Module 3

Theories and Principles in the Use and Design of

Technology-Driven Learning Lessons

Module Overview

“Learners in the internet age don’t need more information. They need to know how to efficiently
use the massive amount of information available at their fingertips – to determine what’s
credible, what’s relevant, and when it’s useful to reference.”
- Anna Sabramowicz-

Lessons in this Module

Dale's Cone of Experience
TPACK Framework for Effective Pedagogical Practice
The ASSURE Model

Welcome to your quest for exciting facts about Module 3!

The varied theories and principles in the use and design of technology-driven learning
lessons is a critical factor in promoting innovation in the instructing, and the learning process relies
particularly upon their convictions on how individuals adapt. Specifically, they have to know who
their students are and how to move toward instruction. As a future teacher, your job is to give
learning encounters that will help accomplish the target outcomes. In this Module, you will be
acquainted with various theories and learning standards, for example, Edgar Dale’s Cone of
Experience, the TPACK Framework, and the ASSURE model

After this module, you will be able to::

● Explain comprehensively Dale’s Cone of Experience and present classroom practices that
exemplify each level of the Cone.
● Presents an exemplar of different instructional tools that are suitable for an instructional
setting.
● Understand and describe the Technological pedagogical content knowledge (TPACK)
● Select and employ appropriate technology tools in designing a lesson.
● Understand the concept of the ASSURE model in designing lessons with technology.
● Apply the ASSURE model in planning and creating a lesson.

Are you ready? Then start the lessons now!

 Lesson 1

Dale’s Cone of Experience

Learning Outcomes

At the end of the lesson, you should be able to:

Explain comprehensively Dale's Cone of Experience and
present classroom practices that exemplify each level of the Cone.
Present exemplars of the different instructional tools suitable for
an instructional setting.

Time Frame Understand

3 days and describe the Technological pedagogical content
knowledge (TPACK)
Introduction framework needed
Next toby
thea discussion
teacher for on the ICT policies and safety issues in teaching and learning, you
effective
will now understand and examine
pedagogical practiceEdgar
in a Dale’s Cone of Experience to get informed with various
instructional media
technology-enhanced the system approach to instruction.
that form part of
The model of Dale’s
learning Cone of Experience integrates several concepts associated with the
environment.
instructional model and learning processes. He emphasized that learners retain more information
by what they “do”
Selectasand
opposed
employ to appropriate
what is “heard,” “read,”tools
technology or “observed.”
in designingHis studies caused the
a lesson.
improvement of the Cone to revel. These days, this “learning by doing” has become known as
“experiential learning”
Understandor “action learning.”
the concept of the Assure model in designing lessons with
As technology.
you immerse yourself in the lesson, you will discover the importance of the Cone as
you plan your lesson to make learning more productive and engaging to students.
Apply the ASSURE model in planning and creating a lesson.

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

Source adapted from E. Dale, Audio-visual Methods in Teaching, 1969, NY: Dryden Press.
 Analysis

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

________________________________________________________________________
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● Which way is farthest away from the real world, in this sense, most abstract?
________________________________________________________________________
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________________________________________________

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

abstraction (the amount of immediate sensory participation involved)?
________________________________________________________________________
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● Does the Cone of Experience design mean that all teaching and learning must move
systematically from base to pinnacle?
________________________________________________________________________
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 ● Can you overemphasize the amount of direct experience that is required to learn a new
concept?
________________________________________________________________________
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● How can you, as a future teacher, can use the Cone of Experience to maximize learning?
________________________________________________________________________
________________________________________________________________________
______________________________________________________
● Identify the bands of the Cone of learning that belong to passive and active learning
categories

Passive Active

Abstraction

Edgar Dale (1946) introduced Cone of Experience that reveals the development
of experiences from the very real to the extremely abstract (at the top of the Cone).
The Cone of Experience intends to notify students of how much a person’s recall established on
how they face the material.

The Cone charts the average retention rate of the knowledge for various teaching methods.
The further down the Cone you move, the higher the learning, and the more knowledge is likely
to be retained. It also indicates that it is important to note when selecting an instructional method
that engaging students in the process can improve the retention of information. This shows that
strategies of “action-learning” result in the retention of up to 90 percent. Individuals learn better
by using visual types of learning. Perceptual types of learning are based on feelings. The more
sensory channels are possible in interacting with a resource, the better chance that many students
can learn from it (Diamond, 1989). According to Dale (1969), two teachers should develop lessons
that draw on more real-life experiences. Dale’s Cone of Experience is a device that helps teachers
make resource and activity choices.

Edgar Dale’s Cone of Experience gives

the following interpretation:
1. Lower levels of the Cone involve the
student as a participant and encourage active
learning.
2. Pictures are remembered better than
verbal propositions.
3. The upper levels of the Cone need
more instructional support than lower levels.
4. Abstractness increases as we go up
the Cone, and concreteness increases as we go
down the Cone.
5. Higher levels compress information
and provide data faster for those who can
process it.

What are these bands of experience in Dale’s Cone of Experience?

1. Direct Purposeful Experience - Some experiences have the least abstractness and the
maximum possible concreteness. Purposeful means interactions of one intent are meaningful.
Skills we gained in real life through our first-hand, direct involvement. In a teaching-learning
cycle, it is the best mode, means, or channels for the desired outcomes. Teachers will also
strive to provide the students with real-life realistic experiences in the form of showing actual
objects and enabling them to come into direct contact with the realities of life themselves.
Examples allow students to prepare their meals, make a PowerPoint presentation, delivering
a speech, performing experiments, or making their furniture.

2. Contrived Experiences - These are not very rich, concrete, and direct as a real-life
experience. When the real thing cannot be accurately observed, artificial stimuli can be given
as a working model or as specific experiments in the laboratory. The working model is the
editing of fact, which varies in size or complexity from the original. It includes models, mock-
ups, experiments, and so on. We may delete the needless information in a condensed and
edited version of the real thing, and make the learning simple. A mock-up of Apollo, the moon
exploration spacecraft, for example, allowed the North American Aviation Co. to research the
lunar flight problem.

Examples of Contrived Experiences:

 Model- A replication in a small scale or a large scale or exact size of a real
item- but made of synthetic materials. It is a substitute for a real item that
may or may not be operational – Gray, et. In 1969, al.

Mockup- Is an arrangement of a real

device or associated devices displayed in such
a way that representation of reality is created. A unique
model where the parts of a model are singled out, heightened and
magnified to focus on that part or process under study.
Example: Planetarium

Specimen- An individual animal, plant, piece of a mineral, etc. It is used as an

example of its species or type for scientific study or display. An example is a
product or piece of work, regarded as typical of its class or group—a sample
for medical testing, especially of urine.

Object- May also include artifacts displayed in a

museum or objective displayed in exhibits or
preserved insect specimens in science.

Simulation- A representation of a real manageable event in which the learner is an active

participant engage in learning behavior or in applying previously acquired skills or knowledge

3. Dramatized Experiences – The experience gained through active participation and role-
playing in dramatic activities. Activities in which visual representation and role-playing depict
the actual events of the past or present. It is useful in the teaching-learning of subjects like
history, political science, language, and literature. The pupil who takes part in dramatization
gets closer to direct experience than a student who watches it. The plays can be a variety of
forms, such as full-length play, one-act play, puppet show, pageants (a kind of group drama
focused on local history), mime, tableau, dialogs, spot-spontaneous acting, and mock
conventions, etc. We revive the eruption of the revolution in the Philippines by playing the
role of characters in a drama.

Plays - depict life, character, culture, or a combination of the

three. They offer excellent opportunities to portray
vividly essential ideas about life.
 Pageants are usually community dramas that are based on local
history. An example is a historical pageant that traces the growth of
a school.

Pantomime is a "method of conveying a story by bodily

gestures." Pantomime's impact on the audience rely on the
actors' movements.

Tableau is a picture-like scene composed of people against a

background. It is an arrangement of people who do not move or speak,
especially on a stage, who represents a view of life, an event, etc.

Role-Playing is an unrehearsed, unprepared, and

spontaneous dramatization of a situation where their
roles absorb assigned participants. You pretend to be
someone else or pretend to be in a particular
position you are not really in at the moment.

Puppets - A
puppet is an inanimate object or representational figure
animated or manipulated by an entertainer, who is called a
puppeteer. Puppets can present ideas with extreme
simplicity.

Types of Puppets

Shadow puppets – flat, black silhouette made from

lightweight cardboard shown behind a screen.

Rod puppets – flat, cut-out figures tacked to a stick with one or more movable
parts, and are operated below the stage through wires or rods.
 Glove-and-finger puppets – make use of gloves in which small
costumed figures are attached.

Marionettes – a flexible, jointed puppet operated by strings or wires

attached to a crossbar and maneuvered from directly above the stage.

4. Demonstrations – It’s a visual description of a significant reality, concept, or process.

Students can watch how certain things are done either in the form of actual objects or models.
Specific complicated procedures can be performed by the teacher for the benefit of pupils who
are reduced to the position of passive listeners. For better performance, the teacher should try
to involve the students in the demonstration process by asking questions and answering them
or by helping them plan the demonstration and execute it. For example, a teacher in Physical
Education shows the class how to dance the tango.

5. Study Trips – It is a planned point visit or a location outside the daily classroom. This is an
organized situation in the form of tours, flights, hikes, and excursions. Provide the students
with valuable opportunities to offer direct real-life experiences. Learning several principles,
gaining relevant information, knowledge, and skills (in combination with lots of
entertainment) related to the school’s various issues; curriculum. We put the classroom back
into the community and the community’s concerns back into the school.
Sample title for your study trips
Science Museum Trip - Science Field Trip
Historical Reenactment Trip - Living History Field Trip
Eco-Adventure Trip - Biology Field Trip
Museum of Natural History Trip - Social Science Field Trip
Reward Trip - Celebration/Fun Field Trip
Aviation Museum Trip - Military History Field Trip
Heritage Museum Trip- Culture Field Trip
Historic Church Trip - Religious Field Trip

6. Exhibits – Bring the outside world into the classroom employing exhibits, the concrete
representation of the things. The teacher can help the students by gaining useful experience
through the observation and organization of educationally significant exhibitions. Exhibits are
less real or direct in terms of providing direct practical experience. These may consist of
meaningfully organized working models or photographs of templates, maps, and posters.
Many exhibitions are “only for your eyes.” However, several shows provide interactive
opportunities in which visitors can touch or manipulate the displayed models.
7. Television and motion pictures – Television and movie clips can so expertly recreate the
history of the past, that we have to feel like we’re there.The special meaning of the messages
that film and television deliver lies in their sense of reality, their focus on individuals and
personality, their organization presenta¬tion, and their ability to select, dramatize, highlight,
and clarify.

8. Still, pictures, Recordings, Radio - This stage includes the number of devices that might be
classified roughly as one-dimensional aids because they use only one sense organ that is either
eye (seeing) or ear (hearing). All these materials are less direct than audio-visual experiences.

9. Visual symbols - There are no longer practical reproductions of material objects, for such
representations are incredibly abstract. Visible concepts that describe something intangible by
association and something that reflects or stands for something else, usually by association or
by way of definition of something abstract. Visual perception has a predictive framework that
is interesting. This contains visual graphic resources such as charts, maps, diagrams, sketches,
posters, comics, photos, drawings on blackboards, and illustrations. The visual symbols (free
to use any language) form a primary contact language.

Drawings - A drawing might not be a real thing but better than

nothing to have practical visual help. To prevent
ambiguity, it is important that the real thing is depicted
correctly by our drawing.

Cartoons The cartoon is another useful visual symbol which can

add innovation to our teaching. Metaphorically a first-rate
cartoon reveals its story.

Strip drawings - A series of sketches linked to a funny story or an

adventure in a newspaper, magazine, etc .. It is a series of
adjacent, typically horizontally organized images which are
intended to be read as a narrative or a sequential sequence.

Diagrams - It is any line drawing that shows arrangement and

relations as of parts to the whole, relative values, origins and development, chronological
fluctuations, distributions, etc. ( Dale, 1969)

Types of Diagrams
 Affinity Diagram - used to cluster complex apparently
unrelated data into natural and meaningful groups. An
affinity diagram is to arrange ideas into a specific or
natural relationship. Bananas, bananas, and oranges, for
example, would be grouped as fruits while green beans,
broccoli, and carrots would be grouped as vegetables.

Tree Diagram – A tree diagram is a modern method for

planning management that defines the hierarchy of tasks and
subtasks required to complete and be objective. The tree
diagram begins with one element, then branches out to two or
more, each branching into two or more, and so on. The
finished diagram is like a tree, with a trunk and many
branches.

Fishbone Diagram - Often referred to as the cause and

effect diagram or Ishikawa diagram is a visualization
method for categorizing the possible causes of the root cause
of the issue. A fishbone diagram usually used for root cause
analysis incorporates the brainstorming technique with a
form of mind map design.

Charts - It is a diagrammatic representation of individual

connections within an organization.

Types of Charts

Time Chart a tabular time diagram displaying data in

ordinal series.

Tree or Stream Chart shows creation, growth and change

starting with a simple course spreading out over several
branches
Flowchart visual way of showing a process from
beginning to end. A diagram of the series of
individual gestures or acts or events involved in a
complex structure or operation.

Organizational Chart Shows how one part of the company applies

to other sections. It is a graphical representation of the structure
which shows the relationships within the positions or jobs.

Comparison and Contrast Chart shows similarities and

differences.

Pareto chart Is a type of bar chart, prioritized from left to right in

decreasing order of magnitude or importance

Gannt chart is an activity time chart. A diagram

displaying a sequence of horizontal lines
representing the amount of work completed or
produced during different periods to the amount
expected for those periods

Graphs - Pictures helping us to understand the details. A diagram showing the relationship
between the variable quantities, usually two variables, each calculated at the right angles along
with one of a pair of axes.

Circle Graph –A visual representation of data made by

dividing a circle into sectors that each represent parts of a
whole. Usually, the amounts in each area are expressed in
percent, so that all of the amounts total of 100%.
Bar Graph – Using to compare the magnitude of the
same things at different relations or to see the
relative sizes of the entire pieces. Also, the
numerical values of variables are represented by
the height or length of lines or rectangles of equal
width.

Pictorial Graph – a visual representation of data by

using pictograms. It uses icons or pictures in relative
sizes to highlight some data patterns and trends.

Graphic organizers – In your subject, you've encountered

many graphic leaders, teaching values. Also known as knowledge map, idea map, story map,
cognitive organizer, advance organizer, or idea diagram, this is a pedagogical method that
uses visual symbols to communicate knowledge and concepts through interactions between
them.

Maps - Is a reflection of the earth's surface or a part thereof.

Physical Map Is altitude, temperature, precipitation,

rainfall, vegetation, and soil. A diagram of known iconic
places on chromosomes. In base pairs, the actual distance
is determined between landmarks.

Relief Map is a three dimensional represents and

shows contours of the physical data of the earth or
part of the earth. It is indicating hills and valleys by
shading rather than by contour lines alone, also
elevations and depressions representing hills and
valleys, typically on an exaggerated relative scale.
 Political maps are reference maps commonly used. They 're put
worldwide on the walls of classrooms. They display the
geographical boundaries between units of government, such as
nations, states, and counties. We show highways, cities, and
significant water features like oceans, rivers, and lakes.

Poster - A large printed picture, photograph, or notice that you stick or pin to a wall or
board, usually for decoration or to advertise something.

10. Verbal symbols - They are not like the artifacts or concepts they stand for. They do not
generally contain visual references to their meaning. To express any meaning, verbal
representations are words, phrases, sounds, or other utterances that are spoken aloud. The
verbal symbol may be a phrase, an idea, a concept, a scientific theory, a formula, a
philosophical aphorism, or some other representation of the experience listed in any verbal
symbolization. Published terms fall into that range. It may be a word for a concrete-object
(book), an idea (freedom of speech), a scientific principle (the principle of balance), a formula
(e=mc2)

Dale's Cone of Experience as a tool to help my students build learning experiences.

The Cone of Experience corresponds with three significant modes of learning:

● Enactive (direct experience),- Enactive or direct contact includes working with objects
(the student joins a knot to practice knot tying). The enactive perception requires direct
action and effective use of the senses and the body.
● Iconic (pictorial experience) - Iconic learning includes reading photos and sketches (the
student looks at paintings, pictures, or movies to learn how to tie knots). Iconic perception
is separated from the world of science and limited to two or three senses.
● Symbolic (highly abstract experience)- Symbolic experience involves reading or hearing
symbols (the student learns or hears the word “knot” and forms an image in mind). In
symbolic experience, the action is removed nearly altogether, and the experience is limited
to thoughts and ideas.

Application

A. Based on the concepts presented above, design a lesson that will employ activities that can be
found on the bottom parts of the Cone of Experience, particularly proving a direct, purposeful
experience.

B. 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?
________________________________________________________________________
________________________________________________________________________
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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.
 ________________________________________________________________________
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3. Why does Dale recommend that teachers maximize their time by giving practical and
abstract opportunities to teach?
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4. How does this instructional tool increase Textbook information?
________________________________________________________________________
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Closure

You did it! Now that you’ve already learned Cone of Experience’s consequences for
teaching and learning, you can now move on to the next lesson, TPACK Framework for Effective
Pedagogical Practice.
 Lesson 2

TPACK Framework for Effective Pedagogical Practice

Learning Outcomes

At the end of the lesson, you are expected to:

Understand and describe the Technological pedagogical content
knowledge (TPACK) framework needed by a teacher for effective
pedagogical practice in a technology-enhanced learning environment.
Select and employ appropriate technology tools in designing a
lesson.
Time Frame 3days
Introduction

As you put together to be a teacher, how do you validate your content knowledge with your
specialization? In terms of your teaching competencies, what strategies and techniques do you
understand will work if you use it when teaching? You will keep in mind the use of the
technological device when teaching, what would be?

Teaching subjects or courses are challenging. However, technology has the potential to help.
To increase the chance of technology assisting students in learning, teachers must develop
technological, pedagogical, and content knowledge (TPACK).

TPACK emerges, which forces you to look at the process of using technology in the
classroom clearly and concisely. By looking at each aspect of this framework as a separate but
equally important type of knowledge, you can make the right educational decisions on how, when,
and what kind of technology to use in instruction. Teachers as curriculum designers can integrate
their knowledge of student thinking and learning, the subject matter, and technology to create
useful lessons.

In the lesson, you will begin to explore the TPACK model or framework.

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
pairs to different PCs and play the games as teams). The teacher will walk around to
observe and assist any team having difficulty with the games.
6. Students tell the class and the teacher about their results on playing the games, whether
there is any difficulty concerning the questions or items of the games or not, and the
teacher will give feedback and comments about them.
7. The teacher distributes a BINGO worksheet to the students and guides them to play the
BINGO game classically.
8. 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.
9. 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
3. Cardinal and Ordinal Numbers BINGO Game Sheet, available for direct printing at
www.eslhq.com/worksheets/preview_worksheet.php?worksheet_id=131265
4. 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.
Source: Setyawan, T. Y. (2014). Designing the TPACK Lesson Plan for Primary English Classrooms
 Analysis

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

Knowledge that the teacher used in designing the lesson?
________________________________________________________________________
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● How is the Pedagogical Content Knowledge (PCK) element of the lesson articulated?
________________________________________________________________________
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● How is the Technological Content Knowledge (TCK) component of the lesson

formulated?
________________________________________________________________________
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________________________________________________________________________
________________________________________________

● Based on the plan, how does the teacher demonstrate Technological Pedagogical
Knowledge (TPK)?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
__________________________________________

● Overall, describe the Technological Pedagogical Content Knowledge that the teacher
possesses?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
__________________________________________

● How and why is this particular combination of technology, pedagogy, the content most
appropriate for this lesson/unit?
 ________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
__________________________________________

Abstraction

What is TPACK?

TPACK is a Useful framework for researchers working to explain the convergence of

learning and teaching technologies. Based on Shulman’s (1986) concept of PCK, Mishra, and
Koehler (2006) included technology to PCK and described the resulting TPCK as the interlocking
of technology, pedagogy, and content. TPACK is a system tailored to the dynamic interactions of
teacher knowledge of content (CK), pedagogy (PK), and technology (TK). Integrating technology
and pedagogy into a given topic may require complex intersections such as TPK (technological
pedagogical knowledge), PCK (pedagogical content knowledge), and TCK (technological content
knowledge). Doering et al. (2009) emphasized the dynamic nature of TPACK, an evolving and
multifaceted (rather than static) representation of teacher knowledge, as new technologies emerge
for integration into particular content areas.

At the heart of excellent teaching with technology are three essential factors: content,
pedagogy, and technology, plus the relationships among and between them. The dynamics between
and among the three elements played out differently in various contexts account for the substantial
differences seen in the size and nature of the incorporation of educational technology. These three
knowledge roots (content, pedagogy, and technology) form the core of the technology, pedagogy,
and content knowledge (TPACK) framework (Koehler & 2008; Mishra & Koehler, 2006).

The TPACK framework was proposed to emphasize the need to situate technology
knowledge within the content and pedagogical knowledge. TPACK considers teachers’ expertise
As dynamic and multifaceted, critical techno-centric approaches focusing on the achievement of
technical competences separate from pedagogy and content. Seven components (see Figure 1) are
comprised of the TPACK Framework. They are described as:
 Figure 1. Technological Pedagogical Content Knowledge (Koehler & Mishra, 2009;
adapted from Koehler & Mishra, 2008)

1. Technology knowledge (TK): Knowledge of various technologies. They range from low-
tech technology like pencil and paper to emerging technologies like the internet, digital
media, interactive whiteboards, and software programs. TK is about recognizing
educational technology, evaluating its possibilities for a particular subject area or
classroom, learning how to identify whether it can assist or hinder learning, and continually
learning and adjusting to emerging technology offerings.
2. Content knowledge (CK): Awareness of the actual subject matter that teachers need to
learn about teaching. This explains the appreciation teachers have of the subject matter.
CK may include knowledge of principles, hypotheses, facts, and organizational structures
within a given subject matter; it may also include the best practices of the field and existing
methods for presenting this information to students. The CK will also differ according to
the level of discipline and grade. Senior high school science and history classes, for
example, require less detail and scope than undergraduate or graduate courses, so the CK
of their different teachers will differ, or the CK that each teacher imparts to their students
can differ.
3. Pedagogical knowledge (PK): Awareness of teaching strategies and processes such as
classroom management, assessment, creation of the lesson plan, and learning of the
students. As a general type of information, PK covers educational objectives, principles,
and goals and can extend to more specific fields, including recognizing student learning
styles, lesson planning, and assessments.
4. Pedagogical content knowledge (PCK): This defines the awareness of teachers about the
essential areas of teaching and learning, including the creation of curricula, student
evaluation, and reporting performance. PCK focuses on encouraging learning and
 exploring the ties between pedagogy and its supporting activities (curriculum, assessment,
etc.), and similar to CK, may also differ depending on the grade level and subject matter.
However, in all situations, PCK seeks to improve teaching practices by building more
consistent linkages between the material and the pedagogy used to communicate it.
5. Technological content knowledge (TCK): Knowledge of how technology can create new
representations for specific content. TCK requires an awareness of how the subject can be
conveyed through different educational technology offerings and considering which
specific educational technology tools might be best suited for particular subject matters or
classrooms.
6. Technological pedagogical knowledge (TPK): Knowledge of various technologies that
can be used in teaching and learning experiences. Another dimension of 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.
7. Technological pedagogical content knowledge (TPACK): Focus on the knowledge
required by teachers for integrating technology into their teaching in any content area.
Teachers, who have TPACK, act with an intuitive understanding of the complex interplay
between the three essential components of knowledge (CK, PK, and TK). TPACK is the
culmination of these complex combinations and desires, drawing from them – and from
the three wider underlying fields of content, pedagogy, and technology – to create a useful
framework for teaching using educational technologies. For teachers to use the TPACK
system effectively, they should be open to unique, critical ideas, including:
● Concepts of the taught material can be expressed using technology;
● Pedagogical techniques can use technology to communicate content in various ways;
● Different subject definitions allow students to have specific ability levels and
educational technology may help address some of these requirements;
● Students have various experiences in the classroom – like previous educational
experience and technology exposure – and lessons using educational technology
should take this opportunity into account;
● Educational technology may be used in combination with established awareness of the
students, either by improving previous epistemologies or by introducing new ones.

This incentive is most apparent if teachers are unexpectedly forced to address fundamental
educational issues and restore the complex equilibrium between all three elements using new
educational technology. This view inverts the traditional view that pedagogical priorities and
innovations are derived from the curricula in the subject field. Things are rarely that simple, mainly
when newer technologies are employed.

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.
 Application

1. You are now ready to design your TPACK lesson plans using and applying the
knowledge baseline you learned to the topic.

2. 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?

___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________

What other matters or concerns should teachers look into and consider concerning the use and
integration of instructional media and technology?
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________

Closure

Well done! You have just finished Lesson 2 of this Module. Should there be some
parts of the lesson which you need clarification, ask your teacher during your face-to-face
interactions or other means of communication.

Now, if you are ready, please proceed to Lesson 3 of this Module, which will discuss
the ASSURE model.
 Lesson 3

The ASSURE Model

Learning Outcomes

At the end of the lesson you are expected to:

Understand the concept of the Assure model in designing lessons
with technology.
Apply the ASSURE model in planning and creating a lesson.

Time Frame 3 Days

Introduction

This section will discuss one instructional design model that can be used in planning
instruction for teaching. The ASSURE instructional design (ID) model uses a six-step process to
effectively integrate the use of technology and media into lessons to improve student learning. For
successful instruction to occur, cautious arranging is required. As a future teacher, this model is
intended to help you viably coordinate media/innovation into your lesson or instructions - to help
“guarantee” learning.

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 of Macbeth and
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.

VI. Evaluate and Revise

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

Analysis

● What do you understand about the ASSURE model?

________________________________________________________________________
________________________________________________________________________
______________________________________________________
● How does the teacher use the ASSURE model to integrate technology into the instruction?
________________________________________________________________________
________________________________________________________________________
 ________________________________________________________________________
________________________________________________

● What do you think the impact on student learning resulted from the ASSURE-based
instructional lessons?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________

● What are your perceptions of implementing the instruction and of student learning with
technology?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
__________________________________________

Abstraction

What is ASSURE Model?

The ASSURE model is an instructional framework or rule that instructors can use to create
lesson plans which coordinate the utilization of innovation of technology and media (Smaldino,
Lowther and Russell, 2008). The ASSURE Model emphasizes the student and the general result
of achieving learning targets. The ASSURE model is an enhanced advancement of the ADDIE
general model. Although the ASSURE model has six stages, which don’t relate to ADDIE’s five,
ASSURE additionally presents configuration stages, and offers with it the two principle includes:
the underlying spotlight on examination and the cyclic structure.
The exceptional component of this model is that it is centered around “arranging and
directing Instruction that fuses media” (Heinich, Molenda and Russel, 1993). Its principal point of
view is on the best way to incorporate media (any sort of media) into guidance in a technique
equipped for delivering the ideal learning results. Created by Robert Heinich and Michael Molenda
decades prior, the ASSURE model picked up ubiquity due to its utilization in a well-known course
reading for instructors.
It is a notable instructional structure control that utilizes the constructivist point of view,
which integrates multimedia and technology to upgrade the learning condition (Lefebvre 2006).
The ASSURE model was altered to be used by educators in the study hall by Smaldino, Lowther,
and Russell, 2008. The teacher leans toward the ASSURE model since it is intended to be utilized
for a couple of long stretches of instruction and every individual understudy. This model doesn’t
require high multifaceted nature of conveyed media, profound ID information, or high correction
 of plans (Gustafson and Branch, 2002). The ASSURE
model gives the new or beginner teacher a general guide
to follow to assist them with deduction increasingly like
experienced teachers.
This model was developed by Heinrich and Molenda
in 1999 and is based closely on the Instruction Events of
Robert Gagne. Furthermore, Smaldino, Lowther &
Russell, 2008, adapted the ASSURE model to be used by
teachers in the classroom. Understanding when to use
teaching techniques and immersive technology is key to
being successful academically in the future.

Six Steps of ASSURE Model

The ASSURE Model has six steps, each represented by a letter in the acronym title, with
each step describing a set of tasks central to the informed selection and use of educational
technology. The ASSURE acronym stands for these essential components:

Analyze Learners - The first step in the process is to make the instructor evaluate her learners’
attributes. Those learner characteristics that are correlated with the optimal learning outcomes
should be given a priority. The collected information will help you with the decisions you make
on the other steps in the process. When you assess the learners’ character, this will help you in
choosing different techniques and tools to assist the learning process. Your learner analyzes will
include:
● General attributes of learners (e.g., age, academic abilities, gender, interests, etc.
● Prior competencies
● Learning styles, such as auditory, visual, and tactile

State Objectives - The next step in planning is to state the objectives of the lesson or presentation
accurately. Targets must be specified in terms of what the learner (not the instructor or presenter)
would do as a result of the training (in behavioral conditions). Your lesson will have two or three
clear targets. Usually, goals include four (4) essential parts:
● A statement that describes the intended Audience. For example, “The first-grade student
will . . .” or “The student will . . . “
● A description of the student’s anticipated Behavior resulting from your teaching. This
conduct must be detected to be assessable. For example, it is beneficial to use action verbs
such as add, alphabetize, organize, construct, pick, classify, contrast, define, describe,
diagram, identify, kick, mark, locate, create, multiply, name, produce, pronounce, choose,
sketch, sort, determine, say, throw, emphasize, verbalize and compose. Ignore such terms
as learning, appreciating, grasping, or understanding.
● A description of the Condition to be observed for results. What tools does it require the
student to use (e.g., a map, a dictionary)? Which tools or equipment does it need the student
to use? Will the student be permitted to use notes or a summary when composing an article?
● A declaration of the learner’s Degree of accuracy or ability must be demonstrated to pass
forward. The conditions should be based on the real-world and not specified on the
multiple-choice test. Time and efficiency are also crucial to other purposes. Will an English
 student in 11th grade be able to write a theme in 5 paragraphs within 50 minutes? If a third-
grade student can solve at least seven of ten single-digit multiplication problems, can the
instructor believe he or she has mastered the concept?

Select Media and Materials - In this step, you have set the starting point (the student’s current
information, aptitudes, and perspectives) and the consummation point (objectives) of your
instruction. Presently your activity is the fabricate an instructional scaffold that will associate the
two focuses. You may choose accessible materials, change existing materials, or structure new
materials to help achieve the task. You may select a few distinct kinds of media to use with the
unit. Any of the media/innovations examined in the content will be fitting.

Utilize Media and Materials - Here you should choose how the students will utilize the materials.
Next, set up the room and be sure the essential hardware and offices are accessible and prepared
for your utilization before you use the exercise. It’s vital to follow the “five p’s” process to achieve
this:
● Preview the Technology, Media, and Materials
● Prepare the Technology, Media, and Materials
● Prepare the Environment
● Prepare the Learners
● Provide the Learning Experience

Require Learner Performance - This step expects you to depict how you will get every student
effectively and exclusively engaged with the exercise. Students understand best when they are
effectively engaged with the learning experience. Whatever your teaching approaches, make sure
to fuse questions and replies, conversations, group work, hands-on exercises, and different
methods of getting the students engaged effectively with the learning of the contents. You should
give close consideration to your students and feel sure that they are really getting a handle on the
content and not merely tuning in. Taking an interest in the learning will encourage this degree of
comprehension. Permit them to build information instead of attempting to feed them with
information. Finally, for this step, feedback must be provided to the learner before any type of
evaluation is conducted.

Evaluate and Revise - The last advance of the ASSURE technique is to Evaluate Student
Performance. Here the assessment ought to be coordinated to the target. Eventually, this final stage
is the most significant. You should assess the guidance procedure through, and through utilizing
the goals you made before all else. It is useful to consider your complaints, the instructional
process, the instructional materials, and the appraisal. By assessing the students against the targets,
it tends to be resolved if the exercise was successful and whether any progression should be altered
or rethought.

The ASSURE lesson plan model guides in the joining of innovation into study hall guidance.
It fills in as a guide for educators and spotlights fair and square of innovative help applied. The
best possible utilization of this model will enhance day by day exercises and understudy exercises
and expand the capability of open innovations.
 Application

Develop an ASSURE lesson plan based on the above concepts and apply all the insights that
you have gained in this lesson.

Closure

Congratulations! You have positively answered the endeavors and tasks for this lesson. It is
not out of the ordinary that you have taken a great deal from this exercise. If there are a few pieces
of the activity that you don’t comprehend, don’t hesitate to ask your teacher through instant
message, email, or different methods for correspondence accessible.

You have just finished this Module. Enjoy the next module and gained more understandings
of ICT in various content areas. Have fun learning!

MODULE SUMMARY
You are awesome! You have completed Module 3, which is all about Theories and Principles
in the Use and Design of Technology-Driven Learning Lessons. Essential points covered in the
Module include:

● The Cone of Experience is a visual depiction of the idea that learning events can be put in
specific categories based on the extent to which the non-abstract referents of real-life
experiences express themselves.

● Dale’s explanations are vague enough to allow a wide variation of understandings to rely
upon. Nevertheless, Cone has been considered for many ways to bear witness to the vigor
and attractiveness of Dale’s visual metaphor.

● The TPACK framework was proposed to emphasize the need to situate technology
knowledge within the content and pedagogical knowledge. TPACK considers teachers’
expertise As dynamic and multifaceted, critical techno-centric approaches focusing on the
achievement of technical competences separate from pedagogy and content.

● With the increasing focus on technology, we also need to learn how to combine technology
with our content and pedagogy to create a productive learning environment.

● ASSURE model, even though it was incorporated from Gagne’s nine events of instruction,
and both models are very similar. The main reason this model is my personal preference is
that it is intended for planning and delivery of teaching with technology and media, and
therefore makes it appropriate for planning distance education.

● ASSURE model 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.

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