to perform the role of a collaborator in a new idea of
a learning place.
MODULE 7: INNOVATIVE TECHNOLOGIES FOR ASSESSMENT LEARNING
AND TEACHING
TYPES OF ASSESSMENT
• FORMATIVE ASSESSMENT - is used to gather feedback and monitor
students' progress during the learning process. It provides insights into
their strengths and weaknesses, allowing teachers to adjust instruction
accordingly.
• DIAGNOSTIC ASSESSMENT - is used to identify students' existing
knowledge, skills, and misconceptions before starting a new unit or topic. It
helps teachers understand students' needs and tailor instruction
accordingly.
• SUMMATIVE ASSESSMENT - is used to evaluate students' learning
outcomes at the end of a unit, course, or academic term. It assesses the
overall understanding and mastery of the material.
• AUTHENTIC ASSESSMENT - is designed to assess students' abilities in
real-world, meaningful contexts. It focuses on applying knowledge and
skills to solve practical problems or complete tasks that mimic real-life
situations.
TYPES OF RUBRICS
• ANALYTIC RUBRICS - is a scoring tool used to assess student
performance based on specific criteria or components of a task. It breaks
down the assessment into separate criteria, allowing for a detailed
evaluation of each criterion. Each criterion is typically assigned a separate
score or rating.
Ex.

• HOLISTIC RUBRICS - is a scoring tool used to assess overall

performance or quality of a task as a whole, without breaking it down into
separate criteria. It provides a more general evaluation of the overall
performance or quality, considering the work as a unified entity.
Ex.
MODULE 8: SOCIAL, ETHICAL AND LEGAL RESPONSIBILITIES IN THE USE
OF TECHNOLOGY TOOLS AND RESOUCRCES
INTERNET AND EDUCATION
• The Internet, the most useful technology of modern times, helps us not
only in our daily lives but also in professional lives. For educational
purposes, it is widely used to gather information and to do research or add
to the knowledge of various subjects. The internet has also brought
advancements in technology, communication, and online entertainment.
THERE ARE MANY BENEFITS OF THE INTERNET IN THE FIELD OF
EDUCATION SOME OF THESE ARE:
1. The internet provides cost-effective and affordable education through videos
and web tutorials.
2. The internet allows for constant interaction between students, teachers, and
peers through social media and messaging apps.
3. The internet is an effective tool for teaching and learning, with teachers able to
post materials and use interactive resources.
4. The internet provides easy access to quality educational materials and
resources for both students and teachers.
5. The internet allows for interaction with digital media, saving paper and
providing high-quality educational resources.
6. The internet keeps users updated with the latest information on various
subjects.
7. The internet facilitates learning through multimedia, helping to simplify
knowledge and visualize what is being taught.
8. The internet bridges communication gaps, making information distribution
easier and increasing class community and motivation.
CHARACTERISTICS OF A GOOD CITIZEN
A GOOD CITIZEN:
1. Advocates for equal human rights for all.
2. Treats others courteously and never bullies.
3. Does not steal or damage others’ property or persons.
4. Communicates clearly, respectfully and with empathy.
5. Actively pursues education and develops habits for lifelong learning.
6. Spends and manages money responsibly.
7. Upholds basic human rights of privacy, freedom of speech, etc.
8. Protects self and others from harm.
9. Proactively promotes their own physical and mental health.

A GOOD DIGITAL CITIZEN:

1. Advocates for equal digital rights and access for all.
2. Treats others with respect in online spaces and never cyberbullies.
3. Does not steal or damage others’ digital work, identity or property.
4. Makes appropriate decisions when communicating through a variety of digital
channels.
5. Uses digital tools to advance their learning and keeps up with changing
technologies.
6. Makes responsible online purchasing decisions and protects their payment
information.
7. Upholds basic human rights in all digital forums.
8. Protects personal information from outside forces that might cause harm.
9. Proactively limits health risks of technology, from physical to psychological.
THE NINE ELEMENTS OF DIGITAL CITIZENSHIP
1. Digital Access - involves using technology to help students
2. Digital Etiquette - emphasizes treating other digital users with respect and
avoiding inappropriate conduct, with a focus on preventing cyberbullying.
3. Digital Commerce - educates students on buying and selling responsibly in
the digital market, providing them with knowledge about becoming better
consumers or pursuing careers in digital sales.
4. Digital Rights and Responsibilities - highlight the privileges and freedoms
that students have while using the internet, emphasizing fair treatment of others
and respect for privacy.
5. Digital Literacy - teaches students internet skills to bridge gaps in digital
literacy, enabling them to effectively use technology and access information
online.
6. Digital Law Encompasses Guidelines and Policies - set by organizations,
such as preventing plagiarism and regulating phone usage in classrooms.
7. Digital Communication - emphasizes the importance of safely and effectively
communicating online through various platforms like texting, email, social media,
and online games
8. Digital Health and Wellness - promotes proper practices in using the internet
to safeguard students' psychological and physical well-being, including sitting
correctly and managing screen time.
9. Digital Security - ensures that students are educated on internet safety,
covering topics like the importance of online privacy, dealing with cyberbullying,
and avoiding viruses, scams, and online strangers.
FIVE TENETS OF GLOBAL DIGITAL CITIZENSHIP
Personal Responsibility - involves managing personal finances, ethical
boundaries, and health both online and offline.
Global Citizenship - recognizes the interconnectedness of individuals worldwide
and the need to understand and engage with different cultures.
Digital Citizenship - involves behaving appropriately and safely in online
environments.
Altruistic Service - emphasizes caring for the well-being of others and
contributing to society.
Environmental Stewardship - encourages responsible use of earth's resources
and preservation of the environment.

NETIZENSHIP AND NETIQUETTE FOR ONLINE COMMUNITIES

• A Netizen, according to Meriam - webster dictionary (April 26,2018) is an
active participant in the online community of the internet. The medical
dictionary refers to it as internet citizen who uses networked resources
which connotes civic responsibility and participation. Thus, netizenship
means citizenship on the internet or int the virtual world.
• Netiquette, or the rules of socially accepted behavior online have to be
observed in writing email, in other communication on the web.
NETIQUETTES GUIDELINES
1. Protect your reputation.
2. Respect others.
3. Express yourself clearly and use emoticons.
4. Remember intellectual property.
5. Checking spelling, grammar, punctuation.
6. Pause before you post.
7. Do not share personal information.
8. Think about who or what you are representing.
NETIZENSHIP AND NETIQUETTE FOR ONLINE COMMUNITIES
Netizenship - refers to the concept of being a responsible and active citizen in
the online world. it encompasses the rights, responsibilities, and ethical behavior
of individuals while using the internet. Netizenship focuses on promoting digital
literacy, online safety, and respect for others' rights and privacy.
Netiquette - specifically refers to the specific guidelines and practices that
individuals should follow to communicate respectfully and effectively on the
internet. Netiquette is primarily concerned with interpersonal communication and
fostering positive online language, avoiding offensive or harmful content, and
respecting others' opinions.
DIFFERENCES BETWEEN NITEZENSHIP AND NETEQUITTE OVERALL
CONCEPT OF INLUCDING ASPETCSSUCH AS ONLINE PRIVACY, DIGITAL
LITERACY, AND ONLINE COMMUNITY PARTICIPATION
1. Netizenship - encompasses various aspects of online behavior, while
netiquette primarily focuses on interpersonal communication.
2. Netizenship - promotes responsible online citizenship and accountability,
while netiquette emphasizes guidelines for polite and respectful behavior.
3. Netizenship - guides overall online presence, including social media usage
and digital rights protection, while netiquette specifically applies to
communication platforms.
4. Practicing Netizenship - leads to a positive online environment, while
adhering to netiquette guidelines helps maintain respectful interactions and
promotes healthy discussions. both contribute to creating a better online
community.
Netiquette, short for "Internet etiquette," refers to the set of social conventions
and guidelines for behaving appropriately and respectfully when communicating
online. These guidelines help create a positive and respectful online
environment.

HERE ARE SOME COMMON NETIQUETTE GUIDELINES:

1. Treat others with respect and avoid offensive language.
2. Use clear and grammatically correct language.
3. Be mindful of how your words may be interpreted.
4. Avoid writing in all caps.
5. Respect privacy and do not share personal information without consent.
6. Use descriptive subject lines in emails and online forums.
7. Stick to the topic of discussion and avoid derailing conversations.
8. Be patient when waiting for responses.
9. Use emojis sparingly and don't overuse them.
10. Give credit and cite sources when using someone else's work or ideas.
11. Be mindful of how your message may be interpreted and ask for clarification if
needed.
12. Use private messaging for personal or sensitive conversations.
13. Respect copyright and do not share copyrighted material without permission.
14. Avoid spamming and sending unsolicited messages or promotional content.
15. Follow the specific rules and guidelines of online communities and platforms.

GUIDELINES ON ONLINE USE OF COPYRIGHTED MATERIALS BY

SMALDINO, LOWTHER AND RUSSEL (2012)
1. Contrary to popular opinion, all material on the internet is copyrighted unless
stated otherwise.
2. An email is an original work, fixed in a tangible medium of expression that is
covered by the copyright.
3. Downloading an article from newspaper's website, making copies, and
distributing them to your students prior to a class discussion on the topic is
permissible following the current photocopying guidelines which permits making
multiple copies for classroom use.
COPYRIGHT INFRINGEMENT VS. PLAGIARISM
Copyright Infringement - is the use of works without permission where the
copyright holder has the exclusive right to reproduce, distribute, display or
perform the protected work or to make derivative works. proper citations should
be used when including them in our output.
Plagiarism - is the use of someone else's words or ideas without giving credit to
the original author.