Module 5 Theories and Principles in the Use and Design of Technology-Driven Lessons PDF

lOMoARcPSD|21839307 Module 5 Theories and Principles in the Use and Design of Technology Driven Lessons MAEd-Technology and Livelihood Education Teaching (Batangas State University) Scan to open...

lOMoARcPSD|21839307 Module 5 Theories and Principles in the Use and Design of Technology Driven Lessons MAEd-Technology and Livelihood Education Teaching (Batangas State University) Scan to open on Studocu Studocu is not sponsored or endorsed by any college or university Downloaded by Ashy Honcada ([email protected])  lOMoARcPSD|21839307 MODULE 5 Theories and Principles in the Use and Design of Technology -Driven Lessons Module Outcomes 1. Explain comprehensively Dale ‘s Cone of Experience and present classroom practices that exemplify each level of the Cone. 2. Presents an exemplar of different instructional tool that are suitable for an instructional setting. 3. Understand and describe the Technological pedagogical content knowledge (TPACK) 4. Select and employ appropriate technology tools in designing a lesson. 5. Understand the concept of the ASSURE model in designing lessons with technology. 6. Apply the ASSURE model in planning and creating a lesson Introduction The varied theories and principles in the use and design of technology-driven learning lessons is a critical factor in promoting innovation in the instruct, and the learning process relies particularly upon their convictions on how individuals adapt. Specifically, they have to know who their students are and how to move toward instruction. As a future teacher, your job is to give learning encounters that will help accomplish the target outcomes. In this Module, you will be acquainted with various theories and learning standards, for example, Edgar Dale ‘s Cone of Experience, the PACK Framework, and the ASSURE model Lesson 1 Edgar Dales of Experience Lesson Outcomes 1. Explained comprehensively Dale's Cone of Experience and present classroom practices that exemplify each level of the Cone. 2. Presented exemplars of the different instructional tools suitable for an instructional setting. Next to the discussion on the ICT policies and safety issues in teaching and learning, you will now understand and examine Edgar Dale ‘s Cone of Experience to get informed with various instructional media that form part of the system approach to instruction. The model of Dale ‘s Cone of Experience integrates several concepts associated with the instructional model and learning processes. He emphasized that learners retain more information by what they “do” as opposed to what is “heard,” read,” or “observed.” His studies caused the improvement of the Cone to revel. These days, this “learning by doing” has become known as “experiential learning” or “action learning.” As you immerse yourself in the lesson, you will discover the importance of the Cone as you plan your lesson to make learning more productive and engaging to students. Downloaded by Ashy Honcada ([email protected])  lOMoARcPSD|21839307 Dale’s 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 reaches 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 stage can be mixed and are interrelated that fosters more meaningful learning. In preparing to become a teacher, there are elements that should be taken into consideration. One way of putting it is the 8M’s of teaching and each element contributes to ensuring effective instruction. The 8M’s of Teaching Milieu - The Learning Environment The classroom management and other school facilities are the most important, because it helps the learners to rest and relax while thinking. It must be comfortable for them. And if you have a better classroom decorated by the appropriate design and, of course well budgeted ventilation and furniture. the children as well as the parents will be so happy and you, as a teacher will be MATTER - The Subject Content The subject content must be mastered by the class. Some says "too much, too soon", it means if you try to teach them too much just for a day, they will probably be going home without absorbing all your discussions. Instead, teach them with the right information just enough, for them to master it. "Little matter, but well mastered”. METHOD - Teaching-Learning Strategies This consist of purposeful, planned activities and tasks done by the teachers and learners in the classroom. Do it with such unique way of planning and organizing. you must not forget to apply values and let them work with it, for them to become a wise and good citizen someday. MATERIALS - The Resource of Learning Downloaded by Ashy Honcada ([email protected])  lOMoARcPSD|21839307 Materials are important. It must be picked wisely by the teacher because it will serve as an example to his/ her learners. all visuals must be good and decent, it must be well prepared. Lastly, as a teacher you must be responsible to make simple but meaningful materials for the learners. MEDIA - Communication in Teaching and Learning This pertains to the communication system in teaching- learning situation. The best example to this is how the teacher approaches his/her students using verbal or non-verbal way of communication. the teacher must speak well to his/her students, give them respect also, so they will respect you in return. Saying inappropriate words or bad words will mislead the children. You should be a role model to them and be extra careful on what you say because it might affect them emotionally and mentally. MOTIVATION - Arousing and Sustaining Interest in Learning It is a cardinal principle in learning. We knew that the learners will learn only those he wants to learn. And if a student is not interested, he will simply " go through the motion". In order to make them all cooperative to the lesson, you must think of a good and "catchy" motivation that will catch their attention. MASTERY- Internalization of Learning This is the function of teacher direction and student self-activity with teacher supervision. A learner must not be forced to master all the lesson in the book, but to learn and retain it in their minds. Whenever they heard a word, they can answer it even in their own words. you just have to make them understand the lesson and lessen the difficulties. MEASUREMENT - Getting Evidence of Learning The final element of teaching- learning sequence. this is to measure the learning, retained in the mind of the learners. And in order to measure it, they will undergo through tests which will yield the evidence in form of test score. Downloaded by Ashy Honcada ([email protected])  lOMoARcPSD|21839307 Being a teacher is not just a job, beyond that you are a parent and a role model to them. You are dealing with the young immature, who are lack of experiences in life. You should be the one to nurture them well, treat them as your own and value them as they value you. https://teachernoella.weebly.com/uploads/1/6/5/3/16531378/7914640_orig.gif The Bands in Dale’s Cone of Experience 1. Direct purposeful experience- it is the first- hand experience which serve as the foundation of our learning. It is learning by doing. We build up our reservoir of meaningful information and ideas through seeing, hearing, touching, tasting and smelling. 2. Contrived experiences- In here we make use of a representative models or mocks up of reality for practical reasons. Downloaded by Ashy Honcada ([email protected])  lOMoARcPSD|21839307 3. Dramatized experiences- Through dramatization we can participate in a reconstructed experience, even though the original event is far removed from us in time. 4. Demonstrations- It is a visualized explanation of an important fact, idea or process by the use of photographs, drawings, films, displays or guided motions. 5. Study trips- these are excursions, educational trips, and visits conducted to observe an event that is unavailable within the classroom. 6. Exhibits- there are displays to be seen by spectators. They may consist of working models arranged meaningfully or photographs with models, charts, and posters. 7. Television and motion pictures- television and motion pictures can reconstruct the reality of the past so effectively that we are made to feel we are there. Downloaded by Ashy Honcada ([email protected])  lOMoARcPSD|21839307 8. Visual symbols- these are no longer realistic reproduction of physical things for these are highly abstract representations. Examples are charts, graphs, maps, and diagrams. 9. Verbal symbols- they are not like the objects or ideas for which they stand. they usually do not contain visual clues to their meaning. Three - Tiered Model of Learning In addition, Harvard psychologist, Jerome S. Bruner, presents a three- tiered model of learning where he points out that every are of knowledge can be presented and learned in three distinct steps. It is highly recommended that a learner proceeds from the ENACTIVE to the ICONIC and only after to the SYMBOLIC. Three pitfalls that we should avoid with regard to the use of the Cone of Experience: Downloaded by Ashy Honcada ([email protected])  lOMoARcPSD|21839307 Using one medium in isolation Moving to the abstract without an adequate foundation of concrete experience. Getting stuck in the concrete without moving to the abstract hampering the development of our students' higher thinking skills. Task 1 Own your own…. How would you relate the Cone of Experience to the teaching-learning process with the levels identified by Bruner’s three-tiered model of learning? ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ __________________________________________________________________________. Dale’s Cone of experience is a tool to help instructors make decisions about resources and activities. As you prepare to become a teacher, you can use the concept of Dale’s Cone of Experience and ask the following questions: 1. Where will the students experience with this instructional resource fir in the cone? 2. What kind of learning experience will you choose for your students? 3. How will you use the ideas in the cone to enrich your textbooks? 4. What instructional material (digital or non-digital) will you use to enrich your students’ learning experience? 5. How many senses will your students employ when you use an instructional material taken from a band of the cone. Disclaimer: Pictures, videos, and some text/content used in this module are not solely owned by the writer. Credits to the rightful owner. This material is created for educational purposes only. References: Bilbao, Purita P.et.al.,(2019) Technology for Teaching and Learning 1 OBE-,PPST-& ICT Competency Based, 776 Aurora Blvd., cor Boston Street, Cubao Quezon City, Metro Manila http://dctedtech1sy1617.blogspot.com/2016/07/lesson-5-cone-of-experience-cone-is.html aeravren.blogspot.com/2016/05/8ms-of-teaching-with-tlc.html Downloaded by Ashy Honcada ([email protected])  lOMoARcPSD|21839307 Lesson 2 TPACK as a Framework for Technology-Driven Teaching and Learning Lesson Outcomes 1. Familiarized oneself with TPACK and SMAR Model as frameworks in integrating technology in the practice of teaching 2. Selected and employed an appropriate technology (tool or application) in an instructional plan 3. Evaluated one’s capability in integrating technology in his lesson 4. Identified learning theories and principles applied in the design and development of lessons through appropriate media and technologies for teaching-learning As you prepare to be a teacher, how do you assess your content knowledge of your specialization? In terms of your teaching skills what strategies or techniques do you know will work if you use it when teaching, what would it be? What is TPACK ? TPACK, or Technological Pedagogical Content Knowledge, is a model that helps teachers consider how their knowledge domains intersect in order to effectively teach and engage students with technology. Learn more about TPACK and how you can combine your knowledge of content, pedagogy, and technology for innovative teaching and learning. Downloaded by Ashy Honcada ([email protected])  lOMoARcPSD|21839307 Content Knowledge (CK) – This describes teachers’ own knowledge of the subject matter. CK may include knowledge of concepts, theories, evidence, 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. CK will also differ according to discipline and grade level – for example, middle-school science and history classes require less detail and scope than undergraduate or graduate courses, so their various instructors’ CK may differ, or the CK that each class imparts to its students will differ. Pedagogical Knowledge (PK) – This describes teachers’ knowledge of the practices, processes, and methods regarding teaching and learning. As a generic form of knowledge, PK encompasses the purposes, values, and aims of education, and may apply to more specific areas including the understanding of student learning styles, classroom management skills, lesson planning, and assessments. Technological Knowledge (TK) – This describes teachers’ knowledge of, and ability to use, various technologies, technological tools, and associated resources. TK 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 adapting to new technology offerings. Pedagogical Content Knowledge (PCK) – This describes teachers’ knowledge regarding foundational areas of teaching and learning, including curricula development, student assessment, and reporting results. PCK focuses on promoting learning and on tracing the links among pedagogy and its supportive practices (curriculum, assessment, etc.), and much like CK, will also differ according to grade level and Downloaded by Ashy Honcada ([email protected])  lOMoARcPSD|21839307 subject matter. In all cases, though, PCK seeks to improve teaching practices by creating stronger connections between the content and the pedagogy used to communicate it. Technological Content Knowledge (TCK) – This describes teachers’ understanding of how technology and content can both influence and push against each other. TCK 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 matters or classrooms. Technological Pedagogical Knowledge (TPK) – This describes teachers’ understanding of how particular technologies can change both the teaching and learning experiences by introducing new pedagogical affordances and constraints. Another aspect of TPK concerns understanding how such tools can be deployed alongside pedagogy in ways that are appropriate to the discipline and the development of the lesson at hand. TPACK is the end result of these various combinations and interests, drawing from them – and from the three larger underlying areas of content, pedagogy, and technology – in order to create an effective basis for teaching using educational technology. In order for teachers to make effective use of the TPACK framework, they should be open to certain key ideas, including: 1. concepts from the content being taught can be represented using technology, 2. pedagogical techniques can communicate content in different ways using technology, 3. different content concepts require different skill levels from students, and EdTech can help address some of these requirements, 4. students come into the classroom with different backgrounds – including prior educational experience and exposure to technology – and lessons utilizing EdTech should account for this possibility, 5. educational technology can be used in tandem with students’ existing knowledge, helping them either strengthen prior epistemologies or develop new ones. Because it considers the different types of knowledge needed and how teachers themselves could cultivate this knowledge, the TPACK framework thus becomes a productive way to consider how teachers could integrate educational technology into the classroom. Then too, TPACK can also serve as a measurement of instructor knowledge, potentially impacting both training and professional development offerings for teachers at all levels of experience. Finally, the TPACK framework is useful for the ways in which it explicates the types of knowledge most needed in order to make technology integration successful in the classroom. Teachers need not even be familiar with the entire TPACK framework as such in order to benefit from it: they simply need to understand that instructional practices are best shaped by content-driven, pedagogically-sound, and technologically-forward thinking knowledge. SAMR https://www.commonsense.org/education/videos/introduction-to-the-samr-model Another important model in the integration of technology in instruction is SAMR The SAMR Model was developed by Dr. Reuben Puentedura as a framework to help teachers identify more meaningful and useful ways of selecting and using technology in the classroom. It enables the effective use and application of technology in the classroom. The SAMR Model Downloaded by Ashy Honcada ([email protected])  lOMoARcPSD|21839307 The acronym SAMR stands for 4 levels of technology integration: Substitution, Augmentation, Modification and Redefinition. Let’s take a closer look at each of these levels and how it affects the teaching and learning process. SUBSTITUTION “Substitution” means replacing traditional activities and materials—like in-class lectures or paper worksheets—with digital versions. There is no substantial change to the content, just the way that it is delivered. The goal here is to keep things simple: there’s no need to reinvent the wheel. Scan your lessons and worksheets, convert them into PDFs, and post them online using Microsoft OneDrive, Google Drive, or a similar file-sharing service. Think about the information you have on your walls, such as the classroom norms, the daily schedule, or vocabulary lists, and convert them into digital formats that students can easily reference. It may also help to provide synchronous as well as asynchronous versions of your lectures. If you’re holding class meetings over a videoconferencing service like Zoom or Skype, provide a recording for students who can’t attend. You can also create your own instructional videos for students to view at their own pace. AUGMENTATION This level involves incorporating interactive digital enhancements and elements like comments, hyperlinks, or multimedia. The content remains unchanged, but students can now take advantage of digital features to enhance the lesson. For example, students can create digital portfolios to create multimedia presentations, giving them more options to demonstrate their understanding of a topic. And instead of handing out paper quizzes, you can gamify your quizzes with tools like Socrative and Kahoot. Downloaded by Ashy Honcada ([email protected])  lOMoARcPSD|21839307 Teachers can also create virtual bulletin boards—using an app like Padlet—where students can post questions, links, and pictures. MODIFICATION At this level, teachers can think about using a learning management system like Google Classroom, Moodle, Schoology, or Canvas to handle the logistical aspects of running a classroom, like tracking grades, messaging students, creating a calendar, and posting assignments. Teaching online opens up new channels of communication, many of which can help students who have traditionally been marginalized. Research shows that girls may be less likely to speak up in class, for example, so they may benefit from backchannels—alternative conversations that can run alongside instruction—that encourage participation. Zoom’s text chat feature, meanwhile, gives students an opportunity to write their questions out, which can feel less intrusive if there are dozens of students participating in the call. Also, students who prefer to collect their thoughts may benefit from slower-paced, asynchronous discussions in an online forum or email threads. REDEFINITION Learning is fundamentally transformed at the “redefinition” level, enabling activities that were previously impossible in the classroom. For example, virtual pen pals can connect students to other parts of the world, whether it’s with other students or experts in a field. Virtual field trips enable students to visit locations like the Amazon rainforest, the Louvre, or the Egyptian pyramids. After reading a book in class, you can invite the author to chat about their work and answer questions. Technology also provides an opportunity to bring authentic audiences into your virtual classroom, and can make publishers out of your students. Kids can write their own wikis or blogs for public consumption and feedback—and platforms like Quadblogging can connect distant classrooms together so students both write and respond. Students can tackle local problems—like investigating the water quality of a nearby river—and invite members of the community to assess their digital proposals. GOING BEYOND SAMR Finally, consider how technology can be used not just as a way to deliver content, but also to strengthen relationships with your students. For elementary school teacher John Thomas, Seesaw and Flipgrid allow him to share a daily greeting, which his students then respond to—or to each other—with a typed or voiced comment. It’s a good way to provide some stability while they’re isolated. Remember, again, that SAMR is sometimes thought of as a mountain to summit, but it’s really more like a toolbox. The goal isn’t to use the most sophisticated tool, but to find the right one for the job. More importantly, however, it’s a way to reflect on your technology integration by thinking about a few key questions: How can my lesson be improved using technology? How can I engage and empower students through technology? Downloaded by Ashy Honcada ([email protected])  lOMoARcPSD|21839307 How can online learning more closely resemble authentic, real-world learning? Disclaimer: Pictures, videos, and some text/content used in this module are not solely owned by the writer. Credits to the rightful owner. This material is created for educational purposes only. References: Bilbao, Purita P.et.al.,(2019) Technology for Teaching and Learning 1 OBE-,PPST-& ICT Competency Based, 776 Aurora Blvd., cor Boston Street, Cubao Quezon City, Metro Manila https://educationaltechnology.net/technological-pedagogical-content-knowledge-tpack- framework/ https://sites.google.com/a/msad60.org/technology-is-learning/samr-model https://www.commonsense.org/education/videos/introduction-to-the-samr-model https://www.edutopia.org/article/powerful-model-understanding-good-tech-integration Blooms Digital Taxonomy Bloom’s Taxonomy, developed in the 1950’s, expresses thinking and learning through a set of concepts that begin with lower order thinking skills (LOTS) and build to higher order thinking skills (HOTS). The initial phraseology of Bloom’s Taxonomy had six levels, beginning with knowledge at the lowest, then progressing through comprehension, application, analysis, synthesis and evaluation. The basis for the theory is rather straightforward, a person cannot understand something that he does not remember (know) nor can he/she analyze or apply that knowledge if the person does not understand the material. Though an ability to analyze and apply certainly supersedes the basic knowledge category, to synthesize entails divergently applying knowledge and/or skills to produce something new. Lastly, evaluating or judging the value of material is necessary to produce a worthy final end product. Revised Taxonomy In the 1990's, a former student of Bloom, Lorin Anderson with David Krathwohl, revised Bloom's Taxonomy and published Bloom's Revised Taxonomy in 2001. Key to this was the use of verbs rather than nouns for each of the categories and a rearrangement of the sequence within the taxonomy. They are arranged below in increasing order, from lower order to higher order: o Remembering o Understanding o Applying o Analyzing o Evaluating Creating (Revised position) (Anderson and Krathwohl considered creativity to be higher within the cognitive domain than evaluation). Downloaded by Ashy Honcada ([email protected])  lOMoARcPSD|21839307 The current educational landscape is vastly different from that of either the 1950s or even that of 2001, rendering a lack of clarity as to where the levels of the taxonomy fit. As education heads into the digital world, many of us struggle with where to place new technology tasks within this long-standing hierarchal guide to teaching and learning. The Digital Taxonomy Andrew Churches has become well known for his work in mapping Bloom's Taxonomy to digital tools, so that educators can get some ideas about how to use digital tools for learning and teaching: Some of the tools he uses as examples in his 2009 publication have become obsolete or have been superseded. Nonetheless, the underlying principles still stand. In our discussions this week we will look at how we can introduce tools into the curricula that both give students digital skills, as well as help their cognitive development. One of the factors we have to consider is that many of us are constrained by firewalls and ICT policies which prevent us from deploying some of the technologies we might wish to. There are new additions to VLEs arriving like the IBM social collaboration suite (Sametime, Connections and Meetings) which allow us access to some of the technology from within firewalls. However, it is not clear if students will be willing to leave the digital spaces they know and love in order to use these tools. Downloaded by Ashy Honcada ([email protected])  lOMoARcPSD|21839307 Anderson, L.W., and D. Krathwohl (Eds.) (2001). A Taxonomy for Learning, Teaching and Assessing: a Revision of Bloom's Taxonomy of Educational Objectives. Longman, New York. Churches, A. (2009) Bloom's Digital Taxonomy. [WWW] http://edorigami.wikispaces.com/file/view/bloom %27s+Digital+taxonomy+v3.01.pdf Disclaimer: Pictures, videos, and some text/content used in this module are not solely owned by the writer. Credits to the rightful owner. This material is created for educational purposes only. Lesson 3 The ASSURE Model Lesson Outcomes 1. Identified learning theories and principles applied in the use and design of learning lessons with technology. 2. Applied the ASSURE Model in Crafting a lesson Introduction The ASSURE model is a six-step Instructional Systems Design (ISD), intended to help teachers utilize technology and media in the classroom. ASSURE is a way to ensure that the learning environment is appropriate for students. ASSURE can be used in lesson plans to improve your own teaching and your students’ learning while using technology. The ASSURE acronym stands for these important components: · A- Analyze Learners · S- State Objectives · S- Select Instructional Methods, Media, and Materials · U- Utilize Media and Materials · R- Require Learner Participation · E- Evaluate and Revise Downloaded by Ashy Honcada ([email protected])  lOMoARcPSD|21839307 Why Use It? The ASSURE model is a fantastic way to plan effective, media-rich lessons. ASSURE is based on Robert Gagne’s “Events of Instruction.” The model is Constructivism-based; in other words, it is a framework that assumes passive learners will not learn at their best; learners must be actively participating in their own learning, interacting with their environment and peers. ASSURE also recognizes the different learning styles of all students. tep-by-Step 1. Starting with the first step, Analyze Learners, it is essential to first think about your students and their general characteristics, academic levels, skills, and styles. 2. The next step is to know what state objective you are going to teach. What do you want your students to know by the end of the lesson? Looking ahead at your learning outcomes is very important. Downloaded by Ashy Honcada ([email protected])  lOMoARcPSD|21839307 3. Next, selecting instructional methods, media, and materials cannot be overlooked. It’s important to choose methods and materials that will appropriately meet the state objectives that you are teaching. This requires a lot of planning and preparation on the teacher’s part. Materials also need to be bought or borrowed ahead of time, which requires preparation. 4. Utilizing these media and materials comes next; it is very important to preview or use media and materials before your lesson, especially when using technology (smartboard, document camera, streaming video), to make sure everything works appropriately. 5. Requiring learners to participate is also an essential part of any lesson. Requiring that students 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. 6. Lastly, evaluating and revising is a step that cannot be overlooked; while this step is often skipped over, it is actually the most vital piece. “Anyone can develop a lesson and deliver it, but really good teachers must reflect upon the lesson, the stated objectives, the instructional strategy, the instructional materials, and the assessment and determine if these elements of the lesson were effective or if one or more of them need to be changed the next time the lesson is done” (“The ASSURE Model, Heinich, Molenda, Russell, Smaldino, 1999”). Re-teaching is not a negative thing; it’s actually the mark of a great teacher that recognizes when the students did not meet their learning outcome and are committed to ensuring their students’ success. Downloaded by Ashy Honcada ([email protected])  lOMoARcPSD|21839307 ASSURE model is an instructional design model that has the goal of producing more effective teaching and learning. This model is composed of 6 essential steps in planning instruction First Step: 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. Second step: 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. Downloaded by Ashy Honcada ([email protected])  lOMoARcPSD|21839307 Third step: 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. Fourth step: Utilize Methods, Media and Materials It is very important to preview or use media and materials before your lesson, especially when using technology (smart-board, document camera, streaming video), to make sure everything works appropriately. Fifth step: 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. Sixth Step: Evaluate Student Performance Assessing learners’ performance can take place across phases of the lesson. However, it is emphasize that the basic rule is that the evaluation should be congruent to the learning outcome provided in the lesson. Some learning outcomes can be sufficiently evaluated using a pen and pare test but there are other learning outcomes that can be assessed by using rubric or having a aggregated write-up through the use of a portfolio assessment. The teacher decides which is appropriate for the intention of the evaluative activity. Conclusion ASSURE model focus on “planning and conducting Instruction that incorporates media” (Heinich, Molenda & Russel, 1993). Its main perspective is on how to integrate media (any kind of media) into instruction in a method capable of producing the desired learning outcomes. By following the ASSURE process, it will help you to improve your teaching for many years to come. Disclaimer: Pictures, videos, and some text/content used in this module are not solely owned by the writer. Credits to the rightful owner. This material is created for educational purposes only. References: Bilbao, Purita P.et.al.,(2019) Technology for Teaching and Learning 1 OBE-,PPST-& ICT Competency Based, 776 Aurora Blvd., cor Boston Street, Cubao Quezon City, Metro Manila https://livingthoughtfulinsights.wordpress.com/2019/10/22/module-5-theories-and-principles- in-the-use-and-design-of-technology-driven-lessons/ https://sites.google.com/a/nau.edu/learning-theories-etc547-spring-2011/theory/assure- model-1 Downloaded by Ashy Honcada ([email protected])  lOMoARcPSD|21839307 https://livingthoughtfulinsights.wordpress.com/2019/10/22/module-5-theories-and-principles- in-the-use-and-design-of-technology-driven-lessons/ Lesson 4 Models of Technology-Enhanced Instructional Lessons https://www.youtube.com/watch?v=p0_q1dJaGa4 Lesson Outcomes 1. Identified how a technology tool is integrated in a lesson 2. Evaluated a sample lesson with the element of technology integration and suggested how it can be enhanced Downloaded by Ashy Honcada ([email protected])  lOMoARcPSD|21839307 Introduction The conventional way of teaching in this century may outmode the preference of present learners. The teacher providing the information while taking the center stage may not hold students’ attention for a longer time. This still works, however, but with the appropriate use of the right technology tool or application, a lesson becomes engaging. The roles that learners play in this millennium are no longer limited to being a receiver of information. They desire to be actively involved in the retrieval of information, repackaging them and using them to create something unconceivable before. https://www.teachthought.com/learning/60-things-students-can-create-to-demonstrate-what-they-know/ The learning place can also evolve especially when you consider the varied roles that learners play. They can learn and perform the task in any physical or virtual location. There is also the element of flexibility since learners can tackle assigned tasks at preferred times or manner of doing them. However, certain agreed rules have to be established to provide the right amount of guidance without curtailing their ingenuity. Learners can become… Downloaded by Ashy Honcada ([email protected])  lOMoARcPSD|21839307 Contributors - learners can upload materials such as a video or an audio, post, a message, submit an output in a dropbox or add documents and eBooks and add a picture or contribute to a digital world using a “popup”. Creators - students can collate a digital portfolio or commonly known as an ePortfolio or create a virtual poster or an interactive resource. They can produce a digital story, edit the entries and share. Communicators - using technology tools, students can chat with peers, post a reply in a blog and contribute a comment to the let thread flow. Using a chat room or the web conferencing by Skype creates a new dynamic to what a learning place is. Collaborators - capstone projects can be outputs of collaboration. Students can participate in posting ideas in a Forum where there can be be an asynchronous discussion. Using wikis to participate in group with the aim to accomplish a task or comment on blogs are a few ways on performing the role of a collaborator in a new idea of a learning place. There are many great ideas on how to integrate a technological tool or an application in teaching the lesson. Teachers need to integrate technology because learners become engaged and they learn better hence, a well-integrated phase of technology is critical. Tools such as mobile device, must be used as fundamental components of a class as long as they are appropriate and strategically integrated to facilitate learning for the integration of technology in a lesson is an informed judgement of a qualified and innovative teacher. Blogs One interesting tool to explore is the blog. It is a webpage that you need to create and where you can write and post your ideas. These are updated on a regular basis which can inspire or educated those who read it. It is an outline journal that allows you to share with the world what you think or feel. Quality of content is crucial in making your blog attractive to readers. Blogging provides benefits and one of which is it allows you to improve your writing skills. Just in case you will start creating your own blog, explore Wordpress. It is a blogging platform. Padlet It is another tool that can be assessed online and suited for sharing information or content and can allow engagement of students. Although it can be used for business but with creativity, it can be appropriate for educational purposes. Summary Downloaded by Ashy Honcada ([email protected])  lOMoARcPSD|21839307 There are different models of technology-enhanced instructional lessons. Some of which are integrated in the lesson. Blogs and padlets are commonly used technology tool which are integrated in the lesson. Further, through technology tools learners can become contributors, creators, communicators and collaborators in the teaching and learning process. Task 1 Discuss your answers to the following items. 1. Give three realizations that you have gained from integrating technology in instruction. 2. Give two questions that you would like to ask in relations to how technology can be integrated in a lesson? 3. Name one thing that you have enjoyed in using technology in a lesson. Disclaimer: Pictures, videos, and some text/content used in this module are not solely owned by the writer. Credits to the rightful owner. This material is created for educational purposes only. References: Bilbao, Purita P.et.al.,(2019) Technology for Teaching and Learning 1 OBE-,PPST-& ICT Competency Based, 776 Aurora Blvd., cor Boston Street, Cubao Quezon City, Metro Manila https://livingthoughtfulinsights.wordpress.com/2019/10/22/module-5-theories-and-principles- in-the-use-and-design-of-technology-driven-lessons/ https://sites.google.com/a/nau.edu/learning-theories-etc547-spring-2011/theory/assure- model-1 https://livingthoughtfulinsights.wordpress.com/2019/10/22/module-5-theories-and-principles- in-the-use-and-design-of-technology-driven-lessons/ https://www.teachthought.com/learning/60-things-students-can-create-to-demonstrate-what- they-know/ Downloaded by Ashy Honcada ([email protected])  lOMoARcPSD|21839307 Downloaded by Ashy Honcada ([email protected])