Theories & Principles In The Use & Design Of Technology PDF

TITLE 02 03 04 05 06 07 08 09 10 Theories & Principles In The Use & Design Of Technology - Driven Learning Lesson 01 02 03 04 05 06 07 08 09 10 Dales Cone Of Experience 01 02 03 04 05 06 07 08 09 10...

TITLE 02 03 04 05 06 07 08 09 10 Theories & Principles In The Use & Design Of Technology - Driven Learning Lesson 01 02 03 04 05 06 07 08 09 10 Dales Cone Of Experience 01 02 03 04 05 06 07 08 09 10 Dales Cone Of Experience Dale’s Cone of Experience is a visual model that is composed of eleven (11) stages starting from concrete experiences at the bottom of the cone then it becomes more and more abstract as it reach the peak of the cone. Also, according to Dale, the arrangement in the cone is not based on its difficulty but rather based on abstraction and on the number of senses involved. The experiences in each stages can be mixed and are interrelated that fosters more meaningful learning. 01 02 03 04 05 06 07 08 09 10 Dales Cone Of Experience 01 02 03 04 05 06 07 08 09 10 Stages Of Dale’s Cone Of Experience  DIRECT PURPOSEFUL EXPERIENCES These are first hand experiences which serve as the foundation of learning. In this level, more senses are used in order to build up the knowledge. Also, in this level, the learner learned by doing things by him/herself. Learning happens through actual hands-on experiences. This level explains and proves one of the principles in the selection and use of teaching strategies, the more senses that are involved in learning, the more and the better the learning will be. This level also proves that educational technology is not limited to the modern gadgets and software that are commercially available nowadays. This shows that  CONTRIVED EXPERIENCES  In this level, representative models and mock-ups of reality are being used in order to provide an experience that as close as reality. This level is very practical and it makes learning experience more accessible to the learner. In this stage, it provides more concrete experiences, even if not as concrete as direct experiences, that allows visualization that fosters better  DRAMATIZE EXPERIENCE  In this level, learners can participate in a reconstructed experiences that could give them better understanding of the event or of a concept. Through dramatized experiences, learners become more familiar with the concept as they emerge themselves to the “as- if” situation.  DEMONSTRATION  It is a visualize explanation of important fact, idea, or process through the use of pictures, drawings, film and other types of media in order to facilitate clear and effective learning. In this level, things are shown based on how  STUDY TRIPS  This level extends the learning experience through excursions and visits on the different places that are not available inside the classroom. Through this level, the learning experience will not be limited to the classroom setting but rather extended in a more complex environment.  EXHIBITS  It is a somewhat a combination of some of the first levels in the cone. Actually, exhibits are combination of several mock ups and models. Most of the time, exhibits are experiences that is “for your eyes” only but some exhibits includes sensory experiences which could be related to direct purposeful experiences. In this level, meanings ideas ar presented to the learners in a more abstract manner. This experience allows student to see the meaning  TELEVISION & MOTION PICTURES / STILL PICTURES RECORDING & RADIOS  These two stages is related to one another. Because of the rapid development of the modern technology, a lot of people believe that Educational technology is limited to these stages. They are not aware that these sages are only a small portion of Ed Tech. For television and motion pictures, it implies values and messages through television and films. On the other hand, still pictures, recordings and radio are visual and auditory devices that can be used by a learner/group of learner that could enhance and  VISUAL & VERBAL SYMBOLS  These two levels are the most complex and abstract among all the components of the Cone of Experience. In the visual symbolic level, charts, maps, graphs, and diagrams are used for abstract representations. On the other hand, the verbal symbolic level does not involve visual representation or clues to their meanings. Mostly, the things involved in this level are words, ideas, 01 02 03 04 05 06 07 08 09 10 To understand more the Cone of Experience, you may refer to this picture: 01 02 03 04 05 06 07 08 09 10 TPACK MODEL 01 02 03 04 05 06 07 08 09 10 TPACK MODEL The TPACK framework developed by Mishra and Koehler, emphasizes the interconnectedness of Technological Knowledge (TK), Pedagogical Knowledge (PK), and Content Knowledge (CK). Effective technology integration requires a deep understanding of not only the technology itself but also how it interacts with teaching methods and subject matter. TPACK goes beyond simply using technology in the classroom; it involves understanding how technology can transform teaching and learning. 01 02 03 04 05 06 07 08 09 10 TPACK MODEL The model highlights the importance of considering how technology can enhance pedagogical approaches and how different technologies are suited to specific content areas. The framework encourages a thoughtful and strategic approach to technology integration, ensuring that technology enhances rather than hinders the learning process. It also underscores the need for ongoing professional development for educators to develop their TPACK skills 01 02 03 04 05 06 07 08 09 10 TPACK MODEL CONTENTPCK KNOWLEDGE PEDAGOGY KNOWLEDGE TPCK TCK TPK TECHNOLOGY KNOWLEDGE  CONTENT KNOWLEDGE (CK) This describes teacher’s own knowledge of the subject matter. It may include knowledge o concepts, theories, evidences, and organizational frameworks within a particular subject matter; it may also include the field’s best practices and established approaches to communicating this information to students. It will also differ according to dicipline  PEDAGOGICAL KNOWLEDGE (PK) This describes teacher’s knowledge of the practices, processes and methods regarding Teaching and learning As a generic form of knowledge, it encompasses the purpose, values, and aims of education, and may apply to more specific areas including the understanding of student learning styles, classrooms management skills, lesson planning and TECHNOLOGICAL KNOWLEDGE (TK) This describes teacher’s knowledge of , and ability to use various technologies, technological tools, and associated resources. It concerns understanding edtech, considering its possibilities for a specific subject area or classroom, learning to recognize when it will assist or impede learning and continually learning and PEDAGOGICAL-CONTENT KNOWLEDGE (PCK) This describes teacher’s knowledge regarding foundational areas of teaching and learning, including curricula development, student assessment, and reporting result. It focuses on promoting learning and on tracing the links among pedagogy and its supportive practices, and much like CK, will also differ according to grade level and subject matter. It seeks to improve teaching practices by  TECHNOLOGICAL-CONTENT KNOWLEDGE (TCK) This describes teacher’s understanding of how technology and content can both influence and push against each other. It involves understanding how the subject matter can be communicated via different edtech offerings and considering which specific edtech tools might be best suited for specific subject matter or classroom  TECHNOLOGICAL-PEDAGOGICAL KNOWLEDGE (TPK) This describes teacher’s understanding of how particular technologies can change both the teaching and learning experiences by introducing new pedagogical affordances and constraints. Another aspect of it concerns understanding how such tools can be deployed alongside pedagogy in ways 01 02 03 04 05 06 07 08 09 10 ASSURE MODEL 01 02 03 04 05 06 07 08 09 10 ASSURE MODEL ASSURE is an instructional design model that has the goal of producing more effective teaching and learning. It is an acronym stands for the various steps in the model. 01 02 03 04 05 06 07 08 09 10 A ANALYZE LEARNER The first step in the process is that the teacher should analyze the attributes of her learners. There should be a focus on those learners characteristics which are associated with the learners outcomes desired. The information gathered will help you in the decisions that you make with respect to the other steps in the process. When you determine the character of the learners, it will guide you in choosing specific strategies and resources to aid the learning process. 01 02 03 04 05 06 07 08 09 10 S STATE THE OBJECTIVES After the analysis of the learner attributes, the teacher must state standards and objectives for the learning module. This statement consists of a specification of what the learners will be able to do as a result of the instruction. 01 02 03 04 05 06 07 08 09 10 S SELECT MEDIA/MATERIALS The second “s” in the acronym stands for select, strategies, technology, media and materials. Given what learning objectives are, it’s necessary to pick instructional strategies, technology and media that will bring about the results that you want. 01 02 03 04 05 06 07 08 09 10 U UTILIZE MEDIA/MATERIALS This step concerns making a plan as to how you will utilize the technology, media and materials that you have selected. As with all of the instructional steps, you must make sure that your plans contribute towards producing the objectives that you have laid down. 01 02 03 04 05 06 07 08 09 10 R REQUIRE LEARNER PARTICIPATION This step actually belongs within earlier steps. It requires that you make plans to how you are going to actively engage your students in the material that you are teaching. This needs to be figured out both at the class level and the individual level. 01 02 03 04 05 06 07 08 09 10 E EVALUATE AND REVISE The final step is just as crucial as all of the others. In this step, you evaluate the impact of your teaching on student learning. This includes an evaluation of your teaching strategies and the technology, media, and materials that you used. 01 02 03 04 05 06 07 08 09 10 ASSURE MODEL The ASSURE process is really just a matter of common sense. However, it is good to follow a regimented guide to improve your teaching techniques. An effective teacher knows that the perfection of their technique does not come overnight, and there is always room for improvement. By following this process you will be sure to improve your teaching for many years to come. 01 02 03 04 05 06 07 08 09 10 OTHER THEORIES AND PRINCIPLES 01 02 03 04 05 06 07 08 09 10 Constructivist Learning Theory This theory suggests that learners construct their own understanding and knowledge through experiences. Technology can facilitate this by providing interactive and collaborative learning environments. 01 02 03 04 05 06 07 08 09 10 Constructivist Learning Theory This theory suggests that learners construct their own understanding and knowledge through experiences. Technology can facilitate this by providing interactive and collaborative learning environments. 01 02 03 04 05 06 07 08 09 10 Connectivism As a theory particularly relevant to digital learning, connectivism posits that learning occurs through connections within networks. It emphasizes the importance of digital literacy and the ability to navigate and utilize various technological resources. 01 02 03 04 05 06 07 08 09 End THANKS FOR LISTENING! CREDITS: This presentation template was created by Slidesgo, including icons by Flaticon, and infographics & images by Freepik