Unit 3 – Theories and

Principles in the Use and

Design of Technology-Driven
Learning Lessons
A. Learning Theories and Principles in:

Dale’s Cone of
Experience
 Matter – the content of
learning
Method – teaching and Milieu – the learning
learning activities environment
The Eight
Material – resources of M’s of Mastery –
internalization of
learning Teaching learning

Motivation – arousing
Media – communication Measurement – evidence
and sustaining interest
system that learning took place
in learning
1. Direct Purposeful
Experiences
These are firsthand
experiences which serve as the
foundation of learning. In this
level, more senses are used in
order to build up the knowledge.
Also, in this level, the learner
learned by doing things by
him/herself. Learning happens
through actual hands-on
experiences. This level explains and
proves one of the principles in the
2. Contrived Experiences
In this level, representative models
that and fake-ups of reality are
being used in order to provide an
experience that as close as reality. This
level is very practical, and it makes
learning experience more accessible to
the learner. In this stage, it provides
more concrete experiences, even if not
as concrete as direct experiences,
that allows visualization that fosters
3. Dramatized
experiences
In this level, learners can
participate in a
reconstructed experience
that could give them
better understanding of
the event or of a concept.
Through dramatized
experiences, learners
become more familiar with
4. Demonstrations
It is a visualize explanation
of important fact, idea, or
process using pictures,
drawings, film and other
types of media in order to
facilitate clear and effective
learning. In this level, things
are shown based on how they
5. The Study Trips
This level extends the
learning experience through
excursions and visits on the
different places that are not
available inside the
classroom. Through this
level, the learning
experience will not be
limited to the classroom
setting but rather extended
6. Exhibits
These are
displays of models
such as pictures,
artifacts, and
posters, among
others that provide
the message or
7. Educational Television
It is the use of television programs in the field of
distance education. It may be in the form of
individual television programs or dedicated specialty
channels that is often
associated with cable
television
8. Motion pictures
A series of pictures projected on a screen in rapid
succession with objects shown in successive positions
slightly changed so as to produce the optical effect of
a continuous picture in which the objects move.
9.Still pictures,
Recordings, and
Radio
Still are pictures or
images. Together in
this category are the
audio-recorded
materials or
information
10. Visual symbols
These are more
abstract
representations of the
concept or the
information.
Presented through a
graph or a chart. For
example, a process can
11. Verbal symbols
This category
appears to be the
most abstract because
they may not exactly
look like the concept
or object, they
represent but are
symbols, words,
 In addition, Brunner’s three-
tired model of learning points out that
every area of knowledge can be
presented and learned in three distinct
steps.
1. Enactive – a series of
actions

2. Iconic – a series of
illustrations
 10%-read

20%-hear

30% see
50% see and hear
70% say

90% say and do

-end-
TPACK as a
Framework for
Technology-Driven
Teaching and Learning
What is TPACK
This framework shows the
interconnectedness of content with
pedagogical knowledge and the
integration of technology in making
teaching more engaging, relevant,
and effective.
Technological, Pedagogical, and
Content Knowledge known as
TPACK is a theoretical model
describing the capability of 21st-
century teachers.
CK or Content
Knowledge
It is the WHAT -
Understanding of the
content such as language
arts, math, science, and
history among others
composed of facts,
concepts, theories, or
PK or Pedagogical
Knowledge
It is the HOW -The
expert’s knowledge in the
science of teaching from
educational and learning
theories to individual
differences to strategies
and techniques as well as
assessment of learning.
PCK or Pedagogical
Content Knowledge

The intersection of the

pedagogical and content areas of
knowledge This is how much
competencies the teachers have
in making the students learn the
concepts and skills. Include
knowledge of how to use
techniques that can meaningfully
address different learning styles
while supporting content with
deeper understanding.
TK or Technological
Knowledge
This is the teachers’
knowledge of how to
select, use and integrate
these tools in the
teaching and learning
context
TCK or Technological-
Content Knowledge

An intersection is when
technology is used in a
specific subject area to
enrich and deepen
students’ understanding
of content.
TPK or Technological-
Pedagogical
Knowledge

Knowing how to
select, use or develop
technology to manage
student learning.
 The Diagram shows the interrelationship of
the element of the TPACK. At the center of the
framework is the complex interplay of three
primary forms of knowledge. These forms
include Content (CK), Pedagogy (PK), and
Technology (TK). The TPACK framework is
more than just knowledge isolation; it goes
further by emphasizing the kinds of knowledge
that lie at the intersections of the three primary
forms. These three primary forms include
Pedagogical Content Knowledge (PCK),
Technological Content Knowledge (TCK), and
Technological Pedagogical Knowledge (TPK).
SAMR
 SAMR is a model designed to help educators infuse technology into
teaching and learning. Develop by Dr. Ruben Puentedura, the model supports
and enables teachers to design, develop, and infuse digital learning experiences
that utilize technology (Nov. 09, 2013)

S-Substitution it is literally using technology as an alternate for the regular

item that is employed in augmenting or assisting instruction.
A-Augmentation There is functional improvement in the use of a technology
tool.
M-Modification Technology is used to redesign a lesson. Example: teaching
geography using google applications with panoramio.
R-Redefinition Represents the idea of creating something from a regular item.
Technology allows the creation of new concepts that have not been previously
conceptualized. Transformation of learning.
Figure 3. The SAMR Model

The SAMR Model

provides examples of
integrating technology in
some learning areas. Source:
Integrating Technology:
Introduction to SAMR Model
Created by Double Morgan
for Sevier District Canvas
Training (2015)
 Bloom’s Digital Taxonomy
Benjamin Bloom is a known
educationist who provided the cognitive
taxonomy which has greatly been used
in education. His students, Anderson
and Krathwohl made some revisions.
This is he Revised Bloom’s Taxonomy.
Figure 4. A Comparison between the Original and the
Revised Bloom’s Taxonomy
Figure 5. An Infographic that shows the relationship between
SAMR and Bloom’s Revised Taxonomy
Figure 6. iPad Apps Supporting Bloom's Revised Taxonomy
 The iPadagogy Wheel is all
about mindsets; it’s a way of
thinking about digital-age
education that meshes
together concerns about
mobile app features,
learning transformation,
motivation, cognitive
development and long-term
The underlying
learning principle of
objectives.
the iPadagogy Wheel is that
it is the pedagogy that should
determine our educational
Figure 7. iPadagogy Wheel use of apps.
The ASSURE Model
 A well-planned lesson is half of the battle won;
the other half is the delivery of the lesson by the
facilitator who has the pedagogical skills in
implementing what has been planned. This will
ensure the achievement of learning outcomes. This
will engage learners to perform the expected
standards. That is why, it is important that before
teaching, elements needed to be incorporated when
designing a plan must be plotted well.
 Six Steps of ASSURE Model

The ASSURE Model has six steps, each

represented by a letter in the acronym title,
with each step describing a set of tasks central
to the informed selection and use of
educational technology. The ASSURE
acronym stands for these essential
components:
Analyze Learners - The first
step in the process is to make the
instructor evaluate her learners
‘attributes. Those learner
characteristics that are correlated
with the optimal Learning outcomes
should be given priority. The
collected information will help you
with the decisions you make on the
other steps in the process. When
assess the learners ‘character, will
help you in choosing different
State Objectives - The next step
in planning is to state the
objectives of the lesson or
presentation accurately. Targets
must be specified in terms of
what the learner (not the
instructor or presenter) would do
as a result of the training (in
behavioral conditions). Your
lesson will have two or three
Select Methods, Media, and Materials
In this step, you have set the starting
point (the student‘s current information,
aptitudes, and perspectives) and the
consummation point (objectives) of your
instruction. You may choose accessible
materials, change existing materials, or
structure new materials to help achieve
the task. You may select a few distinct
kinds of media to use with the unit. Any
of the media/innovations examined in the
Utilize Media Methods, Media,
and Materials
Having selected the strategy, media and
materials is halfway of the task done.
Planning how to implement these entails
a lot of consideration. Bear in mind that
learning outcome of these lessons, the
teacher decides which part of the
instructional flow will a particular
material or technology be employed and
the manner on how it will be more
effective to achieve the learning outcome.
Require Learner Participation -
This step expects you to depict how
you will get every student effectively
and exclusively engaged with the
exercise. Students understand best
when they are effectively engaged with
the learning experience. Whatever
your teaching approaches, make sure
to fuse questions and replies,
conversations, group work, hands-on
exercises, and different methods of
getting the students engaged
Evaluate The last advance of the
ASSURE technique is to Evaluate
Student Performance. Here the
assessment ought to be coordinated
to the target. Eventually, this final
stage is the most significant. You
should assess the guidance
procedure through, and through
utilizing the goals you made before
all else. It is useful to consider your
complaints, the instructional
process, the instructional materials,
 Bilbao, P. P., Dequilla, M. A., Rosano, D. A., & Boholano, H. B. (2019). Technology for
teaching and learning I. Quezon City: LORIMAR Publishing.

Constructivism and CALL: Evaluating some interactive features of network-based

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Mindanao, U. o. (2021). Stodocu. Retrieved from

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