Theories and Principles in Technology-Driven Learning | PDF

Here is the converted markdown format of the document: # Ed 4: Technology for Teaching and Learning 1 ## Theories and Principles in the Use and Design of Technology-Driven Learning Lessons **MARILOU DELA VEGA- NAMBATAC** Faculty-In-Charge Department of Secondary Education ## Learning Outcomes 1....

Here is the converted markdown format of the document: # Ed 4: Technology for Teaching and Learning 1 ## Theories and Principles in the Use and Design of Technology-Driven Learning Lessons **MARILOU DELA VEGA- NAMBATAC** Faculty-In-Charge Department of Secondary Education ## Learning Outcomes 1. Identify learning principles and theories that are applied in the design and development of lessons through appropriate media and technologies for teaching-learning. 2. Compare the SAMR, ASSURE and TPACK Models of technology integration. 3. Familiarize with the ASSURE Model by coming up with a lesson guide/outline of a chosen topic. ## Dale's Cone of Experience "The cone of is a visual analogy, and like all analogies, it does not bear an exact and detailed relationship to the complex elements it represents." ----Edgar Dale [https://lidtfoundations.pressbooks.com/](https://lidtfoundations.pressbooks.com/) The image is a representation of **Dale's Cone of Experience**. It is a pyramid with the following layers (from bottom to top): * Direct, Purposeful Experiences * Contrived Experiences * Dramatized Experiences * Demonstrations * Study Trip * Exhibits * Educational Television * Motion Pictures * Recordings, Radio, and Still Pictures * Visual Symbols * Verbal Symbols * a visual model that shows continuum of learning; a pictorial device that presents 11 bands of experience-- from concrete experiences at the bottom to verbal symbols at the top of the cone. * the arrangement of the bands of experience is not difficulty but degree of abstraction-- the amount of sensory participation that is involved. * the experiences in each stage can be mixed and are interrelated fostering more meaningful learning. The image is a comic. Source: [https://makebeliefscomix.com/](https://makebeliefscomix.com/) ## The Eight (8) M's of Teaching 1. Milieu – the learning environment 2. Matter – the content of learning 3. Method- teaching and learning activities 4. Material- the resource of learning 5. Media – communication system 6. Motivation – arousing and sustaining interest in learning 7. Mastery – internalization of learning 8. Measurement - evidence that learning took place ## The Eight (8) M's of Teaching 1. Milieu - the learning environment 2. Matter - the content of learning 3. Method- teaching and learning activities 4. Material the resource of learning 5. Media - communication system 6. Motivation - arousing and sustaining interest in learning 7. Mastery - internalization of learning 8. Measurement - evidence that learning took place [https://lidtfoundations.pressbooks.com/](https://lidtfoundations.pressbooks.com/) * These are first-hand experiences that serve as the foundation of learning. * Using the senses, meaningful knowledge and understanding are established. The more senses that are involved in learning, the more and better the learning will be. * This is experiential learning where one learns by doing. * Probable effects of providing first hand sensory experiences: heighten the learner's sensitivity to the world, elevate the learners' thinking to the highest level, strengthen the foundation of learning. * Representations such as models, miniatures, or mock ups are used as substitute that is as close to reality. * This level is very practical and it makes the learning experience more accessible to learners. * It is called editing of reality which makes the reality easier to grasp. * The use of contrived experiences are: to overcome limitation of space and time; to edit reality to focus on parts or a process of a system that intend to study; to overcome difficulties; and to easily and effectively understand the concept/idea. * In this stage, virtual experience/simulation (near experience) is considered. This involves a set of teaching and learning tools designed to enhance students' learning experience by including computers and the Internet in the learning process. * The representation of the learning environment ranges from text-based interfaces to the most complex 3D graphical output. * Dramatic participation can help get close as possible to certain realities that cannot reach at first hand. * Learners can participate in reconstructed experience that could give them a better understanding of the event or a concept. * It has the capacity to provide authentic learning as most of the intelligences are utilized in learning activities. * Example: Reliving the outbreak of the Philippine revolution by acting out the role of characters in a drama. * It is a visualized explanation of an important fact, idea or process by the use of photographs, drawings, films, displays, or guided motions. * It is showing how things are done. * Example: A teacher in Physical Education shows the class the basic dance steps. * These are educational excursions and visits conducted to observe an event that is unavailable within the classroom. * It is a trip by the students to gain firsthand knowledge away from the classroom as to a museum, factory, geological area, or environment of certain plants and animals. * This gives students a chance to study something in real environment, rather than in a classroom or laboratory. * These are displays to be seen by spectators. May consist of working models meaningfully or photographs with models, charts, and posters. * It may include the demonstration of experiments or science devices or a slide projector, motion picture, computer and television. * In exhibition normally the leaner can act as a spectator unless he/she will be given opportunity to handle and manipulate the devices. The opportunity to handle the materials by the participant makes the way to use more sense organs and Learning by doing always helpful for meaningful or concrete learning. * Implies values and messages through television and films. * Can reconstruct the reality of the past so effectively that the audience feels they are there. * Conveys a feeling of realism, puts emphasis on persons and personality, their organized presentation, and their ability to select, dramatize, highlight, and clarify. * These are visual and auditory devices may be used by a learner or group of learners that could enhance and extend the learning experience. * These are no longer realistic reproduction of physical things for these are highly abstract representations. * Example: Using charts, graphs, maps and diagrams. * They are not like the objects or ideas for which they stand. * They usually do not contain visual clues to their meaning. * It may be a word for a concrete object (book), an idea (freedom of speech), a scientific principle (the principle of balance), a formula ($e=mc^2$). 1. Where will the student's experience with this instructional resource fit in the cone? 2. What kind of learning experience will you choose for your students? 3. How will you use the ideas in the cone to enrich your textbooks? 4. What instructional material (digital or non-digital) will you use to enrich your students' learning experiences? 5. How many senses will your students employ when you use an instructional material taken from a band of the cone? What are the implications of the Cone of Experience in the Teaching-Learning Process? 1. We do not use only one medium of communication in isolation. Rather we use many instructional materials to help the student conceptualized his experience. What are the implications of the Cone of Experience in the Teaching-Learning Process? 2. We avoid teaching directly at the symbolic level of thought without adequate foundation of the concrete. Students' concepts will lack deep roots in the direct experience. Dale cautions us when he said: "The rootless experiences will not have the generative power to produce additional concepts and will not enable the learner to deal with the new situations that he faces." What are the implications of the Cone of Experience in the Teaching-Learning Process? 3. When teaching, we don't get stuck in the concrete. Let us strive to bring our students to the symbolic or abstract level to develop their higher order thinking skills. ## Jerome Bruner's Three-Tiered Model of Learning | Enactive | Iconic | Symbolic | | ----------------------------- | ---------------------------- | ------------------------------ | | Learn through movement/action | Learn through images/icons | Learn through abstract symbols | | Play with a book | Look at Pictures | Read for Research | Enactive stage: Learning through actions and direct manipulation | Introduction to the Enactive Stage | Characteristics of the Enactive Stage | | --------------------------------------------------------------------------------------------------------------------------------------------------------------------- | ---------------------------------------------------------------------------------------------------------------------------------------------------------------------- | | Focuses on learning through direct experiences and actions. This stage is critical for early learning, as it builds foundational knowledge through physical interaction with the environment. | Learners engage with the world physically. Actions, rather than words, drive understanding. Children learn concepts by manipulating objects, which helps in forming mental models of their surroundings. | | Examples of Enactive Learning | Importance in Later Learning | | Solving puzzles by physically moving pieces, or learning to count using fingers or beads. These activities highlight the role of tactile and motor skills in cognitive development | Skills developed in the Enactive stage underpin more complex learning in later stages. Mastery of direct manipulation aids in advancing to more abstract thought processes, essential for academic and life success. | **Iconic stage: Learning through visual images and diagrams** | Understanding the Iconic Stage | Importance of Visual Aids | | ----------------------------------------------------------------------------------------------- | ------------------------------------------------------------------------------------------------ | | Learners grasp knowledge primarily through visual means, such as images and diagrams, rather than words or physical actions. | They help simplify complex information, making it more accessible and easier to remember for learners. | | Examples of Iconic Learning | Benefits of Iconic Learning | | Charts, graphs, and illustrations are typical examples used in this stage. These tools visually represent data or concepts, enhancing comprehension and retention. | Leveraging visual learning aids in the iconic stage not only boosts understanding but also encourages creativity and critical thinking among students. It's especially effective in subjects like science and mathematics. | **Symbolic stage: Learning through language, symbols, and abstract thinking** | Introduction to the Symbolic Stage | Characteristics of Symbolic Thinking | | :---------------------------------------------------------------------------------------- | :------------------------------------------------------------------------------------------ | | marks a significant shift in cognitive development as outlined by Bruner. | Individuals are able to manipulate symbols, words, and numbers mentally, without needing physical objects. This ability to think abstractly enables the learner to solve mathematical problems, understand scientific theories, and engage in sophisticated literary analysis. | | learners begin to use language, symbols, and abstract concepts to understand and express complex ideas. This transition allows for higher level thinking and problem-solving skills that are crucial in academic and real-world scenarios. | Symbolic thinking is essential for abstract reasoning and advanced learning. | The image shows a landscape with light reflecting from the water. A man in a small boat is rowing on the water. The text reads: "I hear and I forget. I see and I remember. I do and I understand. Confucius" **References:** Corpuz, B. and Lucido, P. (2012). *Educational Technology 1*. Lorimar Publishing, Inc. Habulan, N. (2016). *Pedagogical foundations in educational technology*. Lorimar Robinson, et. al. (2016). *Facilitating learning*. Association for Educational Communications Technology.