TTL1 Report.pptx

Theories and Principles in the Use and Design of Technology Driven Lessons By: Anjo Jovan Leandro A. Sual  Lesson Objectives At the end of the Lesson, students are expected to: 1. Identify the learning principles and theories that are applied in the use...

Theories and Principles in the Use and Design of Technology Driven Lessons By: Anjo Jovan Leandro A. Sual  Lesson Objectives At the end of the Lesson, students are expected to: 1. Identify the learning principles and theories that are applied in the use and design of learning lessons with technology; 2. Show skills in using, designing, developing and delivering a technology-driven lesson that incorporates the positive use of ICT; and 3. Appreciate the importance of Technology Driven Lessons in terms of lesson delivery.  TOPIC OUTLINE TOPIC 1 TOPIC 3 TOPIC 2 Dale's Cone of ASSURE Model (Analyze Experience (with equal TPACK (Technology, Learners, State attention given to bothPedagogy and Content Methods, Media, & the Conventional Knowledge Materials, Utilize Media Technology and the & Materials, Require Innovative and Learner Participation, Emerging Technology for Evaluate and Revise) Teaching) 01 DALE'S CONE OF EXPERIENCE (WITH EQUAL ATTENTION GIVEN TO BOTH THE CONVENTIONAL TECHNOLOGY AND THE INNOVATIVE AND EMERGING TECHNOLOGY FOR TEACHING) What is Dale's Cone of Experience? It is first introduced in Dale's 1946 book, Audio Visual Methods in teaching. It designed to "show the progression of learning experiences" from the concrete to the abstract. According to Dale the arrangement of the cone is not based on its difficulty but rather based on abstraction. It also helps teachers to plan different kinds of learning experiences in order to create the most effective learning environment for the purpose of studying geographical content. The 8 M's of Teaching 1. Milieu 5. Media 2. Matter 6. Motivation 3. Method 7. Mastery 4. Material 8. Measurement  Text or Verbal Symbols - When a learner moves from direct and purposeful experiences to verbal symbols, the degree of abstraction gradually grows. And as a result, learners become spectators rather than participants. Learner can see, handle, taste, feel, and smell the most purposeful experiences.  Pictures/ Visual Symbols - Graphic substitutes for literal reality. Representations of direct reality, which comes in the form of signs and symbols. Which are drawings, diagrams, charts, graphs, maps and posters.  Audio/Recordings/Photos - A feast for the eyes or ears. It represents media that we can experience in no fixed order- photographs and audio recordings.  Motion Pictures - A moving feast for the eyes and ears.  Exhibits - Meaningful displays with limited handling. Exhibits are specifically designed for interactivity, others restrict learners to look but don't touch,  Field Trips - Sights and sounds of real- world settings. This level extends the learning experience through excursions and visits on the different places that are not available inside the classroom.  Demonstrations - This is how it works and/or how you do it. 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 they are done.  Dramatised Experience - These are commonly used as activities that allows students to actively participate in a reconstructed experience through role-playing or dramatization.  Contrived Experience - Are substitute of real things when it is not feasible to bring the real thing to the class. These include models, mock ups, specimens, objects, simulations and games. Direct- Purposeful Experience - These refers to foundation of experiencing learning. Using the sense, meaning, knowledge and understanding are established. This is experiential learning where one learns by doing. 02 TPACK (TECHNOLOGY, PEDAGOGY AND CONTENT KNOWLEDGE What is TPACK? Definition: TPACK is a framework that emphasizes the importance of integrating technology into teaching by combining three essential forms of knowledge: technology, pedagogy, and content. Origin: Developed by Punya Mishra and Matthew J. Koehler in 2006. Components of TPACK Content Knowledge (CK): Understanding the subject matter. Pedagogical Knowledge (PK): Knowledge of teaching methods and strategies. Technological Knowledge (TK): Proficiency with technology tools and resources. The TPACK Model Pedagogical Content Knowledge (PCK): This intersection focuses on how to teach specific content effectively. It combines knowledge of pedagogy with an understanding of the subject matter to create effective teaching strategies. The TPACK Model Technological Content Knowledge (TCK): This area examines how technology can be used to teach specific content. It involves understanding how different technologies can enhance or change the way content is delivered. The TPACK Model Technological Pedagogical Knowledge (TPK): This intersection looks at how technology influences teaching methods. It involves understanding how to integrate technology into pedagogical practices to improve learning outcomes. The TPACK Model Center of the Cone: TPACK is represented at the center of a Venn diagram, where CK, PK, and TK overlap. This integration is crucial for effective teaching in a technology-rich environment. Importance of TPACK Enhances Learning: Encourages innovative teaching practices. Guides Educators: Helps teachers reflect on their integration of technology in the classroom. Promotes Student Engagement: Facilitates interactive and meaningful learning experiences. 03 ASSURE MODEL (ANALYZE LEARNERS, STATE METHODS, MEDIA, & MATERIALS, UTILIZE MEDIA & MATERIALS, REQUIRE LEARNER PARTICIPATION, EVALUATE AND REVISE) Description: All teachers are required to make an effective lesson plan to ensure the achievement of learning outcomes. With this it will engage learners to perform expected standards that would enhance their knowledge and skills. So in designing a lesson with the integration of technology, it is crucial to observe a framework that can act as a guide in its formulation (Heinrich & Molenda). One framework is the ASSURE model. ASSURE MODEL 1) Analyze Learners - With the learner as the center of the instructional process, the initial consideration is to get a clear picture of the learners' learning styles, age level, interest or preferences, background, special needs and cultural diversity. ASSURE MODEL 2. State Objectives - This is the main instruction guide that will direct the flow to reach the target. Known as the learning outcome expected of the lesson, this statement describes what the learner would be able to perform as a result of the instruction. ASSURE MODEL 3) Select Methods, Media and Materials - Selecting the most appropriate way of delivering the lesson and using the applicable media or technology can effectively make learners acquire understanding of the lesson or gain the competence desired. ASSURE MODEL 4) Utilize Methods, Media and Materials - It is very important to preview or use media and materials before your lesson, especially when using technology fismart-board, document camera, streaming video), to make sure everything works appropriately ASSURE MODEL 5) Require Learner Participation - Requiring students to be actively involved in the lesson will not only engage students, but will help them retain what they are learning. Some ways to do this are to incorporate cooperative learning structures, questioning, having discussions, or creating fun, hands-on activities, games and many more. ASSURE MODEL 6) Evaluate Student Performance - In this process, the impact of the teacher's teaching is evaluated. Did your lesson meet the learning objectives or did the students achieve the objectives you prepared? THANK YOU FOR LISTENING!!