Technology for Teaching and Learning P1 (EDUC 015) Learning Module PDF

POLYTECHNIC UNIVERSITY OF THE PHILIPPINES Department of Business Technology and Livelihood Education College of Education Main Campus EDUC 015 Technology for Teaching...

POLYTECHNIC UNIVERSITY OF THE PHILIPPINES Department of Business Technology and Livelihood Education College of Education Main Campus EDUC 015 Technology for Teaching and Learning P1 Michelle B. Sotto, MEM, LPT Dr. Marissa R. Baybay 0 Technology for Teaching and Learning P1 (EDUC 015) Michelle B. Sotto, MEM, LPT Dr. Marissa R. Baybay ALL RIGHTS RESERVED. No part of this learning module may be reproduced, used in any form, or by any means graphic, electronic, or mechanical, including photocopying, recording, or information storage and retrieval system without written permission from the authors and the University. Published and distributed by: Polytechnic University of the Philippines Anonas St., Sta. Mesa, Manila www.pup.edu.ph [email protected] Tel. No.: 5335-1787 local 215 1  The VMPGO VISION PUP: A Leading Comprehensive Polytechnic University in Asia MISSION Advance in inclusive, equitable, and globally relevant polytechnic education towards national development PHILOSOPHY As a state university, the Polytechnic University of the Philippines believes that: Education is an instrument for the development of the citizenry and for the enhancement of nation-building; and, That meaningful growth and transformation of the country are best achieved in an atmosphere of brotherhood, peace, freedom, justice and nationalist-oriented education imbued with the spirit of humanist internationalism. SHARED VALUES AND PRINCIPLES 1. Integrity and Accountability 2. Nationalism 3. Sense of Service 4. Passion for Learning and Innovation 5. Inclusivity 6. Respect for Human Rights and the Environment 7. Excellence 8. Democracy 2 GOALS OF THE COLLEGE The College of Education recognizes its crucial role in shaping society's educational landscape by equipping students with the necessary skills and knowledge to succeed in their teaching careers. In order to achieve this, the College has established a set of goals that guide its activities and programs, including: 1. Learner-Focused Instruction 2. International comparability of Curricula 3. Empowered Faculty 4. Research Excellence 5. Strengthened Community Engagement 6. Responsive Governance and Management 7. Expanded collaborative Partnership and Networks 8. Sustainable Technology Service 9. Empowered Stakeholders 10. Dynamic Learning Environment PROGRAM DESCRIPTION The BTLED, a four-year program, is geared towards producing highly competent technology and livelihood education professionals who meet the standards set by Philippine TVET-Trainers-Assessors Qualifications Framework (PTTQF). It considers the role of technology and entrepreneurship in societal economic growth through the instillation of creative and critical thinking skills; values of self-reliance, independence, culturally sensitive practices, ethical values, technological skills and other adequate and relevant competencies in the area of technology and livelihood education specifically those who intend to teach grades 4 to 8 students. 3 COURSE DESCRIPTION This course equips pre-service teachers with the knowledge and skills to integrate technology effectively into their teaching practices. Students will explore various digital tools, learning theories, and pedagogical approaches to design engaging and interactive learning experiences. It will also introduce them to their roles in enhancing instructional methods, improving student engagement, and facilitating assessment and feedback. Emphasis will be placed on the practical application of technology in the classroom, with a focus on the integration of generative AI tools. The course will also incorporate outcomes-based education principles to ensure that students develop the necessary skills and knowledge to prepare them for the challenges and opportunities of a sustainable future. This course also encourages students to promote appropriate and responsible use of technology and exhibit ethical behavior in professional practices. INSTITUTIONAL LEARNING OUTCOMES (ILOS) As a polytechnic state university, PUP shall develop its students to possess: 1. Critical and Creative Thinking. Graduates use their rational and reflective thinking as well as innovative abilities to life situations in order to push boundaries, realize possibilities, and deepen their interdisciplinary, multidisciplinary, and/or transdisciplinary understanding of the world. 2. Effective Communication. Graduates apply the four macro skills in communication (reading, writing, listening, and speaking), through conventional and digital means, and are able to use these skills in solving problems, making decisions, and articulating thoughts when engaging with people in various circumstances. 3. Strong Service Orientation. Graduates exemplify strong commitment to service excellence for the people, the clientele, industry and other sectors. 4. Adept and Responsible Use or Development of Technology. Graduates demonstrate optimized and responsible use of state-of-the-art technologies of their profession. They possess digital learning abilities, including technical, numerical, and/or technopreneurial skills. 5. Passion for Lifelong Learning. Graduates perform and function in society by taking responsibility in their quest for further improvement through lifelong learning. 4  6. Leadership and Organizational Skills. Graduates assume leadership roles and become leading professionals in their respective disciplines by equipping them with appropriate organizational skills. 7. Personal and Professional Ethics. Graduates manifest integrity and adherence to moral and ethical principles in their personal and professional circumstances. 8. Resilience and Agility. Graduates demonstrate flexibility and the growth mindset to adapt and thrive in the volatile, uncertain, complex and ambiguous (VUCA) environment. 9. National and Global Responsiveness. Graduates exhibit a deep sense of nationalism as it complements the need to live as part of the global community where diversity is respected. They promote and fulfill various advocacies for human and social development. PROGRAM LEARNING OUTCOMES (PLOS) a) Demonstrate the competencies required of the Philippine TVET Trainers Assessors qualifications Framework (PTTQF); b) Demonstrate broad and coherent, meaningful knowledge and skills in technology and livelihood education; c) Apply with minimal supervision specialized knowledge and skills in technology and livelihood education; d) Demonstrate higher level literacy, communication, numeracy, critical thinking, learning skills needed for higher learning; e) Manifest a deep and principled understanding of the learning processes and the role of the teacher in facilitating these processes in their students; f) Show a deep and principled understanding of how educational processes relate to larger historical, social, cultural, and political processes; g) Apply a wide range of teaching process skills (including curriculum development, lesson planning, materials development, educational assessment, and teaching approaches; and h) Reflect on the relationships among the teaching process skills, the learning processing in the students, the nature of the content/subject matter, and other factors affecting educational processes in order to constantly improve their teaching knowledge, skills and practice. COURSE LEARNING OUTCOMES (CLOS). 1. Explain the role of technology in enhancing instructional methods; 2. Demonstrate understanding on how to integrate generative AI tools in teaching and learning to support the achievement of UN SDGs; 5 3. Design and implement technology – enhanced lessons that incorporate generative AI align with outcomes – based education principles; 4. Evaluate the effectiveness of technology – integration in improving student engagement and learning outcomes; 5. Discuss the ethical considerations and potential challenges of using generative AI in education, in consideration with the PUP core values and UN SDGs; 6. Develop a plan for integrating generative AI in their future teaching practice; 7. Practice and advocate ethical use of technology in both personal and professional levels. 6  Preface Dear fellow educators! This instructional module will provide an engaging adventure through the realm of Technology for Teaching and Learning P1. In an era where digital innovation is reshaping every aspect of our lives, the educational landscape is no exception. This module is designed to equip educators and aspiring pre-service teachers with the knowledge and skills necessary to effectively integrate technology into their teaching practices. Introduction to Technology in Education – the journey begins with an exploration of the fundamental role technology plays in modern education. This section will provide a comprehensive overview of the evolution of educational technology, highlighting its transformative impact on teaching methodologies and learning experiences. By understanding the historical context and current trends, participants will gain insight into how technology can enhance educational outcomes. Learning Theories and Principles in Technology Integration – next is to delve into the intersection of technology and learning theories. Understanding how students learn is crucial for effective technology integration. This segment will cover key learning theories, such as constructivism, cognitivism, behaviorism, and connectivism, and how these principles can guide the selection and implementation of digital tools. Pre-service teachers will learn to align technology use with pedagogical strategies that foster deeper engagement and understanding. Digital Tools and Resources using Generative AI in Education – one of the most exciting developments in educational technology is the rise of generative AI. This section will explore various digital tools and resources that harness the power of AI to enhance teaching and learning. From personalized learning experiences to automated content creation, pre-service teachers will discover how generative AI can be leveraged to support diverse learning needs and improve instructional efficiency. Technology Assessment and Feedback – effective technology integration requires ongoing assessment and feedback. This section will focus on strategies for evaluating the effectiveness of technology in the classroom. Pre-service teachers will learn how to develop assessment frameworks that incorporate technology, gather meaningful feedback from students, and use data to inform instructional decisions. Ethical Implications of Using Generative AI and Its Challenges in Education – as the educational landscape embraces the potential impact of technology, there is also a need to navigate the ethical considerations and challenges that arise. This section will address the critical topics such as data privacy, digital equity, and the implications of AI in education. Pre-service teachers will engage in discussions about responsible technology use and the importance of fostering an inclusive and equitable learning environment. Future Applications of Generative AI in Education and Emerging Technologies in Education – finally, the last section of this instructional module will look ahead to the future of education, examining the potential applications of generative AI and other emerging technologies. This forward – thinking segment will inspire the pre-service teachers to envision innovative ways to enhance learning experiences and prepare students for an increasingly digital world. By the end of this module, the pre-service teachers will have a robust understanding of the multifaceted role of technology in education. They will be equipped with practical strategies and insights to effectively integrate technology into their teaching practices, fostering an engaging and dynamic learning environment. This will be an exciting journey of discovery and innovation in technology for teaching and learning. 7 TABLE OF CONTENTS Title Page 1 The VMPGO 2-6 Preface 7 Table of Contents 8-10 OBE Course Syllabus 11-17 UNIT I – INTRODUCTION TO TECHNOLOGY IN EDUCATION Lesson 1: Overview of the Role of Technology in Education a. Introduction 18 b. Learning Objectives/Outcomes 18 c. Presentation/Discussion of the Lesson 19-22 d. Link to Video-based Instruction 22 e. Activity 22 f. Rubrics of Activity 23 Lesson 2: Importance of Integrating Technology in Teaching and Learning a. Introduction 24 b. Learning Objectives/Outcomes 24 c. Presentation/Discussion of the Lesson 24-27 d. Link to Video-based Instruction 27 e. Activity 27 f. Rubrics of Activity 28-29 Lesson 3: Digital Culture and Digital Literacy a. Introduction 29 b. Learning Objectives/Outcomes 29 c. Presentation/Discussion of the Lesson 29-32 d. Link to Video-based Instruction 33 e. Activity 33-34 VALUES INTEGRATION 34 UNIT II LEARNING THEORIES AND PRINCIPLES IN TECHNOLOGY INTEGRATION Lesson 1: Perspectives on Learning a. Introduction 35 b. Learning Objectives/Outcomes 35 c. Presentation/Discussion of the Lesson 35-42 d. Link to Video-based Instruction 42 e. Activity 43-45 8 Lesson 2: Designing Learning Activities a. Introduction 46 b. Learning Objectives/Outcomes 46 c. Presentation/Discussion of the Lesson 46-48 d. Link to Video-based Instruction 49 e. Activity 49 f. Rubrics of Activity 50 UNIT III: DIGITAL TOOLS AND RESOURCES USING GENERATIVE AI IN EDUCATION Lesson 1: Definition and Generative AI Models a. Introduction 51 b. Learning Objectives/Outcomes 51 c. Presentation/Discussion of the Lesson 51-55 d. Link to Video-based Instruction 55 e. Activity 56 f. Rubrics of Activity 56-57 Lesson 2: Current Implications of Generative AI for Education a. Introduction 58 b. Learning Objectives/Outcomes 58 c. Presentation/Discussion of the Lesson 58-60 d. Link to Video-based Instruction 60 e. Activity 61-62 VALUES INTEGRATION 62-63 UNIT IV: TECHNOLOGY ASSESSMENT AND FEEDBACK Lesson 1: Using Technology for Formative and Summative Assessments a. Introduction 64 b. Learning Objectives/Outcomes 65 c. Presentation/Discussion of the Lesson 65-67 d. Link to Video-based Instruction 68 e. Activity 68 f. Rubrics of Activity 68-69 Lesson 2: Integrating Generative AI in Assessment and Feedback Processes a. Introduction 70 b. Learning Objectives/Outcomes 70 c. Presentation/Discussion of the Lesson 70-72 d. Link to Video-based Instruction 73 e. Activity 73-74 Lesson 3: Best Practices for Using Generative AI in Assessment a. Introduction 75 b. Learning Objectives/Outcomes 75 c. Presentation/Discussion of the Lesson 75-79 d. Link to Video-based Instruction 79 9  e. Activity 80 f. Rubrics of Activity 80 UNIT V: ETHICAL IMPLICATIONS OF USING GENERATIVE AI AND ITS CHALLENGES IN EDUCATION Lesson 1: Ethical Implications of Using Generative AI in Education a. Introduction 81-82 b. Learning Objectives/Outcomes 83 c. Presentation/Discussion of the Lesson 83-86 d. Link to Video-based Instruction 86 e. Activity 87-88 Lesson 2: Strategies for Addressing Ethical Concerns and Challenges of Using Generative AI in Teaching and Learning 89 a. Introduction 89-90 b. Presentation / Discussion of the Lesson Lesson 3: Potential Challenges and Limitations of Generative AI in Teaching a. Introduction 91 b. Learning Objectives / Outcomes 91 c. Presentation / Discussion of the Lesson 91-92 d. Link to Video-based Instruction 93 e. Activity 93-94 UNIT VI: FUTURE APPLICATIONS OF GENERATIVE AI IN EDUCATION Lesson 1: Future Applications of Generative AI in Education a. Introduction 95 b. Learning Objectives / Outcomes 95-96 c. Presentation / Discussion of the Lesson 96-102 d. Link to Video-based Instruction 102 e. Activity 102-103 Lesson 2: Preparing for the Integration of Generative AI in Future Teaching Practice 104 a. Introduction 104-105 b. Learning Objectives/Outcomes 105-107 c. Presentation / Discussion of the Lesson 108 d. Link to Video-based Instruction 108 e. Activity Appendices Reference List 109-110 Certificate of Approval for Utilization 10 COURSE SYLLABUS 11 12 13 14 15 16 17  UNIT I Lesson 1: Overview of the Role of Technology in Education INTRODUCTION Technology has revolutionized the field of education, transforming the way teachers teach and students learn. The integration of technology in the classroom has opened up new possibilities for enhancing the learning experience and preparing students for the 21st century workplace. By making learning more accessible, exciting, and engaging, technology encourages the overall growth of students. Digital learning tools help students learn more and better from different resources without depending solely on an instruction from the teacher. Technology also plays a crucial role in improving https://hasonss.com/blogs/types-of-technology/ communication between teachers, students, and parents. Teachers can now use various digital technologies to magnify learning opportunities for students, such as video lessons, microlearning, and attractive infographics. Students can learn at their own pace, pausing and re-watching complex topics until they fully understand the concepts. Moreover, technology provides teachers with a wealth of resources and tools to enhance their teaching skills and engage students in the learning process. From interactive whiteboards and tablets to laptops and the Internet, classroom technology is essential in preparing students for the 21st century workplace and helping them become productive members of society. 18  However, teachers must carefully select relevant technologies that are motivating, intellectually challenging for learners, and aligned with the goals and outcomes of the course. These technologies should only be utilized when it is suitable for the lesson and aids in student learning. LEARNING OBJECTIVES At the end of this lesson, the pre-service teacher should be able to: 1. Identify the scope of educational technology and its significance to education; 2. Create an infographic about the functions of educational technology; 3. Appreciate the significance of technology as instrument to effect meaningful experiences in classroom setting. Scope of Educational Technology A technology – based education system is the emerging future of education in today’s world, so educational institutions need to get rid of the traditional way and integrate it. Furthermore, it is cost-effective, as having a gadget rather than ten textbooks can save a great deal of money. According to Garrison (1989), “technology will be seen here as having both a process (software) and a product (hardware) component, where process is the creative application of knowledge of purposeful activities. Media is a subset of hardware, and media are the instruments used to distribute information.” The four major components of educational technology are as follows: 1. Method: it focuses on devices such as programmed learning, team teaching, microteaching, and personalized system of instruction in teaching – learning scenarios. 2. Materials: instructional materials, such as programmed text book, can be handwritten or printed. 3. Media: audio, visual, or audiovisual media are utilized here. Radio, tape recorder, charts, films, educational television, and so on are a few examples. 4. Manpower: has complete control over educational technologies. Without humans, educational technology is a non-starter. 19  Characteristics of Educational Technology The following are the characteristics of educational technology: Formed on scientific and technological progress; Primarily a practical discipline rather than a theoretical one; A modern discipline that is rapidly expanding; Applies research findings from psychology, sociology, engineering, science, and social psychology, among other disciplines, to the field of education; Effectively brings together students, teachers, and technical resources; Identifies and addresses educational problems, with the ultimate goal of improving educational system; and Will undoubtedly benefit the teacher, the learner, and the teaching – learning process. Functions of Technology in Today’s Classrooms Teachers utilized relatively little (if any) technology in the classroom just a few decades ago. Technology is becoming an essential component now in the educational process. The growing use of technology in the classroom reflects the larger cultural shift. Technology literacy is becoming increasingly crucial as the modern world gets more computerized. Teachers who utilize technology to enhance https://6sigma.com/role-of-technology-in-education/ learning in meaningful ways can help students succeed in the digital world. Some of the applications of instructional technology are the following: Collaborative Learning. It is made possible by instructional technology in ways that have never been seen before. Technology advancements have made exchanging information easier, and today’s educators have access to digital tools that enable students to collaborate outside of the classroom. 20  Online Learning and Virtual Classrooms. Virtual classrooms can be beneficial at all levels of schooling, helping students to learn at their own pace, thus, teachers find a way to adjust their lesson plans to address specific needs of each student. Online courses level the playing field and give students the time and resources they need to build the skills they require. These also give students access to a broader range of topics, allowing them to supplement their education by classes that their schools may not offer. Real – time Feedback. When compared to traditional techniques, instructional technology gives superior possibilities for obtaining or presenting feedback. Teachers can assess where their students are in a lesson using a variety of digital technologies. Teachers, for example, can conduct an online poll of students’ current comprehension of a topic to receive input into where to focus the next session. There are also metrics for tracking progress that teachers can use to review progress based on each individual’s performance. Increased Student Engagement and Motivation. With the ability to access a wide range of digital resources, online courses, and interactive learning platforms, students are provided with practical and hands-on learning experiences through simulations and interactive tools, bridging the gap between theory and real-world application. Limitations of Technology in Education Access to Inappropriate Content: The unrestricted access to the Internet and digital resources can expose students to inappropriate or harmful content, posing challenges for educators in ensuring a safe and secure learning environment. Disconnected Youth to Socialization: Overuse of technology can affect students’ social and emotional development by reducing face-to-face interactions and causing social isolation. Cyberbullying Trap: Technology opens avenues for cyberbullying, with students facing the risk of online harassment and victimization, potentially affecting their well-being and academic performance. 21  Inevitable Cheating: With easy access to information online, technology can enable academic dishonesty and cheating, undermining the integrity of assessments and evaluations. Overdependence on Technology: An over-reliance on technology for learning may hinder students' ability to think critically and problem-solve without the aid of digital tools. Unequal Access: Not all students may have equal access to technology, leading to a digital divide and disparities in educational opportunities. Teacher Training and Adaptation: Some educators may face challenges in effectively integrating technology into their teaching practices due to inadequate training or resistance to change. READING ARTICLES o How important is technology in education? https://portal.igpublish.com/iglibrary/reader/ARCLER0001039/21, “Essentials of Educational Technology”, Kumari, Meena, Society Publishing @2022 LINK TO VIDEO-BASED INSTRUCTION The history of technology in education (SMARTEduEMEA) - https://tinyurl.com/mpd8r47j - ACTIVITY: Collaborative Project-based Learning Choose a specific aspect of educational technology to focus on, such as the history, benefits, limitations, or future trends. Create an infographic to be shared with your classmates. Consider publishing it online or printing it out to display. 22 Rubrics for the Infographic Needs Excellent Good Satisfactory Unsatisfactory Criteria Improvement (5 points) (4 points) (3 points) (1 point) (2 points) Information is Information is Information is accurate, Information is mostly accurate somewhat relevant, and well inaccurate or Information is Content – researched; all with minor accurate but lacks relevance; mostly incorrect Accuracy errors; most key lacks depth; key points about many key points or irrelevant. points are some key points technology’s role are missing. covered are missing. are covered. Infographic is Infographic is visually appealing, Infographic is Infographic mostly well-organized, somewhat lacks Infographic is appealing and Visual and uses colors organized; uses organized; organization; poorly designed Design and fonts design choices poor design and difficult to colors and fonts effectively to may detract choices hinder read. effectively with enhance from readability. readability. minor issues. readability. Effectively uses Limited use of Mostly uses relevant data, Uses some data data and relevant data Use of images, and and graphics, graphics; does No use of data and graphics; graphics to but they may not not effectively or graphics, or Data and support supports effectively support the they are Graphics information but information; support the information irrelevant. may lack some enhances information. presented. clarity. understanding. Highly creative Shows creativity Some creativity Limited No creativity or Creativity and original; and originality; is evident; creativity; originality; presents presents and information in a information in an presentation is presentation presentation is Originality somewhat lacks dull and unique and engaging engaging. engagement. unengaging. engaging way. manner. Some sources All sources are are cited, but Few sources are Most sources Citations cited correctly and are cited there are cited; many No sources are and consistently; significant inconsistencies cited, or citations correctly; minor References enhances inconsistencies or missing are irrelevant. inconsistencies credibility. or missing citations. citations. Total Points: _____ / 25 Scoring Interpretation Excellent (21-25 points): The infographic demonstrates a high level of understanding and creativity, effectively communicating the role of technology in education. Good (16-20 points): The infographic shows a good understanding of the topic with minor issues in design or content. Satisfactory (11-15 points): The infographic meets basic requirements but lacks depth and engagement. Needs Improvement (6-10 points): The infographic has significant issues in content, design, or engagement. Unsatisfactory (1-5 points): The infographic fails to meet the assignment requirements. 23 Lesson 2: Importance of Integrating Technology in Teaching and Learning INTRODUCTION Technology provides instant accessibility to information, which is why its presence in the classroom is so vital. Smart phones, computers, and tablets are already an omnipresent element of everyday life for students and teachers alike. It’s only natural that the use of technological devices in the classroom are explored to create meaningful learning experiences for students of all ages. Utilizing different types of technology in the classroom, including a virtual classroom, creates learners who are actively engaged with learning objectives. The implementation of technology also creates pathways for differentiated instruction to meet the unique needs of students as individual learners within a broader classroom climate. LEARNING OBJECTIVES At the end of this lesson, the pre-service teacher should be able to: 1. Identify at least three benefits of integrating technology in the classroom; 2. Organize a structured debate to analyze the pros and cons associated with the integration of technology in education; 3. Demonstrate willingness to explore and experiment with new educational technologies to improve their teaching practices. What Does Technology Integration Mean in Education? A technology – based education system is the emerging future of education in today’s world, so educational institutions need to get rid of the traditional way and integrate it. Furthermore, it is cost-effective, as having a gadget rather than ten textbooks can save a great deal of money. Technology integration in education requires students to actively use technology, not just view technology-based content created by their teachers. The goal of technology integration is for teachers to apply the use of technology in a seamless manner so that it supports and extends curriculum objectives and engages students in meaningful 24 learning. Teacher should strive to make technology a part of everyday life in the classroom, while using it to enrich learning activities. Why is Technology Integration Needed? Education leaders have recognized the importance of students’ learning how to use technology and have enacted new technology standards that require teachers to integrate the use of https://www.fineshare.com/resource/technology-in-the-classroom.html technology into the curriculum for every subject. Almost all workers in business, industry, government, and educational institutions are now required to use technology. The skills and knowledge that students gain in the classroom will create a foundation for the technology skills they will need in the future. How to Integrate Technology in the Classroom The use of technology during whole-class instruction can foster student engagement for auditory and visual learners. Integrating simple technologies, Power Points, games, internet homework assignments, or online grading systems can make a difference in students' growth in the classroom. 1. Power Points and Games -- Powerpoint presentations can be used to introduce a classroom concept while providing the opportunity for engagement. Along with the use of graphics and bulleted information, links to videos that accompany the ideas presented in the Powerpoint can be embedded within the slides. 25 2. Educational apps in the classroom -- like Kahoot can be used to review information after a lesson or unit. Teachers can create and share Kahoots with one another while students can create anonymous user names to participate in the game. This allows for whole-class participation from students who may usually be reluctant to participate in class. Kahoot is accessible to play on phones or computers and teachers can determine if they want students to work independently or be assigned to teams. 3. Internet Homework Assignments -- posting homework assignments online (via learning platforms like Blackboard, Brightspace, and Moodle) is one way many teachers can begin to integrate technology in the classroom. Assignments are easily accessible, which can increase student engagement and help students become more organized. 4. Online Grading Systems -- communication is a key element in education that helps teachers, administrators, parents, and students recognize a student’s strengths and areas for improvement. Online grading systems such as PowerSchool open and facilitate lines of communication where teachers can post grades, analyze student attendance patterns, and manage transcript data. 5. Classroom Tablets -- for classrooms that are fortunate enough to have tablets for students, technology can allow teachers to implement differentiation throughout instruction. Students can work at their own pace during assignments and teachers have the opportunity for one-on-one instruction. 6. Listserv -- software such as Listserv allows parents to manage and organize their emails. Parents can receive updates from teachers about important announcements, newsletters, and discussions that keep frequent lines of communication open. 7. Application Software – package suite such as Microsoft 365, Adobe Suite Collection, presentation graphics, database software and the like can be utilized for different applications depending on the needs of classroom activities. 26  8. Web-based applications – search engines, e-mails, WebQuest, virtual field trips 9. Technology applications for different levels of learning – interactive games to reinforce math, spelling, phonetic, and reading skills (elementary); gaining independence by having different teachers for each subject to develop basic life skills such as conducting research can be applied to any content area and guiding students to find credible sources through variety of search engines and teach them correctly cite those sources to avoid plagiarism (middle / secondary); discover ways to use technology that can be beneficial for college and career development, familiarization with Microsoft Office and Google applications, learn how to share documents where they can receive fluid feedback on their work, learn how to organize information and collaborate between colleagues or clients (tertiary). READING ARTICLES o What are the challenges associated with integrating ICT into teaching and learning? https://portal.igpublish.com/iglibrary/reader/ARCLER0001039/21, “Essentials of Educational Technology”, Kumari, Meena, Society Publishing @2022 LINK TO VIDEO-BASED INSTRUCTION Challenges in Adopting ICT in Education (Dr. Kiran Lata Dangwal) - https://www.youtube.com/watch?v=B4Nzj9LighE ACTIVITY: Debate and Discussion Organize a structured debate about the pros and cons on the use of technology in all aspects of life, not just in educational field. Present arguments and cite sources of information as basis for discussion. 27 Rubrics for the Debate and Discussion Needs Excellent Good Satisfactory Unsatisfactory Criteria Improvement (5 points) (4 points) (3 points) (1 point) (2 points) Arguments are Arguments are Arguments are Arguments are poorly well-researched, Arguments are mostly logical somewhat constructed, logical, and illogical and and well- logical but lack lacking clarity Argument compelling; unsupported; no supported; depth; minimal and support; Quality effectively counter addresses some attention to little to no addresses arguments counter counter counter counter addressed. arguments. arguments. argument arguments. consideration. Uses a variety of Uses some Uses credible credible sources evidence, but Limited use of sources to No evidence to support sources may not evidence; support most used to support Use of arguments; be credible or sources are not arguments; arguments; no Evidence integrates relevant; credible or evidence is credible sources evidence integration of relevant; poor mostly cited. seamlessly into evidence is integration. integrated well. the debate. weak. Confident, clear, Delivery is Delivery is and engaging Clear delivery understandable unclear or Delivery is poor; Delivery delivery; excellent with good eye but lacks hesitant; difficult to and eye contact and contact and confidence; minimal eye understand; no Present- body language; body language; limited contact and engagement ation effectively engages the engagement engagement with the engages the audience well. with the with the audience. audience. audience. audience. Team Team works Team collaboration is Limited exceptionally well collaborates evident but collaboration; No collaboration; Team together; all well; most uneven; some some members team members Collaboratio members members members do not work n contribute equally contribute and dominate while contribute or independently and support each support each others support the with no support. other. other. contribute team. minimally. Responds to questions Responds to Responds to Struggles to Unable to thoughtfully and questions questions but respond to respond to Response thoroughly; adequately; lacks depth; questions; questions; to demonstrates a shows a good understanding limited shows no Questions deep understanding of of the topic is understanding understanding of understanding of the topic. superficial. of the topic. the topic. the topic. Total Points: _____ / 25 Scoring Interpretation Excellent (21-25 points): The group demonstrate outstanding performance in argument quality, evidence use, delivery, collaboration, and response to questions. Good (16-20 points): The group show good performance with minor areas for improvement in one or two criteria. 28  Satisfactory (11-15 points): The group meet basic requirements but has significant areas for improvement in multiple criteria. Needs Improvement (6-10 points): The group have major weaknesses in several areas and requires additional support. Unsatisfactory (1-5 points): The group fail to meet the expectations for the debate and requires significant intervention. Lesson 3: Digital Culture and Digital Literacy INTRODUCTION In the 21st century, digital culture has become an integral part of people’s daily lives, transforming the way people communicate, work, and learn. Digital culture encompasses the behaviors, practices, and values that develop from the use of digital technologies, such as smartphones, social media, and online collaboration tools. As digital technologies continue to advance, it is crucial for individuals to develop digital literacy skills to navigate and thrive in this ever-changing landscape. LEARNING OBJECTIVES At the end of this lesson, the pre-service teacher should be able to: 1. Explain the concept of digital culture and its impact on society, education, and the workforce. 2. Match the correct definition or concepts related to the topic. 3. Develop a positive attitude towards the use of digital technologies and their potential for enhancing learning and productivity. Digital Culture A digital culture is a concept that describes how technology and the Internet are shaping the way that humans interact. It’s the way that people behave, think and communicate within society. A digital culture is the product of the endless persuasive technology that surrounds the individual and the result of disruptive technological 29 innovation. It’s applicable to multiple topics but it comes down to one overarching theme; the relationship between humans and technology. Digitization in Education Digitization in education refers to the integration of digital technologies into everyday learning, such as online courses, virtual classrooms, and digital textbooks. This shift towards digital learning has been made possible by advances in technology that have enabled educators to provide tailored learning plans and curricula to their students. Digitizing the classroom has opened up a range of possibilities for both teachers and students. For example, teachers can now access a wide variety of resources quickly and easily, allowing them to create more engaging lessons for their students. Additionally, students can now access tests and grades online with greater speed and accuracy than ever before. The new phase of learning has begun and involves various advanced techniques like: online courses, online exams, digital textbooks, and animation. What are the benefits of digital technology? Social connectivity – Digital technology has simplified socialization by enabling us all to communicate with family, friends and team-workers with ease. With the rise of social networking apps and websites, digital technology has made it possible to communicate via words (text messages), video (video calls, virtual conferences, virtual events) and exchange media (pictures, videos). Communication speed – Since it was first invented, the speed of the internet is constantly improving. Subsequently, we’ve been able to transfer tons of information instantly, whilst accessing data virtually anywhere in the world. Learning opportunities – Through the internet, we can all gain access to reams of information and data within seconds just by searching online. Long-gone are the days where we had to spend huge amount of time physically searching for data in books or libraries, the information is now at our fingertips. Digital technology has made it possible for anyone to have instant access to online courses, training, books, journals, publications and other information sets. The value is obvious. 30  Automation – Additionally, digital technologies are also contributing to the automation of processes and machinery across industries. This gives us more time to focus on other issue areas but also assures higher safety standards, protecting us from risk in construction, mining, and other physical industries. Moreover, it has cut the costs of certain tasks by enabling us all to save money via direct access to the final product or service (e.g. booking holidays, hotels, plane tickets, or via ecommerce). Digital literacy It is the ability to use digital technologies effectively and efficiently to access, manage, integrate, create, and communicate information. It involves a range of skills, including critical thinking, problem-solving, and collaboration, which are essential for success in both academic and professional settings. It is having the skills that a person needs to live, learn, and work in a society where communication and access to information is increasingly available through digital technologies like internet platforms, social media, and mobile devices. According to UNESCO – UNEVOC, digital literacy is the ability to access, manage, understand, integrate, communicate, evaluate and create information safely and appropriately through digital technologies for employment, decent jobs and entrepreneurship. It includes competencies that are variously referred to as computer literacy, ICT literacy, information literacy and media literacy. https://kashmirreader.com/2022/03/14/digital-literacy-challenges-and-opportunities/ 31 Digital Materials Digital materials are those that can be accessed by computers. Some of them are "born-digital," or originated in a digital form (for example, pictures taken with a digital camera, web pages, twitter feeds, etc.), others were converted into digital files. Did you know that when you use Internet search engines, you reach ONLY 5% of the content available on the Internet? The infographic below demonstrates this very well. In general, the ‘web’ can be categorized into two categories- the surface web and the deep & dark web. As the name suggests, the web which was normally been surf is the surface web that indicates the top of the ‘iceberg’, taking up approximately 5% of the total number of webs on the internet. The rest of the 95% falls into the category of the deep and dark web, which take up the bottom portion of the submerged ‘iceberg’. https://www.nucleoconsulting.com/welcome-to-the-deep-dark-web/ 32 READING ARTICLES o What are the strategies for implementing digital educational materials? https://digischoolerasmus.eu/blog/use-of-digital-educational-materials/ Digischool, 6 February 2023 LINK TO VIDEO-BASED INSTRUCTION 21st Century Literacy Skills (Dr. Jerome Buenviaje, UP Diliman) - https://youtu.be/ZODddxLQhy4 The Importance of Digital Literacy (blocksEDU learning corp) - https://tinyurl.com/yye3cr8r Benefits Of Creating A Digital Culture (Barbara Garcia Powell) - https://tinyurl.com/2wtayk6b ACTIVITY: Formative Task Connect key terms and concepts related to digital culture and digital literacy Instructions: Match each correct definition or example in Column A with the term in Column B by writing the corresponding number of the correct match next to the word. Column A Column B 1. The ability to find, evaluate, and use information effectively Digital Natives in a digital environment. 2. A term used to describe individuals who were born into the Digital Immigrants digital age and are comfortable using technology. 3. The practice of using technology to facilitate learning Digital Divide through online courses and resources. 4. Resources that are freely accessible and openly licensed Digital Literacy for educational use. 5. The impact of technology on the way we communicate and Digital Citizenship interact socially. 6. The phenomenon where individuals experience difficulty Cyberbullying processing excessive information. 7. The use of technology to create immersive environments Social Media that simulate real-world experiences. 8. The ethical and responsible use of technology and the E-Learning internet. 9. A term used to describe the gap between those who have Open Educational Resources access to digital technology and those who do not. (OER) 10. A persistent record of an individual's online activities and Information Overload interactions. 11. The practice of using technology to enhance or Multimedia supplement reality with digital information. 12. A type of harassment that occurs through digital platforms, Cloud Computing such as social media or messaging apps. 13. A set of instructions or rules that a computer follows to Online Privacy perform a task. 33  14. A type of audio program available for streaming or Internet of Things (IoT) download that covers various topics. 15. The use of interconnected devices that communicate with Cybersecurity each other over the internet. 16. The protection of computer systems and networks from Digital Footprint theft or damage to hardware, software, or data. 17. A term used to describe individuals who were not born into Virtual Reality (VR) the digital age but have adapted to technology. 18. Various forms of content, including text, audio, video, and Augmented Reality (AR) images, used to convey information. 19. A platform for sharing and discussing content, such as Algorithm Facebook, Twitter, or Instagram. 20. A technology that allows users to engage with and Podcast manipulate digital information in real-time. VALUES INTEGRATION Technology democratizes education by providing access to a wealth of resources and learning opportunities regardless of geographical location. This empowerment fosters inclusivity, allowing all students, including those from marginalized backgrounds, to engage with educational content and tools that were previously inaccessible. The integration of technology in education, coupled with an understanding of digital culture and digital literacy, is vital for preparing students for success in a rapidly evolving world. By embracing these values, educators can create dynamic learning environments that not only enhance academic achievement but also cultivate responsible, engaged citizens in a digital society. 34  UNIT II Learning Theories and Principles in Lesson 1: Perspectives on Learning INTRODUCTION Learning is the development of new knowledge, skills, and attitudes as an individual interacts with information and the environment. Learners in the 21 st century need to be better educated to assume the challenges of continually evolving knowledge and skill requirements for the future. How teachers view the role of technology and media in the classroom depends very much on their beliefs about how people learn. Several dominant theories of learning have implications for instruction in general and for the use of technology and media in particular. These learning theories and principles play a crucial role in guiding the effective integration of technology in education. As educators strive to enhance teaching and learning experiences, understanding how various learning theories—such as constructivism, behaviorism, and cognitivism—inform the use of technology is essential. These theories provide a framework for designing instructional strategies that leverage digital tools to foster engagement, collaboration, and critical thinking among students. By aligning technology integration with sound pedagogical principles, educators can create meaningful learning experiences that cater to diverse learning styles and needs. LEARNING OBJECTIVES At the end of this lesson, the pre-service teacher should be able to: 1. Analyze the key learning theories that support technology integration in educational settings by answering the formative assessment task. 2. Analyze the basic principles of the learning theories in particular classroom situations by answering the formative assessment task. 3. Demonstrate a positive attitude towards the use of technology in education and its potential to enhance learning experiences. 35 The Learning Process Teachers create instructional events to transfer knowledge and skills to their students. An instructional event includes all the teaching methods and learning methods and learning experiences created to support the learning process. Technology is a key tool in this process. For a teacher, this conceptual framework of teaching, learning, and the role of technology is important. Teachers want to transfer the knowledge and skills they currently possess to their students so that they too can embrace, enjoy, and use that knowledge academically, personally, and professionally. The human mechanism of incorporating new knowledge, behaviors, and skills into an individual personal repertoire broadly defines learning. There are, in fact, a variety of theories to explain how and why people do what they do. A theory is an idea or concept that explains observed phenomena. Understanding learning is even more critical when a teacher integrates technology into an instructional event. Technology is best viewed as a robust set of instructional tools that help the teacher accomplish the objectives of the teaching – learning process. The teaching strategies selected will then determine appropriate types of technological tools necessary to carry these objectives. Perspectives in Learning Driscoll (2005) discussed learning theories and their impact on teaching decisions in greater detail. Behaviorist Perspective – view all behaviors as a response to external stimuli. A stimulus is the initial action directed to the organism, and a response is the organism’s reaction to that action. According to behaviorists, the learner acquires behaviors, skills, and knowledge in response to the rewards, punishments, or withheld responses associated with them. Burrham Freidrich Skinner was the father of modern behaviorism. He viewed voluntary behavior, such as learning new skills, with reinforcement or reward, could shape the behavior patterns of an organism. The result was the foundation for computer – assisted instruction and learning. 36  Cognitivist Perspective – focus on learning as a mental operation that takes place when information enters through the senses, undergoes mental manipulation, is stored, and is finally used. This theory makes mental activity (cognition) the primary source of study. Cognitive theorists attempt to explain learning in terms of how one thinks. Learning and problem solving, according to cognitivists, represent mental processes that are undetectable by mere observation. Key theorists in this perspective include Jerome Bruner and David Ausubel. Early works of Jean Piaget also significantly contributed to this perspective. Cognitivists create a mental model of short – term memory and long – term memory. New information is stored in short – term memory, where it is rehearsed until ready to be stored in long – term memory. Cognitivists have a broader perception of learning than that held by behaviorists. Students are less dependent on the guiding hand of the teacher and rely more on their own cognitive strategies in using available learning resources. Constructivist Perspective – knowledge is a constructed element resulting from the learning process. Further, knowledge is unique to the individual who constructs it. Learning is not seen as just the product of mental processes; it is an entirely unique product for each individual based on the experiences within which those mental processes occurred. Jean Piaget also theorized that children construct mental maps as they encounter information. New knowledge is either assimilated (fitted into existing maps) or accommodated (existing maps are adjusted to accommodate the new information). Seymour Papert adapted Piaget’s perspective and applied to the children engaged in using technology. Robert Gagné perspective, learning is a result of an individual’s cognitive efforts to construct his or her personal knowledge. John Dewey involves the important aspect of learning by doing, insists that learners need to connect real life experiences with school activities in order to make learning possible; focused on the idea of experiential learning – the idea that learning is at its best by actively engaging with the material rather than passively listening to lectures or memorizing facts. 37  Constructivists emphasize that learners create their own interpretations of information within their own experience. The role of instruction is to provide students with ways to assemble knowledge rather than to dispense facts. Proponents believed that learning occurs most effectively when students are engaged in authentic tasks that relate to meaningful contexts (i.e. learning by doing). Social Learning Perspective -- the other view that of social constructivism was well articulated by Lev Vygotsky and Albert Bandura. Their view is that learning is considered a result of the collaboration of a group of learners in an effort to construct a common core of knowledge. Social psychologists look at how the social organization of the classroom affects learning. Robert Slavin (1990) have taken the position that cooperative learning is both more effective and more socially beneficial than competitive and individualistic learning. Slavin developed a set of cooperative learning techniques embodying the principles of small – group collaboration, learner – controlled instruction, and rewards based on group achievement. Connectivism Perspective – a theory advanced by George Siemens (2005), is plugged as “a learning theory for the digital age”, learning is derived from forming connections. Educators must help students connect previous knowledge to new knowledge, and students must be able to recognize gaps in their knowledge as well. With technology, students have an increased ability to independently seek the most current information on any topic. This type of exploration and self-motivated learning should be encouraged. https://www.rominav wilson.com/foundation /idt-learning-theories/ 38 The figure shows the main differences between traditional learning theories (behaviorism, cognitivism and constructivism) and the modern learning theory of connectivism (Nejkovic 2014). Behaviorism relies on memorizing the presented content and the content understanding. Cognitivism is based on creating and evaluating knowledge, while constructivism focuses on analyzing and using knowledge. https://tinyurl.com/3ajtjybj: Milorad Tosic Connectivism embraces the idea that learning is no longer a completely internal process. According to behaviorism, students acquire concepts and facts, while cognitivism adds active implementation of strategy. Connectivism follows a totally different concept according to which learning occurs through interactive social situations, where knowledge is stored in the network. Students should have opportunities to connect knowledge and ideas, independently seek understanding, and connect with others to share knowledge via technology. Application of Learning Theories 1) Behaviorism Drill and Practice Software: Behaviorist principles underlie many drill and practice programs that provide immediate feedback and opportunities for repetition to master skills. For example, typing tutors and vocabulary apps use this approach. Adaptive Learning Platforms: Adaptive learning systems adjust content difficulty based on student performance, providing scaffolding or moving to more challenging material as appropriate. This reinforcement of progress shapes learning behaviors. Gamification: Incorporating game elements like points, badges, and leaderboards into educational software taps into behaviorist principles of positive reinforcement to motivate desired behaviors like completing assignments. 39  Classroom Management Systems: Tools like ClassDojo allow teachers to reward or deduct points for student behaviors, providing immediate feedback to shape conduct in line with classroom expectations. Assessment Tasks: Quizzes with Immediate Feedback -- Short, frequent quizzes with immediate feedback on correct answers reinforce learning and provide opportunities for repetition, aligning with behaviorist principles. Online quiz tools make this easy to implement. Mastery-Based Assessments -- Requiring students to demonstrate mastery of a concept before moving on to the next level, as in many educational games, is a behaviorist approach that ensures prerequisite knowledge is solidified. Badges and Certificates -- Awarding badges, certificates or other visual indicators of progress provides positive reinforcement for desired behaviors like completing assignments or demonstrating skills. Digital badges are easy to implement. 2) Cognitivism Active Learning: Technology can facilitate active learning through interactive simulations, collaborative projects, and problem-based learning activities. For example, using online platforms for group projects allows students to engage with peers, share ideas, and construct knowledge collectively. Personalized Learning Experiences: Constructivism supports the use of technology to tailor learning experiences to individual student needs, allowing for differentiated instruction that accommodates various learning styles and paces. For Cognitive Load Theory: Chunking Information: Educators can use technology to present information in manageable chunks, reducing the cognitive load on students. For instance, multimedia presentations can combine text, visuals, and audio to enhance understanding without overwhelming learners. Feedback and Assessment Tools: Technology can provide immediate feedback through quizzes and interactive exercises, helping students assess their understanding and adjust their learning strategies. 3) Constructivism Interactive Learning Environments: Collaborative Tools: Utilize platforms like Google Docs, wikis, or discussion boards to enable students to work together on projects, share ideas, and provide feedback. This collaborative approach aligns with constructivist 40  principles by allowing students to construct knowledge collectively through dialogue and interaction. Problem-Based Learning (PBL): Real-World Scenarios: Design lessons around real-world problems that require students to research, analyze, and propose solutions using technology. For example, students could use simulation software to explore environmental issues, encouraging them to apply their knowledge in practical contexts. Multimedia Resources: Diverse Learning Modalities: Incorporate various multimedia elements such as videos, podcasts, and interactive simulations to cater to different learning styles. This approach allows students to engage with content in multiple ways, promoting deeper understanding and retention of information. Guided Discovery: Facilitator Role: Teachers can act as facilitators rather than traditional instructors, guiding students through the learning process. By providing resources and support while allowing students to explore and discover concepts independently, educators can foster a more engaging learning environment. Reflective Practices: Journals and Portfolios: Encourage students to maintain digital portfolios or reflective journals where they document their learning processes, challenges, and insights. This practice helps students articulate their understanding and reflect on their growth, which is a key component of constructivist learning. Feedback and Assessment: Formative Assessments: Use technology to provide immediate feedback through quizzes, interactive polls, or peer assessments. This ongoing assessment helps students gauge their understanding and adjust their learning strategies accordingly. 4) Connectivism Personal Learning Environments (PLEs): Students can create their own PLEs using various digital tools (e.g., blogs, social media, and online databases) to curate resources, connect with peers, and manage their learning. This approach encourages autonomy and self-directed learning. Collaborative Learning Platforms: Utilizing platforms like Google Workspace, Microsoft Teams, or Slack allows students to collaborate in real-time, share resources, and engage in discussions. This fosters a networked learning environment where students can learn from each other. 41  Massive Open Online Courses (MOOCs): MOOCs exemplify connectivism by providing vast resources and opportunities for learners to interact with diverse peers and experts. Students can engage in discussions, share insights, and collaboratively solve problems. Social Media for Learning: Educators can encourage the use of social media platforms (e.g., Twitter, LinkedIn) to connect students with industry professionals, thought leaders, and communities of practice. This expands their learning network and exposes them to different perspectives. Digital Storytelling and Multimedia Projects: Students can use digital storytelling tools (e.g., Adobe Spark, Prezi) to create and share their narratives, integrating various media elements. This allows them to connect different nodes of information and express their understanding creatively. Assessment Tasks Network Mapping Project: Students create a visual map of their personal learning network, identifying key nodes (people, resources, platforms) that contribute to their learning. They should explain how these connections enhance their understanding of a specific topic. Collaborative Wiki Creation: In groups, students collaboratively create a wiki on a relevant subject, incorporating diverse perspectives and resources. They will be assessed on the quality of content, collaboration, and the integration of various sources. Reflective Journals: Students maintain a digital reflective journal throughout the unit, documenting their learning experiences, connections made, and insights gained from interacting with peers and digital resources. Peer Review and Feedback: After completing a project, students participate in a peer review process where they provide constructive feedback to each other. This fosters a culture of collaboration and continuous improvement. READING ARTICLES o How Do People Learn? https://tinyurl.com/mryncy25, Laura Saunders and Melissa A. Wong, Illinois Library, Copyright @2020 LINK TO VIDEO-BASED INSTRUCTION Learning Theories: Understanding How People Learn (UNIV-ENGLISH) - https://www.youtube.com/watch?v=GyWrJdOyehs 42 ACTIVITY: Formative Task Select the best answer to the questions indicated. Write the letter of your choice on the space provided before the number. _____ 1. Which learning theory emphasizes the role of environmental stimuli in shaping behavior? A. Constructivism B. Behaviorism C. Cognitivism D. Connectivism _____ 2. What is the primary focus of Constructivism in education? A. Memorization of facts B. Passive learning C. Standardized testing D. Active learning and knowledge construction _____ 3. Which of the following best describes Cognitive Load Theory? A. The amount of information a learner can process at one time B. The use of technology to enhance learning C. The importance of social interactions in learning D. The role of reinforcement in behavior _____ 4. In which learning theory does the teacher play the role of a facilitator rather than a direct instructor? A. Constructivism B. Behaviorism C. Cognitivism D. Connectivism _____ 5. What is a key principle of Connectivism? A. Learning is a linear process B. Knowledge is constructed individually C. Knowledge is static and unchanging D. Learning occurs through social and technological networks _____ 6. Which of the following is an example of a behaviorist approach to technology integration? A. Facilitating peer-to-peer teaching B. Conducting project-based learning C. Using social media for discussions D. Implementing gamified learning with rewards _____ 7. Which learning theory is most aligned with the use of social media in education? A. Constructivism B. Behaviorism C. Cognitivism D. Connectivism 43 _____ 8. What is the main goal of using technology in a constructivist classroom? A. To deliver content efficiently B. To standardize learning experiences C. To minimize student-teacher interaction D. To facilitate knowledge construction through interaction _____ 9. Which of the following is an effective strategy for managing cognitive load during technology integration? A. Avoiding the use of visuals B. Presenting all information at once C. Increasing the amount of text on slides D. Using multimedia elements to support understanding _____ 10. What is the primary benefit of using simulations in education? A. They focus solely on memorization. B. They eliminate the need for assessments. C. They provide passive learning experiences. D. They allow for real-world application of concepts. _____ 11. Which assessment method aligns best with the principles of Connectivism? A. Standardized tests B. Teacher-led quizzes C. Individual written exams D. Peer assessments and collaborative projects _____ 12. Ms. Johnson's 3rd-grade class is learning about the solar system. She provides students with various hands-on activities, such as creating models of the planets and conducting experiments to understand the concept of gravity. Which learning theory best describes Mrs. Johnson's approach? A. Constructivism B. Behaviorism C. Cognitivism D. Connectivism _____ 13. Ms. Garcia's 8th-grade English class is discussing a novel they have been reading. She encourages students to share their interpretations and insights with the class, and they engage in a lively debate about the characters' motivations and the themes of the story. Which learning theory is most applicable in this scenario? A. Constructivism B. Behaviorism C. Cognitivism D. Connectivism 44 _____ 14. Mr. Kim, a history teacher, assigns his students a project where they need to research a specific historical event and create a multimedia presentation. Students work in groups, collaborating online using various digital tools to share resources, communicate, and create their presentations. Which learning theory is most relevant in this scenario? A. Constructivism B. Behaviorism C. Cognitivism D. Connectivism _____ 15. Ms. Patel, a math teacher, uses a flipped classroom approach in her lessons. Students watch instructional videos at home and then come to class prepared to engage in problem-solving activities and discussions. Which learning theory is most relevant in this scenario? A. Constructivism B. Behaviorism C. Cognitivism D. Connectivism ACTIVITY: Presentation Task Create specific classroom activities related to the field of specialization for each learning theory. Be able to identify the concept or topic about the subject. Select one activity to be presented to the class. Scoring Criteria Criteria Percentage Preparation and Knowledge 20% Quality of Content 20% Organization 20% Visual Presentation (Technical Aspect) 15% Delivery Method 15% Audience Engagement 10% TOTAL SCORE 100% 45  Lesson 2: Designing Learning Activities INTRODUCTION Designing effective learning activities is essential for fostering student engagement and promoting deeper understanding of content. Two influential frameworks that can guide educators in this process are Edgar Dale's Cone of Experience and Jerome Bruner's Three-Tiered Model of Learning. Dale's Cone of Experience illustrates the importance of using varied and concrete experiences to enhance learning, emphasizing that learners retain more information when they engage with material actively. In contrast, Bruner's model highlights the progression of learning through three modes: enactive (action-based), iconic (image-based), and symbolic (language-based), advocating for a comprehensive approach that caters to different learning styles. By integrating these theories into the design of learning activities, educators can create rich, interactive experiences that promote critical thinking and collaboration among students. LEARNING OBJECTIVES At the end of this lesson, the pre-service teacher should be able to: 1 Analyze the effectiveness of different levels of experience in Dale's Cone of Experience for enhancing student learning. 2 Evaluate the application of Bruner's three modes of learning in designing instructional activities. 3 Demonstrate an appreciation for the diverse learning experiences that technology can provide in the educational process. Overview of Edgar Dale's Cone of Experience Years ago, an educator named Edgar Dale, often cited as the “Father of the Modern Media in Education”, devised in his book, Audio – Visual Education in 1946, the “Cone of Experience”. Derived from his experience in teaching and his observations of learners, the Cone is a visual analogy used as a guide by teachers in choosing what, why, and how 46 much instructional material they should use to provoke learning with the most satisfying result. The Cone of Experience is a visual model presented in its inverted form, such that the base is broader than its apex. It suggests that learning is more impressive if one proceeds from concrete to abstract, or from specific to general, because more senses are involved, and relationships are built in a more pronounced manner. The more senses that are involved in learning, the more and the better the learning will be. Edgar Dale's Cone of Experience serves as a valuable framework for educators to design effective learning experiences that enhance student engagement and retention. By incorporating a variety of experiences, from direct participation to abstract https://learningdiscourses.com/discourse/cone-of-experience/ concepts, teachers can create rich, interactive learning environments that cater to diverse learners. In his 1969 version of Audiovisual Methods in Teaching, Dale introduced ‘rich experiences’. According to Dale, effective learning environments should offer memorable and rich experiences where learners can use multiple senses. He characterized rich experiences as follow: Students use their eyes, ears, noses, mouths and hands to explore and immerse the experience. Learners have the chance to discover new experiences. Training events are emotionally rewarding and will motivate participants to continue learning throughout their lives. Students have the opportunity to reflect on their past experiences to create new experiences. Learners get a sense of personal achievement. Students can create their own dynamic experiences. 47  As such, it is clear that no one level of Dale’s Cone of Experience is sufficient to generate a ‘rich’ learning experience. With this in mind, teachers should focus on creating memorable learning experiences where learners can see, hear, taste, touch and try. Three Steps of Learning in a Spiral Curriculum: Jerome Bruner Jerome S. Bruner, was an American psychologist who is best known for his contributions to cognitive and developmental psychology. According to Bruner children actively engage with learning in a way that corresponds to the level of their cognitive development. Therefore, in order to maximize the learning experience, educators should focus on optimising the mode of presentation, rather than the content that is being taught. Bruner believed that children can learn complex topics, and that even adult learners can learn new concepts, if the presentation method is arranged in three stages: the enactive, iconic and symbolic. (Koblin, Jonas; Learning Techniques, Pedagogy; sprouts @2021) Enactive – happens in hands – on experiences, ideally, with real – world applications; Iconic – link memories of the experiences to pictures; Symbolic – use images that have been interpreted earlier and turn them into abstract - based representations such as language (e.g. mathematical symbols) https://tinyurl.com/3kajhftf 48 READING ARTICLES o Edgar Dale’s Cone of Experience: A Comprehensive Guide: https://www.growthengineering.co.uk/what-is-edgar-dales-cone-of-experience/, Harry Cloke, Growth Engineering @June 01, 2023 LINK TO VIDEO-BASED INSTRUCTION Bruner’s 3 Steps of Learning in a Spiral Curriculum (Sprouts) - https://www.youtube.com/watch?v=rZfAsbhfL_Y&t=13s VALUES INTEGRATION Applying the principles of learning theories, Dale’s Cone of Experience, and Bruner’s Three Modes of Learning, educators can create learning environments that foster the development of essential values in students. These values such as respect for diversity, collaboration and teamwork, active engagement, creativity and innovation, will not only enhance academic achievement but also prepare students for success in their personal and professional lives. By integrating these values throughout the learning process, teachers can create a holistic educational experience that will shape the character and values of students to become responsible and can contribute positively to their communities as a whole. ACTIVITY: Learning Stations Set up different stations in the classroom, each representing a level of Dale's Cone. Students rotate through the stations, engaging in activities that range from direct experiences (e.g., experiments) to symbolic representations (e.g., reading articles).