Technology For Teaching And Learning 1 PDF

**TECHNOLOGY FOR TEACHING AND LEARNING 1** **Topics:** Edgar Dales Core of Experience TPACK SAMR Bloom's Digital Taxonomy The assure Model, and Model of Technology- Enhanced Instructional Lesson **[EDGAR DALE'S CONE OF EXPERIENCE]** Dale's Cone of Experience showcases how we can use a variet...

**TECHNOLOGY FOR TEACHING AND LEARNING 1** **Topics:** Edgar Dales Core of Experience TPACK SAMR Bloom's Digital Taxonomy The assure Model, and Model of Technology- Enhanced Instructional Lesson **[EDGAR DALE'S CONE OF EXPERIENCE]** Dale's Cone of Experience showcases how we can use a variety of materials and mediums to maximise learner experiences. It was developed to show the difference on how learners retain information. Dale categorized the modes of learning experiences into three modes; Learning by Doing, Learning through Observation and Learning through Abstractions. **3 Categories:** - First we have Learning by doing is a theory that places heavy emphasis on student engagement and is a hands-on, task-oriented, process to education. The theory refers to the process in which students actively participate in more practical and imaginative ways of learning. - Second, observational learning is the process of learning a new skill or task by watching others performs the same task. Albert Bandura (1925 - 2021) was the psychologist who introduced the social learning theory in 1977. In social learning theory, Bandura explains, people learn from what they see. - Third, Abstraction in learning is the process of taking away or removing certain characteristics of a complex problem to reduce it to its most essential components. This helps to simplify or break down the problem to make it easier to resolve. **The Cone of Experience** In his first edition of Audiovisual Methods in Teaching (1946), Dale introduced the 'Cone of Experience'. The Cone placed different educational media and methods in a continuum from the most concrete experiences at the bottom to the most abstract at the top. 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. Learners can see, handle, taste, touch, feel and smell the most purposeful experiences. By contrast, verbal symbols, such as use of words, speech or auditory language, at the peak of the Cone are highly abstract. This means they do not have a physical resemblance to the objects or ideas in question. As such, the Cone of Experience explains the interrelationships of the various types of media and their individual 'positions' in the learning process. This makes it a valuable tool that helps instructional designers and L&D professionals incorporate the right audiovisual materials into their classroom or online training interventions. The peak of the Cone displays the most abstract experiences, which are represented with limited degrees of realism by symbols. These include visual and verbal symbols, like listening to the spoken word. As such, the arrangement of the levels in the Cone is not based on its difficulty. Instead, it focuses on abstraction and the number of senses involved. Instructional designers can mix and interrelate these experiences to foster more meaningful learning. 11\. Verbal Symbols Verbal symbols are highly abstract as they bear no physical resemblance to the objects or ideas they stand for. In fact, these verbal symbols provide no visual representation or clues to their meaning. 10\. Visual Symbols The other highly abstract level includes visual symbols, such as charts, maps, graphs and diagrams that are used for conceptual representation. These visual symbols help to make just about any reality into something easier to understand. 9\. Recordings, Radio and Still Pictures Edgar Dale first created this model in 1946. As such, he included the multimedia assets of his time, such as recordings, radio and still pictures. In more modern terms, this level could include photos, podcasts or audio files. 8\. Motion Pictures and 7. Educational Television Most recent publications combine levels eight and seven into one category. After all, motion pictures and television are similar mediums. They enable learners to process real-life processes or events through on-screen recordings. 6\. Exhibits The sixth level of Dale's Cone of Experience moves us away from the most abstract experiences. This is the first level that opens the door for an expanded range of sensory and participatory experiences. As a result, this experience allows learners to see the meaning and relevance of things based on the different pictures and representations presented. Visiting exhibits in educational outlets like museums are a common way to provide learning opportunities. After all, exhibits are a great way to present students with exposure to new ideas, discoveries and inventions that would be more difficult to display in a classroom setting. 5\. Study Trips Study trips offer the sights and sounds of real-world settings. The main activity focuses on observing from the sidelines, aside from occasional opportunities to participate. Participation could include, for instance, hopping in a fire truck or milking a cow. These rich experiences help learners to learn more about different objects, systems and situations. As such, study trips provide an opportunity to experience something that learners cannot be encounter within the traditional classroom space. In addition, students can see connections between their training experiences and the 'real world'. This type of elaboration is known to be an effective learning technique. 4\. Demonstrations A demonstration is a visualised explanation of facts, ideas or processes. They are a common way to train employees or students, as they require relatively little preparation and resources. After all, individuals observe a lot simply By watching others. On top of that, demonstrations can include pictures, drawings, film and other types of media in order to facilitate clear and effective learning. This approach helps to showcase how individuals can complete these tasks in real life. 3\. Dramatised Experiences Dramatised experiences can be seen as role-play exercises. This means reconstructing situations for learning purposes. As a result, the third level involves shifting learners --- at least some of them --- from observers to active participants. 2\. Contrived Experiences The second level is called contrived experiences, which focuses on the 'editing' of reality. At this level, teachers use representative models and mock-ups to provide an experience that is as close to reality as possible. This can make the concept easier to grasp. After all, some realities are far too complex to take in all at once. As such, contrived experiences are imitations that sometimes teach better than the realities they imitate. 1\. Direct Purposeful Experiences The bottom level of Dale's Cone of Experience is also the least abstract. Direct purposeful experiences are hands-on activities that grant us responsibility for driving a specific outcome. We are active agents in the learning experience. In a sense, direct purposeful experiences are an unabridged version of life itself. These rich, full-bodied experiences can be considered the bedrock of all education. After all, learners can see, handle, taste, feel, touch and smell these experiences. As such, at this level, learners use more senses in order to build up their knowledge. Learners learn by doing tasks themselves. As a result, learning happens through actual hands-on experiences. **[TPACK]** **(Technological Pedagogical Content Knowledge Framework)** The TPACK framework builds on Shulman's, 1986) descriptions of PCK to describe how teachers' understanding of educational technologies and PCK interact with one another to produce effective teaching with technology. Other authors have discussed similar ideas, though often using different labelling schemes. The conception of TPACK described here has developed over time and through a series of publications, with the most complete descriptions of the framework found in Mishra and Koehler (2006) and Koehler and Mishra (2008). **THREE MAIN PILLARS:** 1. Content Knowledge (CK): This refers to the teacher\'s deep understanding of the subject matter they teach. This includes knowledge of concepts, theories, principles, and the ability to explain and illustrate them effectively. Teachers with strong CK can effectively identify relevant content and design learning activities that promote deep understanding \[2\]. 2. Pedagogical Knowledge (PK): This encompasses the teacher\'s knowledge of teaching and learning processes. It includes understanding how students learn, effective teaching strategies, classroom management techniques, and assessment methods. Teachers with strong PK can effectively plan and deliver lessons that cater to diverse learning styles and needs \[2\]. 3. Technological Knowledge (TK): This refers to the teacher\'s understanding of technology and its potential applications in education. It includes knowledge of various technologies, their capabilities, limitations, and how they can be used to enhance learning. Teachers with strong TK can choose appropriate technologies, design engaging digital learning experiences, and troubleshoot technical issues effectively \[2\]. **Technological Content Knowledge** Technology and content knowledge have a deep historical relationship. Progress in fields as diverse as medicine, history, archeology, and physics have coincided with the development of new technologies that afford the representation and manipulation of data in new and fruitful ways. Consider Roentgen's discovery of X-rays or the technique of carbon-14 dating and the influence of these technologies in the fields of medicine and archeology. Consider also how the advent of the digital computer changed the nature of physics and mathematics and placed a greater emphasis on the role of simulation in understanding phenomena. Technological changes have also offered new metaphors for understanding the world. Viewing the heart as a pump, or the brain as an information-processing machine are just some of the ways in which technologies have provided new perspectives for understanding phenomena. These representational and metaphorical connections are not superficial. They often have led to fundamental changes in the natures of the disciplines. **Technological Pedagogical Knowledge** TPK is an understanding of how teaching and learning can change when particular technologies are used in particular ways. This includes knowing the pedagogical affordances and constraints of a range of technological tools as they relate to disciplinarily and developmentally appropriate pedagogical designs and strategies. To build TPK, a deeper understanding of the constraints and affordances of technologies and the disciplinary contexts within which they function is needed. **Pedagogical Content Knowledge** PCK is consistent with and similar to Shulman's idea of knowledge of pedagogy that is applicable to the teaching of specific content. Central to Shulman's conceptualization of PCK is the notion of the transformation of the subject matter for teaching. Specifically, according to Shulman (1986), this transformation occurs as the teacher interprets the subject matter, finds multiple ways to represent it, and adapts and tailors the instructional materials to alternative conceptions and students' prior knowledge. PCK covers the core business of teaching, learning, curriculum, assessment and reporting, such as the conditions that promote learning and the links among curriculum, assessment, and pedagogy. An awareness of common misconceptions and ways of looking at them, the importance of forging connections among different content-based ideas, students' prior knowledge, alternative teaching strategies, and the flexibility that comes from exploring alternative ways of looking at the same idea or problem are all essential for effective teaching. **Technology, Pedagogy, and Content Knowledge** TPACK is an emergent form of knowledge that goes beyond all three "core" components (content, pedagogy, and technology). Technological pedagogical content knowledge is an understanding that emerges from interactions among content, pedagogy, and technology knowledge. Underlying truly meaningful and deeply skilled teaching with technology, TPACK is different from knowledge of all three concepts individually. Instead, TPACK is the basis of effective teaching with technology, requiring an understanding of the representation of concepts using technologies; pedagogical techniques that use technologies in constructive ways to teach content; knowledge of what makes concepts difficult or easy to learn and how technology can help redress some of the problems that students face; knowledge of students' prior knowledge and theories of epistemology; and knowledge of how technologies can be used to build on existing knowledge to develop new epistemologies or strengthen old ones. In addition, the TPACK framework offers several possibilities for promoting research in teacher education, teacher professional development, and teachers' use of technology. It offers options for looking at a complex phenomenon like technology integration in ways that are now amenable to analysis and development. Moreover, it allows teachers, researchers, and teacher educators to move beyond oversimplified approaches that treat technology as an "add-on" instead to focus again, and in a more ecological way, upon the connections among technology, content, and pedagogy as they play out in classroom contexts. **[SAMR]** **(Substitution, Augmentation, Modification and Redefinition Model)** The SAMR model, developed by Dr. Ruben Puentedura in 2006, is a framework for educators to understand and effectively integrate technology into their teaching practices. It outlines four levels of technology integration, progressing from simple substitution to transformative redefinition, emphasizing the importance of using technology to enhance learning rather than just for the sake of using it. Four stages of the SAMR Model: - SUBSTITUTION -- Technology operates as a direct tool substitute, with no functional change. For example, students can enter notes on a program such as Word instead of handing in an exercise book. - AUGMENTATION -- Technology serves as a direct tool substitute with functional enhancements. Augmenting learning processes, such as typing on a word processor, can improve efficiency and engagement. Images can be uploaded, text can be linked together, and text updates can be made rapidly. - MODIFICATION- At this point, technology not only improves but also significantly transforms learning. An example might be students setting up a blog in which they open up their work to a worldwide audience. The blog means that students are much more accountable for the work they present so will tend to spend more refining their written work. In this way, both student learning and literacy improve. - REDEFINITION- This level requires the teacher to consider learning activities that were previously impossible without the use of technology. This could involve, for example, a Google Hangout session with students from different nations in which students provide information about their home countries in real time. Similarly, using Google Docs to collaborate on a shared assignment allows students from all over the world to learn in ways that would not be possible without such technology. Substitution and Augmentation are grouped as 'enhancement' tools while Modification and Redefinition are considered as 'transformation' tools. Puentedura's framework has substitution at the lowest level and redefinition at the highest level. For educators that are more familiar with bloom's taxonomy the substitution and augmentation methods are typically equated with the first three levels of blooms framework which is the knowledge comprehension and application while modification and redefinition are perceived as on the same level as the upper three of bloom's learning stages which is analysis synthesis and evaluation. With the SAMR model, Puentedura suggests that as teachers reflect on integrating technology with the learning experience, they often have questions on how they can effectively use technology. **The Importance of SAMR** The SAMR model provides a valuable framework for understanding and promoting effective technology integration in education. It encourages educators to think critically about how technology can be used to enhance student learning and to move beyond simply substituting technology for traditional tools. The model also helps educators to identify opportunities for using technology to create innovative and engaging learning experiences that are not possible without it. By applying the SAMR model, educators can ensure that technology is used effectively to support student learning and to create a more dynamic and engaging learning environment. **[BLOOM'S DIGITAL TAXONOMY]** Bloom\'s Digital Taxonomy: This taxonomy expands on the original one and focuses on how technology and digital tools are used in education. It emphasises the incorporation of technology into teaching and learning by matching the cognitive levels of Bloom\'s Taxonomy with digital competencies and activities. The original Taxonomy of Educational Objectives, commonly referred to as Bloom\'s Taxonomy, was created by Benjamin Bloom in 1956,  In 2001, Lorin Anderson and David Krathwohl updated Bloom\'s seminal framework to create Bloom\'s Revised Taxonomy, focusing on the Cognitive and Affective Domains. - **Creating** -- To produce new or original work. Tools -- Animating, blogging, filming, podcasting, publishing, simulating, wiki building, video blogging, programming, directing - **Evaluating** -- To justify a stand or decision; to make judgements based on criteria and standards through checking and critiquing. Tools -- Grading, networking, rating, testing, reflecting, reviewing, blog commenting, posting, moderating - **Analyzing** -- To draw connections among ideas, concepts, or determining how each part interrelate to an overall structure or purpose. Tools -- Mashing, mind mapping, surveying, linking, validating - **Applying** -- To use information in new situations such as models, diagrams, or presentations. Tools -- Calculating, Charting, editing, hacking, presenting, uploading, operating, sharing with a group - **Understanding** -- To explain ideas, concepts, or construct meaning from written material or graphics. Tools -- Advanced searching, annotating, blog journaling, tweeting, tagging, commenting, subscribing - **Remembering** -- To recall facts, basic concepts, or retrieval of material. Tools -- Bookmarking, copying, googling, bullet-pointing, highlighting, group networking, searching. **[The assure Model and Model of Technology- Enhanced Instructional Lesson ]** ASSURE is an instructional design model that has the goal of producing more effective teaching and learning. "ASSURE" is an acronym that stands for the various steps in the model. The following is a breakdown of each step. Heinrich and Molenda created the ASSURE model in 1999. It is a well-known Instructional Design guide incorporating multimedia and technology to improve the learning environment from a constructivist perspective. Its name is an acronym for its components, which we'll see below. **The 6 Model\'s Components** 1. Analyze Learners The ASSURE model relies heavily on the learners, and its core is designed based on their needs. This is why the first step involves identifying the characteristics of the learners. Those can be their age, existing knowledge, education level, learning specificities, and a variety of other key details that are usually gathered through surveys and assessments. Once you've collected all the important info, you can start designing your lessons based on your learners' needs and preferences. It involves understanding the characteristics, needs, and learning styles of the target audience. Educators need to consider factors such as age, prior knowledge, learning preferences, and any special needs or accommodations required. This analysis helps ensure that the chosen technology and materials are appropriate and accessible to all learners 2. State Objectives In the second step, you identify what learners should be able to do after completing the instructional materials. You can set the objectives based on the SMART method, so they should be specific, measurable, achievable, relevant, and time-bound. This means that you should be able to know precisely what skills and knowledge the learners are going to acquire during a specific period. Additionally, you should set realistic goals relevant to the lessons to achieve the best learning outcome. 3. Select Methods \- Alignment with curriculum: Does the chosen method or material align with the learning objectives and curriculum standards? \- Clarity and accuracy: Is the information presented accurately and clearly? \- Learner engagement: Will the chosen method or material motivate and engage learners? \- Technical quality: Is the technology reliable and user-friendly? \- Accessibility: Is the method or material accessible to all learners, including those with disabilities? 4. Utilize Media And Materials Once the methods, media, and materials are selected, educators must prepare them for use. This involves ensuring that the technology is operational, that the materials are organized, and that the instructor is familiar with the chosen methods. It is crucial to practice using the technology and materials beforehand to ensure a smooth and effective delivery of the lesson. 5. Require Learner Participation This step emphasizes active learning and engagement. Educators should design activities that encourage learners to actively participate in the lesson. This can include interactive exercises, discussions, group work, hands-on activities, and opportunities for learners to apply their knowledge in real-world scenarios. The lesson should be structured to ensure that every learner is actively involved and has opportunities to demonstrate their understanding 6. Evaluate And Revise The final step involves evaluating the effectiveness of the lesson and making necessary revisions. Educators should collect data on learner performance, feedback, and any challenges encountered during the lesson. This data can be used to identify areas for improvement and to refine the lesson for future use. The evaluation process should align with the learning objectives and should consider both learner and instructor performance.