REVIEWER IN ED 109 H.

Testing and Quizzing Tools for Teachers

EDUCATIONAL SITES AND PORTALS MODULE 5 – THEORIES AND PRINCIPLES IN THE USE AND
DESIGN OF TECHNOLOGY-DRIVEN LESSONS
One example that can be explored is Educational Technology
and Mobile Learning. This blog site is a rich repository of tools THE CONE OF EXPERIENCE
and applications assembled and curated for teachers and
The Cone is a visual analogy, and like all analogies, it does not
educators by teachers. They evidently understand the
bear an exact and detailed relationship to the complex
pedagogical needs, hence, the arrangement of categories with
elements it represents. - Edgar Dale
corresponding suggested sites or tools and even applications
for android or iPads. Tools, applications, ed tech charts, books, In preparing to become a teacher, there are elements that
links and many more are found in categories arranged by should be taken into consideration which is the 8 M’s of
subject area or competency. teaching in ensuring effective instruction.
The administrator of this site allows users to download, print 1. MILIEU – the learning environment.
and share the materials just as long as proper citation is done 2. MATTER – the content of learning.
and that the materials are shared free of charge. If you are 3. METHOD – teaching and learning activities.
interested in implementing Free Educational Technology in the 4. MATERIAL – the resources of learning.
classroom, administrator the highly encourages you to share 5. MEDIA – communication system.
this blog site. 6. MOTIVATION – arousing & sustaining interest in
learning
WHAT IS THE RIGHT MINDSET OF A TEACHER IN USING THE
7. MASTERY – internalization of learning.
DIGITAL TOOL?
8. MEASUREMENT – evidence that learning took place
Change is inevitable with the fast-paced development of
With reference to the 8 M’s, media and material are actually
technology, educational sites, portals, or applications. Working
the elements of the Cone of Experience which relates well with
on a particular tool at the moment will for sure change, as
various instructional media that forms part of the system’s
designers continually work to upgrade the features and design
approach to instruction.
the tool to integrate new aspects. That is why, knowing a digital
tool and its features may not be enough because there is a
tendency of it evolving through time.

As you prepare to become a teacher by learning how to utilize

these digital tools, you need to have the right mindset or a way
of thinking how these tools can be effectively integrated in the
lesson. A lot of teachers may find it daunting to use a
technology tool in a lesson. The anxiety to explore the
possibility can be overwhelming, but for one who has the
openness to learn and continuously study the features of the
tools can possibly lead to a more productive way of designing
a technology-enhanced lesson.

Hold on to the positive attitude and openness to learn. Nurture

the curiosity and sustain the passion to improve practice.
Persevere as you learn to adapt to the evolving digital tool.
The Cone of Experience is a visual model, a pictorial device that
Once you get the habit of exploring the tools perhaps taking
presents bands of experience arranged according to degree of
one step at a time and expanding your ideas on how to
abstraction and not degree of difficulty. The farther you go
creatively use the appropriate tool in a class, you will
from the bottom of the cone, the more abstract the experience
eventually see your transformation as a teacher who is
becomes.
becoming more relevant and effective in teaching content
while at the same time develop learners' capacity to be Dale (1969) asserts that: the patterns of arrangement of the
creative and think critically, and become collaborative and bands of experience is not difficulty but degree of abstraction
effective communicators in the 21st Century. – the amount of immediate sensory participation that is
involved. It is simply in itself a less concrete teaching material
THE FOLLOWING ARE TOOLS THAT CAN BE USED BY
than the dramatization.
TEACHERS.
“The individual bands of the Cone of Experience stands for
A. Digital Storytelling Tools
experiences that are fluid, extensive, and continually
B. Online Bibliography and Citation Tools for Teachers interactive”. The different kinds of sensory aid often over-lap
and sometimes blend into one another.
C. Photo and Image Editing Tools for Teachers
Every day, each of us acquires new concrete experiences –
D. Podcast Tools through walking on the street, gardening, dramatics and
E. Survey, Polls, and Quizzes Tools for Teachers endless other means. Such learning by doing, such pleasure
return to the concrete is natural throughout our lives – and at
F. Sticky Notes Tools for Teachers every age level. Both the older child and the young pupil make
abstractions every day and may need help in doing this well.
G. Stock Photos Sites for Teachers
We do not always begin with direct experience at the base of can make the real-life accessible to the students’ perceptions
the Cone. We begin with the kind of experience that is most and understanding.
appropriate to the needs and abilities of a particular learner in
What are contrived experiences?
a particular learning situation. We vary the experience with
many other types of learning activities. These are "edited" copies of reality and are used as substitutes
for real thing when it is not possible to bring or do the real thing
Sensory experiences are mixed and interrelated. When
in the classroom.
students listen to you as you give your lecturette, they do not
just have an auditory experience. They also have visual
experience in the sense that they are “reading” your facial
expressions and bodily gestures.

Too much reliance on concrete experience may actually

obstruct the process of meaningful generalization. The best will
be striking a balance between concrete and abstract, direct
participation and symbolic expression for the learning that will
continue throughout life.

It is true that the older a person is, the more abstract his
concepts are likely to be. This can be attributed to physical
maturation, more vivid experiences and sometimes greater MODELS - A reproduction of a real thing in a small scale, or
motivation for learning. large scale, or exact size but made of synthetic materials.
CONE OF EXPERIENCE Substitue for real thing which may or not be operational.
1. Direct Purposeful Experiences – Firsthand experience which Reproduction of a real thing in small scale or large scale or
serve as the foundation of our learning. This is the reservoir of exact size but made of synthetic materials.
meaningful information and ideas through seeing, hearing, MOCK-UP - is an arrangement of a real device or associated
touching, tasting and smelling. It is learning by doing. devices, displayed in such a way that representation of reality
DIRECT EXPERIENCES: are concrete and firsthand experiences is created Is a reproduction of real thing in a small scale, or
that make up the foundation of our learning. These are the rich large scale or exact size, but made up of synthetic materials.
experiences that our senses bring from which we construct the Substitute for real thing, it's a giant sometimes enlargement.
ideas, the concepts, the generalizations that give meaning and An arrangement of a real device or associated devices
order to our lives. (Dale, 1969) They are sensory experiences. displayed in such a way that representation of reality is
These direct activities may be preparing meals, making a piece created. Substitute for real object or materials.
of furniture, doing power point presentation, performing a SPECIMEN - Any individual or item considered typical of a
laboratory experiment, delivering a speech or taking a trip. group, class or whole.
INDIRECT EXPERIENCES: are experiences of the people that we OBJECTS - May also include artifacts displayed in a museum or
observe, read or hear about. They are not firsthand but rather things displayed in an exhibit or preserved insect specimen in
vicarious experiences. Science.
FIVE SENSES: Sight, Hearing, Touch, Taste, and Smell SIMULATION - Representation of a manageable real event in
WHY ARE THESE DIRECT EXPERIENCES DESCRIBED TO BE which the learner is an active participant engaged in learning
PURPOSEFUL? behavior or in applying previously acquired skills or knowledge.

Purposeful because the experiences are not purely mechanical. GAMES -forms of physical or even mental exercises taught to
These are not “mere sensory excitation.” They are experiences children at school.
that are internalized in the sense that these experiences 3. Dramatized Experiences – we can participate in a
involve the asking of questions that have significance in the life reconstructed experience, even though the original event is far
of the person undergoing the direct experiences. removed from us in time. It is acting out the role of characters
Direct Experiences serve as the foundation of concept in a drama.
formation, generalization and abstraction. John Dewey (1916) A DRAMATIC ENTRANCE is something that catches and holds
has made this fundamental point succinctly: our attention and has an emotional impact.
An ounce of experience is better than a ton of theory because Something DRAMATIC is something that is stirring or affecting
it is only in experience that any theory has vital and verifiable or moving.
significance. An experience, a very humble experience, is
capable of generating and carrying any amount of theory, but If our teaching is dramatic, our students get attracted,
a theory apart from an experience cannot be definitely grasped interested, and affected. If they are affected and moved by
as a theory. It tends to become a more verbal formula, a set of what we taught, we will most likely leave an impact on them.
catchwords used to render thinking, or genuine theorizing
PLAYS
unnecessary and impossible.
Depict life, character, or culture or a combination of all three.
2. Contrived Experiences – we make use of representative They offer excellent opportunities to portray vividly important
models or mock – ups of reality for practical reasons so that we ideas about life. Need a length of time to prepare. Have its
mechanics like COSTUME & PROPS.
 films, displays, or guided motions. It is showing how things are
done.

DEMONSTRATION – showing how a ting is done.

1. Establish Rapport
2. Avoid the COIK fallacy
3. Watch for key points

A good demonstration is an audio-visual presentation. It is not

enough that the teacher talks. To be effective, his/her
demonstration must be accompanied by some visuals. To plan
and prepare adequately for a demonstration, we first
determine our goals, the materials we need, our steps, and
rehearse.

PAGEANT 5. Study Trips – excursion, educational trips and visits

conducted to observe an event that is unavailable within the
Are usually community dramas that are based on local history, classroom.
presented by an actor or actresses. An example is a historical
pageant that traces the growth of a school. 6. Exhibits – displays to be seen by the spectators. It consists
of working models arranged meaningfully or photographs with
PANTOMINE Is the “ art of conveying a story through bodily models, charts and posters. There are some exhibits that
movements only”. include sensory experiences where spectators are allowed to
TABLEAU touch or manipulate models displayed.

A French word which means PICTURE, is a picture-like scene 7. Television and Motion Pictures – reconstruct the reality of
composed of people against the background. A tableau is often the past so effectively that we are made to feel we are there.
used to celebrate Independence Day, Christmas, and United There is a feeling of realism, their emphasis on persons and
Nations Day. personality, their organized presentation, and their ability to
select, dramatize, highlight and clarify.
PUPPET
"Next to the home and school, I believe television to have a
A puppet is an inanimate object or representational figure more profound influence on the human race than any other
animated or manipulated by an entertainer, who is called a medium of communication“. -Edgar Dale
PUPPETEER. Puppet can present ideas with extreme simplicity.
The appeal of visual media continue to make film, video and
Puppets come in different kinds. These are the most common: television as educational tools with high potential impact. They
are now more accessible and less cumbersome to use.
SHADOW PUPPETS - Flat black silhouette made from
lightweight cardboard and shown behind the screen. 8. Still Pictures, Recordings, Radio – Still pictures lack the
sound and motion of a sound film. The radio broadcast of an
ROD PUPPETS - Flat cut out figures tacked to a stick, with one
actual event may often be likened to a televised broadcast
or more movable parts, and operated from below the stage
minus its visual dimensions.
level by wire rods or slender sticks.
9. Visual Symbols – these are no longer realistic reproduction
HAND PUPPETS - The puppet’s head is operated by the
of physical things for these are highly abstract representations.
forefinger of the puppeteer, the little finger and thumb being
Examples are charts, graphs, maps and diagrams.
used to animate the puppet hands.
A research team led by Steven Heine (1999) found scores on a
GLOVE-AND-FINGER PUPPETS - Make use of old gloves to
north American self-esteem inventory are higher among the
which small costumed figure are attached.
Anglo-Canadians than Japanese who have never left Japan. As
MARIONETTES - Flexible, jointed puppets operated by strings Japanese and other Asians experience Canada’s culture, their
or wires attached to a cross bar and maneuvered from directly self-esteem becomes Westernized.
above the stage.
VISUAL SYMBOLS - are representations of direct reality which
ROLE PLAYING - is an unrehearsed, unprepared and comes in the form of signs and symbols. These are no longer
spontaneous dramatization of a “let’s pretend” situation where reproduction of physical things for these are highly abstract
assigned participants are absorbed by their own roles in the representations.
situation described by the teachers.
DRAWING - A drawing may not be the real thing but better to
It can be done by describing a situation which would create have concrete visual aid than nothing. To avoid confusion, it is
different viewpoints on an issue and then asking the students good that our drawing correctly represents the real thing.
to play the roles of the individuals involved.
CARTOONS - A first rate cartoon tells its story metaphorically.
Any kind of conflict situation, real or potential, is useful for role
STRIP DRAWINGS - They are commonly called comics or comic
playing or any situation in which real feelings are concealed.
strip. Make use of strips that are educational and entertaining
4. Demonstrations – visualized explanation of an important at the same time.
fact, idea or process by the use of photographs, drawings,
DIAGRAMS - It is “any line drawing that shows arrangement COMMERCIAL OR ECONOMIC MAP - Also called product or
and relations as parts to the whole, relative values, origins and industrial map since they show land areas in relation to the
development, chronological fluctuations, distributions etc.” economy.
(Dale, 1969)
POLITICAL MAP - Gives detailed information about country,
TYPES OF DIAGRAMS provinces, cities and towns, roads and highways. Oceans, rivers
and lakes are the main features of most political maps.
AFFINITY DIAGRAM - Used to cluster complex apparently
unrelated data into natural and meaningful groups. MAP LANGUAGE

TREE DIAGRAM - Used to chart out, in increasing detail, the Scale - shows how much of the actual earth’s surface is
various tasks that must be accomplished to complete a project represented by a given measurement on a map.
or achieve a specific objective.
Symbols – a map has a legend that explains what each symbol
FISHBONE DIAGRAM - Also called cause-and-effect diagram. It means.
is a structured form of brainstorming that graphically shows
Colors- the different colors of the map are part of the map
the relationship of possible causes and sub-causes directly
language which may be about a body of water, contours and
related to an identified effect/problem.
features.
CHARTS
10. Verbal Symbols – they are not like the objects or ideas for
TIME CHART - A tabular time chart the presents data in ordinal which they stand. They usually do not contain visual clues to
sequence. their meaning. Written words fall under this category. It may
be a word for a concrete object (book), an idea (freedom of
TREE OR STREAM CHART - Beginning with the many tributaries
speech), a scientific principle (the principle of balance), a
which then converge into a single channel. The genealogical formula (e=mc2).
tree is an example.
IMPLICATIONS OF THE CONE OF EXPERIENCE IN THE
FLOW CHART - Visual way of charting or showing a process
TEACHING-LEARNING PROCESS
from beginning to end.
1. We do not use only one medium of communication in
ORGANIZATIONAL CHART - Shows how one part of the
isolation. Rather we use many instructional materials to help
organization relates to the parts of the organization.
the learner conceptualize his/her experience.
COMPARISON AND CONTRAST CHART - Used to show
2. We avoid teaching directly at the symbolic level of thought
similarities and differences between two things.
without adequate foundation of the concrete. Learners’
PARETO CHART - Prioritized in descending order of magnitude concepts will lack deep roots in direct experience.
or importance from left to right.
3. We don’t get stuck in the concrete. Let us strive to bring our
GANTT CHART - An activity time chart. students to the symbolic or abstract level to develop their
higher order thinking skills.
GRAPHS - Graphs present quantitative data for easier analysis
and interpretation. It shows comparative relationship of data Harvard psychologist, Jerome S. Bruner, presents a three-tiered
involved in size, trend and growth. Graphs are best used in model of learning where he points out that every area of
developing and in summarizing a unit. knowledge can be presented and learned in three distinct
steps. Study his model of learning given below.
TYPES OF GRAPHS
It is highly recommended that a learner proceeds from the
PIE OR CIRCLE GRAPH - Recommended for showing parts of ENACTIVE to the ICONIC and only after to the SYMBOLIC. The
whole. mind is often shocked into immediate abstraction at the
highest level without the benefit of a gradual unfolding
BAR GRAPH - Used in comparing the magnitude of similar
items at different ties or seeing relative sizes of parts of a The farther you move away from the base of the cone, the
whole. more abstract the learning resource becomes.
PICTORIAL GRAPH - Make use of picture symbols. Three pitfalls that we, teachers, should avoid with regard to the
use of the Cone of Experience:
GRAPHIC ORGANIZERS - An information organizer.
using one medium in isolation.
MAPS - A map is a “representation of the surface
moving to the abstract without an adequate foundation of
of the earth or some part of it...”
concrete experience.
TYPES OF MAPS
getting stuck in the concrete without moving to the abstract
PHYSICAL MAP - Combines in a single projection data like hampering the development of our students’ higher thinking
altitude, temperature, rainfall, precipitation, vegetation and skills.
soil.

RELIEF MAP - Has 3 dimensional representations and contours

of the physical data of the earth or part of earth.
 planning, classroom management skills, understanding how
students learn, and student assessment. A teacher with
profound pedagogical knowledge facilitates student’s
construction of knowledge and acquisition of skills, helps
students in developing habits of mind and positive dispositions
toward learning. Therefore, understanding of cognitive, social,
and developmental theories of learning and how they apply to
students in the classroom are requisites of pedagogical
knowledge.

PEDAGOGICAL CONTENT KNOWLEDGE (PCK)

Covers conditions that promote learning: teaching, learning,

curriculum, assessment, reporting and pedagogy. There is
LESSON 2: FRAMEWORKS FOR TECHNOLOGY-DRIVEN transformation of the subject matter for teaching which
TEACHING AND LEARNING happens when teacher interprets the subject matter.
TECHNOLOGICAL PEDAGOGICAL CONTENT KNOWLEDGE TECHNOLOGY KNOWLDEGE (TK)
(TECH-PACK)
The definition of TK is fluid due to its fast updates and upgrades
Tech-PACK, previously known as TPCK, later TPACK, is a that happen from time to time. However, technology applies to
framework that integrates technology in education to help all technological tools and resources. Understanding of
encapsulate the complex interactions among content, technology which is beyond the definition of computer literacy
pedagogy, and technology. Tech-PACK provides a picture of the is a must in TK. Thus, essential appreciation and mastery of
entire process of technology integration that helps identify information technology for information processing,
what is essential and what is not in any discussions of teacher communication, and problem solving are important.
using technology for teaching subject matter.
TECHNOLOGY CONTENT KNOWLEDGE (TCK)
According to Mishra & Koehler (2006), the TPACK Framework
emphasizes the connections, interactions, affordances, and TCK is an understanding of the way in which technology and
constraints between and among content, pedagogy, and content affect and restrict one another. This overlap explains
technology. that teaching is more than the subject matter they teach; they
must also have a profound knowledge on the way how subject
matter can be taught through the use of particular
technologies.

Teachers need to figure out which specific technologies are

appropriate in delivering the subject-matter to have a better
understanding and appreciation of the lesson. This allows us to
determine the suitable pairing of appropriate technology to
the content or vice versa.

TECHNOLOGICAL PEDAGOGICAL KNOWLEDGE (TPK)

TPK is an understanding of how teaching and learning can

change when particular technologies are used in particular
methods. The focus of this TPK is to have an understanding of
In this model, it shows that content (C), pedagogy (P), and the affordances of technology and how they can influence
technology (T) are the three main components of teacher’s differently the context and intentions of teaching.
knowledge. It shows the interactions between and among the
bodies of knowledge: PCK (pedagogical content knowledge), Teachers have to look beyond the normal functions of
TCK (technological content knowledge), TPK (technological technology, they have to be creative and think of other possible
pedagogical\ knowledge), and TPACK (technological things that these technologies can do to achieve advancement
pedagogical content knowledge) which are significant in in the learning and understanding of the students.
making teaching and learning with the use of technology a
TECHNOLOGICAL PEDAGOGICAL CONTENT KNOWLEDGE
success.
(TECH-PACK)
CONTENT KNOWLEDGE (CK)
Tech-PACK shows interactions among the main components of
Teacher’s knowledge about the subject matter. Includes knowledge-content, pedagogy and knowledge. Tech-PACK is
concepts, theories, ideas, organizational frameworks, the basis of effective teaching with technology. The
evidences and proofs, established practices and approaches relationship among the components of knowledge are
toward developing such knowledge (Shulman, 1986). Having interfaced with one another to have a stronger content, more
no comprehensive knowledge in content may cause erroneous effective pedagogy and efficient technology that may remedy
information to learners, thus may develop misconceptions difficulties in teaching and learning to develop higher
about the subject matter. comprehension and better learning.

PEDAGOGICAL KNOWLEDGE (PK) CONTEXT - Highlights the understanding that technology,

pedagogy, and content do not exist in a vacuum, but rather, are
Teacher’s deep knowledge about the process and practices or represented in specific learning and teaching contexts.
methods of teaching and learning. This includes lesson
TECHNOLOGY INTEGRATION PLANNING (TIP) remember that having more than the multiple choice activities
is better to effectively see authentic learning among learners.
Technology Integration Planning (TIP) is a model created for
teachers as a guide that ensures the efficiency of integration of STEP 4: DESIGN INTEGRATION STRATEGIES
technology in education. TIP gives teachers a systematic way to
Focus: What teaching strategies and activities will work best?
identify and address challenges involved in integrating
technology into teaching practices (Roblyer & Doering, 2013, Teachers decide on pedagogies and study its execution.
p.52)
In deciding on the instructional course of action, the
TIP Model shows teachers how to establish a milieu in which characteristics of the topic and the needs of the students are
technology can effectually enrich learning. In the earlier being taken into consideration whenever teachers create an
editions of TIP Model, there were five to six phases to enable instructional design for technology integration.
the teachers successfully integrate technology in instruction. In
the recent edition (6th), it boils down into three phases with With this, teachers make decision on:
sub steps in each phase.
1. Instructional approaches – traditional and constructivist
PHASE 1: ANALYSIS OF LEARNING AND TEACHING NEEDS approach

STEP 1: DETERMINE THE RELATIVE ADVANTAGE 2. Curriculum approaches – single subject approach or
interdisciplinary approach
Change may be acceptable if they would understand the
advantages of the new method over the old one. This is seeing 3. Grouping – from individual to pair or group learning
a “relative advantage” as mentioned by Everett Rogers
4. Sequence – must have acquired technology prerequisite
(Diffusion of Innovation, 1995).
skills to successfully learn from the resources
Below are the measures to see relative advantage easier:
STEP 5: PREPARE INSTRUCTIONAL ENVIRONMENT
1. Compatibility – Methods consistent with their cultural
Focus: Are essential conditions in place to support teaching
values and beliefs and others adopted in the past.
and learning?
2. Complexity – Easy enough for them to learn and to carry out
Teachers establish the educational environment to carry out
on a frequent basis. Teachers who use technology-based
effectively the plan of using technology in teaching and
methods feel no fear and find no difficulties in understanding
learning.
and learning something new.
The teachers will be guided in setting the essential standards
3. Triability – Being able to try out a little before making a final
to unleash at its level best the potentials of technology tools
decision. Teachers have the courage to try using and applying
and methods when used in teaching and learning. Teachers
technology-based methods than saying no to it outright.
have to remember that integration of technology in education
4. Observability – Seeing others they respect or emulate using would only be successful if there is an adequate hardware,
the new method successfully. Observation is one of the many software, and technical support available.
ways to help teachers decide whether technology-based
PHASE 3: POST INSTRUCTION ANALYSIS AND REVISIONS
method will be helpful or not or if it is effective or not.
STEP 6: ANALYZE RESULTS
STEP 2: ASSESS TECH-PACK
Focus: What worked well? What could be improved?
Focus: What is my technological pedagogical content
knowledge (Tech-PACK)? Teachers have to spend time reflecting and assessing
themselves to determine whether the integration of
The teacher has to spend time in understanding all the
technology and if all processes in teaching and learning went
components of knowledge to have a better and successful
on smoothly and have been successful in the delivery.
delivery of the lesson. Being knowledgeable of the content,
pedagogy and technology will make the teacher confident in STEP 7: MAKE REVISIONS
the entire process of teaching and learning. This Tech-PACK
helps to emphasize technology contribution to teaching. Focus: Should I make the revisions?

PHASE 2: PLANNING FOR INTEGRATION After analyzing the results, it is important to determine the
necessary areas which need improvement for better execution
STEP 3: DECIDE ON OBJECTIVES, ASSESSMENTS of instruction with technology integration the next time
around.
Focus: How will I know students have learned?
SAMR MODEL
Teachers define the skills they want their students to possess
upon learning the lesson and create ways to measure the SAMR is a model designed to help educators infuse technology
authenticity of students’ learning and how successful the into teaching and learning. Developed by Dr. Ruben
activities have been carried out by them. Puentedura, the model supports and enables teachers to
design, develop and infuse digital learning experiences that
The problems that have been identified in
utilize technology.
Phase 1 must be addressed successfully by defining observable
S – SUBSTITUTION: It is using technology as an alternate for
and measurable outcomes. Then, teachers design activities or
the regular item that is employed in augmenting or assisting
performance tasks to measure the outcomes. Teachers must
instruction. Instead of using a map or a globe in teaching
Geography, teachers can use Google Map or Google Earth BLOOM’S DIGITAL TAXONOMY
instead. Showing a location in a map can be substituted by the
Benjamin Bloom is a known educationist who provided the
use of Google Map or Google Earth.
cognitive taxonomy which has greatly been used in education.
A - AUGMENTATION: There is a functional improvement in the His students, Anderson and Krathwohl made some revisions.
use of a technology tool here. With the Google Map, you can This is known as the Revised Bloom’s Taxonomy.
use the available features such as measuring the distance from
one point to another. You can provide a task by making
students utilize this. For example, ask them to measure the
distance and get the estimate time of travel if they start from
one point to go to the next point. With this use of the Google
Map, you tap on certain functions that the application
provides. Instruction with technology integration is enhanced.

M - MODIFICATION: Technology is used to redesign a lesson.

When studying Geography for example, Google applications
have panoramio. Using this, you can guide students to start
uploading their own pictures of places they have visited online.
A brief description of these places can also be added. If Internet
connectivity is not available in the classroom, they can do the
task after class. With clear and proper instructions, students
can be guided to work on the assignment.

R - REDEFINITION: It represents the idea of creating something

from the regular item. Technology allows the creation of a new
concept that has not been previously conceptualized.
Puentedura labels this as the transformation of learning.
Students are given the opportunity to create an output based
on what they know and learned using a technology tool or
application. With the ready pictures uploaded in panoramio,
students can probably write the script for a guided tour using
his available materials using Google Earth and start arranging
STAGE’S OF TECHNOLOGY INTEGRATION IN TEACHING AND
these to be shared through the world wide web. It would be
LEARNING
good if before the students start posting or publishing their
work online, the teacher can review it just to be sure it is ready A teacher passes through different stages of teaching from
to be shared. novice to proficient, to highly proficient, to distinguished or
expert teacher. A teacher moves on from one stage to another
based on his experiences, achievements, increased knowledge
and skills, and developing characteristics. A teacher who is
beginning to learn about technology may experiment on how
technology can be integrated in instruction until he
understands fully the appropriate use of technology in
instruction.