Lesson 2

TPACK Framework for Effective Pedagogical Practice

Learning Outcomes

At the end of the lesson, you are expected to:

Understand and describe the Technological pedagogical content
knowledge (TPACK) framework needed by a teacher for effective
pedagogical practice in a technology-enhanced learning environment.
Select and employ appropriate technology tools in designing a lesson.

Introduction

As you put together to be a teacher, how do you validate your content knowledge
with your specialization? In terms of your teaching competencies, what strategies
techniques do you understand will work if you use it when teaching? You will keep in mind
the use of the technological device when teaching, what would be?

Teaching subjects or courses are challenging. However, technology has the potential
to help. To increase the chance of technology assisting students in learning, teachers must
develop technological, pedagogical, and content knowledge (TPACK).

TPACK emerges, which forces you to look at the process of using technology in the
classroom clearly and concisely. By looking at each aspect of this framework as a separate
but equally important type of knowledge, you can make the right educational decisions on
how, when, and what kind of technology to use in instruction. Teachers as curriculum
designers can integrate their knowledge of student thinking and learning, the subject
matter, and technology to create useful lessons.

In the lesson, you will begin to explore the TPACK model or framework.

Activity

Read and carefully understand the sample lesson plan created based on Harris
and Hofer’s (2009) procedure followed by its TPACK element description and answer the
questions in the analysis below.

LESSON PLAN

Unit Title: Cardinal and Ordinal Numbers

Subject: English
Grade Level: 4th grade
Time Allocation: One class meeting (70 minutes)

Competency Standards:
3. Understanding very simple written English in classroom contexts.
4. Spelling and rewriting very simple written English in classroom contexts.

Basic Competences:
3.2 Understanding very simple sentences and written messages.
4.2 Rewriting very simple, written English correctly and appropriately.

Indicators:
1. Pointing the difference between cardinal and ordinal numbers.
2. Mentioning cardinal and ordinal numbers from one to one hundred.
3. Using cardinal and ordinal numbers in simple sentences.

Learning Objectives:
1. Students can mention the difference between cardinal and ordinal numbers after
discussing with their peers.
2. Students can mention at least ten cardinal and ordinal numbers ranging from one to
one hundred independently.
3. Students can produce at least five sentences containing five different cardinal or
ordinal numbers independently.

Learning Material:
Cardinal and Ordinal Numbers

Learning Strategies:
Group discussion, pair work, individual assignment.

Learning Activities:
(Note: Before the lesson, the teacher may have asked the students to do little research about
numbers around them. They may do it while at home or school.)

1. The teacher asks the students to sit in groups and discuss what they have found during
their research about numbers.
2. The teacher asks representatives of the groups to tell the class about what the groups
think about their findings during their research about numbers.
3. The teacher guides the students to compare the forms of the numbers they found and
find the difference between them.
4. The teacher introduces the terms cardinal and ordinal numbers and explains as well as
gives examples of how to write and use them in simple sentences.
5. Students are assigned in pairs and take turns to play cardinal and ordinal numbers drag
and drop game and word matching game (Note: depends on the availability of the
personal computers as well as the Internet connection, the teacher can assign different
pairs to different PCs and play the games as teams). The teacher will walk around to
observe and assist any team having difficulty with the games.
6. Students tell the class and the teacher about their results on playing the games, whether
there is any difficulty concerning the questions or items of the games or not, and the
teacher will give feedback and comments about them.
7. The teacher distributes a BINGO worksheet to the students and guides them to play the
 BINGO game classically.
8. The teacher reviews what the students have learned through the BINGO game and helps
them wrap-up their learning experience by asking them to take turns to do an online quiz
about cardinal and ordinal numbers individually.
9. While doing so, the teacher assigns the students who have not yet got the turn to do the
online quiz to write down five simple sentences containing both cardinal and ordinal
numbers and submit them to the teacher as soon as they finish.

Resources and Tools:

1. Cardinal and Ordinal Numbers Word Matching Game, available at
www.manythings.org/wbg/numbers-mw.html
2. Cardinal and Ordinal Numbers Drag and Drop Game, available at
www.manythings.org/wbg/numbers-jw.html
3. Cardinal and Ordinal Numbers BINGO Game Sheet, available for direct printing at
www.eslhq.com/worksheets/preview_worksheet.php?worksheet_id=131265
4. Cardinal and Ordinal Numbers Quiz, assessable at
www.usingenglish.com/quizzes/240.html

Assessment:
The teacher can use the online quiz as well as the five-sentences writing assignment as the
tools for assessing students’ progress and understanding about cardinal and ordinal numbers.
Source: Setyawan, T. Y. (2014). Designing the TPACK Lesson Plan for Primary English Classrooms

Analysis

• Describe the Content Knowledge (CK), Pedagogy Knowledge (PK),

Technology Knowledge that the teacher used in designing the lesson?

• How is the Pedagogical Content Knowledge (PCK) element of the lesson

articulated?

• How is the Technological Content Knowledge (TCK) component of the lesson

formulated?
 • Based on the plan, how is the teacher demonstrates Technological Pedagogical
Knowledge (TPK)?

• Overall, describe the Technological Pedagogical Content Knowledge that the

teacher possesses?

• How and why this particular combination of technology, pedagogy, the content
most appropriate for this lesson/unit?

Abstraction

What is TPACK?

TPACK is a Useful framework for researchers working to explain the convergence

of learning and teaching technologies. Based on Shulman’s (1986) concept of PCK,
Mishra, and Koehler (2006) included technology to PCK and described the resulting TPCK
as the interlocking of technology, pedagogy, and content. TPACK is a system tailored to
the dynamic interactions of teacher knowledge of content (CK), pedagogy (PK), and
technology (TK). Integrating technology and pedagogy into a given topic may require
complex intersections such as TPK (technological pedagogical knowledge), PCK
(pedagogical content knowledge), and TCK (technological content knowledge). Doering
et al. (2009) emphasized the dynamic nature of TPACK, an evolving and multifaceted
(rather than static) representation of teacher knowledge, as new technologies emerge for
integration into particular content areas.

At the heart of excellent teaching with technology are three essential factors: content,
pedagogy, and technology, plus the relationships among and between them. The
dynamics between and among the three elements played out differently in various contexts
account for the substantial differences seen in the size and nature of the incorporation of
educational technology. These three knowledge roots (content, pedagogy, and technology)
form the core of the technology, pedagogy, and content knowledge (TPACK) framework
(Koehler & 2008; Mishra & Koehler, 2006).

The TPACK framework was proposed to emphasize the need to situate technology
knowledge within the content and pedagogical knowledge. TPACK considers teachers’
expertise As dynamic and multifaceted, critical techno-centric approaches focusing on the
achievement of technical competences separate from pedagogy and content. Seven
components (see Figure 1) are comprised of the TPACK Framework. They are described
as:

Figure 1. Technological Pedagogical Content Knowledge (Koehler & Mishra, 2009;

adapted from Koehler & Mishra, 2008)

1. Technology knowledge (TK): Knowledge of various technologies. They range

from low-tech technology like pencil and paper to emerging technologies like the
internet, digital media, interactive whiteboards, and software programs. TK is about
recognizing educational technology, evaluating its possibilities for a particular
subject area or classroom, learning how to identify whether it can assist or hinder
learning, and continually learning and adjusting to emerging technology offerings.
2. Content knowledge (CK): Awareness of the actual subject matter that teachers
need to learn about teaching. This explains the appreciation teachers have of the
subject matter. CK may include knowledge of principles, hypotheses, facts, and
 organizational structures within a given subject matter; it may also include the best
practices of the field and existing methods for presenting this information to
students. The CK will also differ according to the level of discipline and grade.
Senior high school science and history classes, for example, require less detail and
scope than undergraduate or graduate courses, so the CK of their different teachers
will differ, or the CK that each teacher imparts to their students can differ.
3. Pedagogical knowledge (PK): Awareness of teaching strategies and processes
such as classroom management, assessment, creation of the lesson plan, and
learning of the students. As a general type of information, PK covers educational
objectives, principles, and goals and can extend to more specific fields, including
recognizing student learning styles, lesson planning, and assessments.
4. Pedagogical content knowledge (PCK): This defines the awareness of teachers
about the essential areas of teaching and learning, including the creation of
curricula, student evaluation, and reporting performance. PCK focuses on
encouraging learning and exploring the ties between pedagogy and its supporting
activities (curriculum, assessment, etc.), and similar to CK, may also differ
depending on the grade level and subject matter. However, in all situations, PCK
seeks to improve teaching practices by building more consistent linkages between
the material and the pedagogy used to communicate it.
5. Technological content knowledge (TCK): Knowledge of how technology can
create new representations for specific content. TCK requires an awareness of how
the subject can be conveyed through different educational technology offerings and
considering which specific educational technology tools might be best suited for
particular subject matters or classrooms.
6. Technological pedagogical knowledge (TPK): Knowledge of various
technologies that can be used in teaching and learning experiences. Another
dimension of TPK relates to understanding how to apply these resources alongside
pedagogy in ways relevant to the discipline and the creation of the lesson at hand.
7. Technological pedagogical content knowledge (TPACK): Focus on the
knowledge required by teachers for integrating technology into their teaching in
any content area. Teachers, who have TPACK, act with an intuitive understanding
of the complex interplay between the three essential components of knowledge
(CK, PK, and TK). TPACK is the culmination of these complex combinations and
desires, drawing from them – and from the three wider underlying fields of content,
pedagogy, and technology – to create a useful framework for teaching using
educational technologies. For teachers to use the TPACK system effectively, they
should be open to unique, critical ideas, including:
• Concepts of the taught material can be expressed using technology;
• Pedagogical techniques can use technology to communicate content in various
ways;
• Different subject definitions allow students to have specific ability levels and
educational technology may help address some of these requirements;
• Students have various experiences in the classroom – like previous educational
experience and technology exposure – and lessons using educational
technology should take this opportunity into account;
• Educational technology may be used in combination with established
awareness of the students, either by improving previous epistemologies or by
introducing new ones.
 This incentive is most apparent if teachers are unexpectedly forced to address
fundamental educational issues and restore the complex equilibrium between all three
elements using new educational technology. This view inverts the traditional view that
pedagogical priorities and innovations are derived from the curricula in the subject field.
Things are rarely that simple, mainly when newer technologies are employed.

Teaching with technology is a hard thing to do right. The TPACK paradigm suggests
that contextual such as content, pedagogy, technology, and teaching/learning have roles to
play both individually and together. Excellent teaching with technology involves
continuous development, maintenance, and restoration of a dynamic equilibrium between
all components. It’s means noting that there are a variety of variables that affect how this
balance is achieved.

Application

1. You are now ready to design your TPACK lesson plans using and applying the
knowledge baseline you learned to the topic.

2. Reflect on the following questions:

According to Mishra & Koehler (2006), “the simple incorporation of technology into
the educational process is not enough.” Many approaches to the professional development
of teachers provide a one-size-fits-all approach to technology integration when, in reality,
teachers work as a potential teacher in a variety of teaching and learning contexts – facing
these challenges.

How can teachers incorporate technology into their instruction?

What other matters or concerns should teachers look into and consider concerning the
use and integration of instructional media and technology?

Closure

Well done! You have just finished Lesson 2 of this Module. Should there be some
parts of the lesson which you need clarification, ask your teacher during your face-to-face
interactions or other means of communication.
Now, if you are ready, please proceed to Lesson 3 of this Module, which will discuss
the ASSURE model.
 Lesson 3

The ASSURE Model

Learning Outcomes

At the end of the lessons, you are expected to:

Understand the concept of the Assure model in designing lessons with
technology.
Apply the ASSURE model in planning and creating a lesson.

Introduction

This section will discuss one instructional design model that can be used in planning
instruction for teaching. The ASSURE instructional design (ID) model uses a six-step
process to effectively integrate the use of technology and media into lessons to improve
student learning. For successful instruction to occur, cautious arranging is required. As a
future teacher, this model is intended to help you viably coordinate media/innovation into
your lesson or instructions - to help “guarantee” learning.

Activity

Examines the teachers’ use of the ASSURE model to create technology-integrated

lessons and implement these lessons with their students in a variety of settings. Answer the
questions in the analysis section below.
ASSURE Model Lesson Plan

Lesson Title: Macbeth Introduction

Grade Level: Grade 11
Lesson Length: 90-minute block

I. Analyze Learners

Learners’ general characteristics: The lesson is designed for 11th-grade high school students.
This is an in-class support class comprised of 7 male and 11 female students, of which six (6)
students have Individualized Education Program (IEP) accommodations. Academic ability and
learning styles vary. In general, students become easily distracted and lose focus quickly. The
students are familiar with the work of William Shakespeare and are capable of identifying the
various literary devices found in work.

Entry characteristics: The students in this class are skilled in the use of computers and tablets.
However, their proficiency in this technology is limited to the use of social media and
entertainment applications.

Learning styles: Although the class is comprised of students of all learning styles, the majority
of students in this class are tactile learners.

II. State Standards and Objectives

This lesson is designed to meet the Common Core Standards for Language Arts. The
standards covered in this lesson plan include:
Objective 1: The students will be able to determine the atmosphere created in Act I, scene i of
the play and discuss how language and choice setting is responsible for that atmosphere.

Curriculum Standard
Analyze the impact of the author’s choices regarding how to develop and relate elements
of a story or drama (e.g., where a story is set, how the action is ordered, how the characters
are introduced and developed)

Objective 2: The students will be able to rewrite Act I, Scene i of Macbeth, using modern
terminology.

Curriculum Standard
Determine the meaning of words and phrases as they are used in the text, including
figurative and connotative meanings; analyze the impact of specific word choices on
meaning and tone, including words with multiple meanings or language that is
particularly fresh, engaging, or beautiful.

Objective 3: Students will be able to understand the significance of Act I, scene i of Macbeth

Curriculum Standard
Analyze how an author’s choices concerning how to structure specific parts of a text (e.g.,
the choice of where to begin or end a story, the choice to provide a comedic or tragic
resolution) contribute to its overall structure and meaning as well as its aesthetic impact.

Objective 4: Students will experience varying interpretations of Act I, scene i of Macbeth and

produce their interpretation

Curriculum Standard
Analyze multiple interpretations of a story, drama, or poem (e.g., recorded or live
production of a play or recorded novel or poetry), evaluating how each version interprets
the source text. (Include at least one play by Shakespeare and one play by an American
dramatist.)

III. Select Strategies, Methods, Media, and Materials

Strategies. A variety of teacher-centered and student-centered approaches have been designed

for this lesson.

Technology and Materials. Students will have access to computers, printers, microphones,
headphones, word processing software, video, and audio editing software, and the Internet.

Media. Students will use print, audio, texts, visuals such as photos, and clip art or drawings to
create assignments.

IV. Utilize Technology, Media, and Materials

Prepare the materials: With the assistance of the instructional technology coordinator,
Classroom computers and chrome books will be checked and ready for student’s use.
Appropriate software will be accessible to the students.

Prepare the environment: Desks are to be arranged in a manner that allows for small group
work. Additionally, a computer station must be accessible to all students to complete various
aspects of the assignment.

Prepare the learners: Students will have been prepared for this lesson during the lesson
Prior. Students have notes on Shakespeare and literary devices, which can be referred to as
needed.

V. Require Learner Participation

Student participation in this lesson will include both large and small group activities. The lesson
is structured to begin with, with large group instruction and activities to prepare for the smaller
group activities.
Large group activities: The lesson will begin with students assuming roles and reading
Act I, scene i of Macbeth. A brief discussion will focus on what the students
think
is happening in the scene. Student reading will be followed by students listening
to a recording of the scene. Using the Promethean Board, students will begin to
develop a comparison chart of what they read and what they heard. This will be
followed by viewing the performance of the scene via YouTube. Students will
add to the chart upon completion of the viewing.

Small group activities: The students will break into groups of three or four to rewrite
the scene they have just watched. They will use computers to access the internet
for research and assistance. Once rewritten, students will use PowerPoint
presentation software to present their version of Act I, scene i to the class.

VI. Evaluate and Revise

Student activities will be evaluated using the rubric (you can attach your rubric)

Analysis

• What do you understand about the ASSURE model?

• How does the teacher use the ASSURE model to integrate technology into the
instruction?

• What do you think the impact on student learning resulted from the ASSURE-
based instructional lessons?

• What are your perceptions of implementing the instruction and of student learning
with technology?
 Abstraction

What is ASSURE Model?

The ASSURE model is an instructional framework or rule that instructors can use to
create lesson plans which coordinate the utilization of innovation of technology and media
(Smaldino, Lowther and Russell, 2008). The ASSURE Model emphasizes the student and
the general result of achieving learning targets. The ASSURE model is an enhanced
advancement of the ADDIE general model. Although the ASSURE model has six stages,
which don’t relate to ADDIE’s five, ASSURE additionally presents configuration stages,
and offers with it the two principle includes: the underlying spotlight on examination and
the cyclic structure.
The exceptional component of this model is that it is centered around “arranging and
directing Instruction that fuses media” (Heinich, Molenda and Russel, 1993). Its principal
point of view is on the best way to incorporate media (any sort of media) into guidance in
a technique equipped for delivering the ideal learning results. Created by Robert Heinich
and Michael Molenda decades prior, the ASSURE model picked up ubiquity due to its
utilization in a well-known course reading for instructors.
It is a notable instructional structure control that
utilizes the constructivist point of view, which
integrates multimedia and technology to upgrade
the learning condition (Lefebvre 2006). The
ASSURE model was altered to be used by
educators in the study hall by Smaldino, Lowther,
and Russell, 2008. The teacher leans toward the
ASSURE model since it is intended to be utilized
for a couple of long stretches of instruction and
every individual understudy. This model doesn’t
require high multifaceted nature of conveyed
media, profound ID
information, or high correction of plans (Gustafson and Branch, 2002). The ASSURE
model gives the new or beginner teacher a general guide to follow to assist them with
deduction increasingly like experienced teachers.
This model was developed by Heinrich and Molenda in 1999 and is based closely on
the Instruction Events of Robert Gagne. Furthermore, Smaldino, Lowther & Russell, 2008,
adapted the ASSURE model to be used by teachers in the classroom. Understanding when
to use teaching techniques and immersive technology is key to being successful
academically in the future.

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 a priority. The collected information will help you with
the decisions you make on the other steps in the process. When you assess the learners’
character, this will help you in choosing different techniques and tools to assist the learning
process. Your learner analyzes will include:
 • General attributes of learners (e.g., age, academic abilities, gender, interests, etc.
• Prior competencies
• Learning styles, such as auditory, visual, and tactile

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 clear targets. Usually, goals include four (4) essential
parts:
• A statement that describes the intended Audience. For example, “The first-grade
student will . . .” or “The student will . . . “
• A description of the student’s anticipated Behavior resulting from your teaching.
This conduct must be detected to be assessable. For example, it is beneficial to use
action verbs such as add, alphabetize, organize, construct, pick, classify, contrast,
define, describe, diagram, identify, kick, mark, locate, create, multiply, name,
produce, pronounce, choose, sketch, sort, determine, say, throw, emphasize,
verbalize and compose. Ignore such terms as learning, appreciating, grasping, or
understanding.
• A description of the Condition to be observed for results. What tools does it require
the student to use (e.g., a map, a dictionary)? Which tools or equipment does it need
the student to use? Will the student be permitted to use notes or a summary when
composing an article?
• A declaration of the learner’s Degree of accuracy or ability must be demonstrated
to pass forward. The conditions should be based on the real-world and not specified
on the multiple-choice test. Time and efficiency are also crucial to other purposes.
Will an English student in 11th grade be able to write a theme in 5 paragraphs
within 50 minutes? If a third-grade student can solve at least seven of ten single-
digit multiplication problems, can the instructor believe he or she has mastered the
concept?

Select 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. Presently your activity is the fabricate an instructional scaffold that will
associate the two focuses. 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 content will be
fitting.

Utilize Media and Materials - Here you should choose how the students will utilize the
materials. Next, set up the room and be sure the essential hardware and offices are
accessible and prepared for your utilization before you use the exercise. It’s vital to follow
the “five p’s” process to achieve this:
• Preview the Technology, Media, and Materials
• Prepare the Technology, Media, and Materials
• Prepare the Environment
• Prepare the Learners
• Provide the Learning Experience
Require Learner Performance - 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 effectively with the
learning of the contents. You should give close consideration to your students and feel sure
that they are really getting a handle on the content and not merely tuning in. Taking an
interest in the learning will encourage this degree of comprehension. Permit them to build
information instead of attempting to feed them with information. Finally, for this step,
feedback must be provided to the learner before any type of evaluation is conducted.

Evaluate and Revise - 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, and the appraisal. By assessing the
students against the targets, it tends to be resolved if the exercise was successful and
whether any progression should be altered or rethought.

The ASSURE lesson plan model guides in the joining of innovation into study hall
guidance. It fills in as a guide for educators and spotlights fair and square of innovative
help applied. The best possible utilization of this model will enhance day by day exercises
and understudy exercises and expand the capability of open innovations.

Application

Develop an ASSURE lesson plan based on the above concepts and apply all the
insights that you have gained in this lesson.

Closure

Congratulations! You have positively answered the endeavors and tasks for this
lesson. It is not out of the ordinary that you have taken a great deal from this exercise. If
there are a few pieces of the activity that you don’t comprehend, don’t hesitate to ask your
teacher through instant message, email, or different methods for correspondence accessible.

You have just finished this Module. Enjoy the next module and gained more
understandings of ICT in various content areas. Have fun learning! But before that, please
answer the module assessment to check your knowledge.

Module Assessment
This test aims to evaluate your understanding of the Cone of Experience,
TPACK, and ASSURE. Read the question and encircle the letter of the correct.

1. A practical model for educators as they continue using digital resources and
techniques to promote learning and teaching.
 A. SAMR model
B. ASSURE Model
C. TPACK model
D. Dick and Carey Model

2. Which statement applies to correctly to Edgar Dale’s Cone of Experience?

A. The closest you get to the base, the more direct the learning process
becomes.
B. The further from the edge you are, the more accurately the learning
process is.
C. The closer you are to the base, indirect the learning experience becomes.
D. The farther you are from the base, direct the learning experience becomes.

3. As implied in the Cone of Experience, which will work best for kindergarten
children?
A. Videos
B. Books
C. Audio recordings
D. Real-life experiences

4. It is the knowledge that teachers have about their content and the knowledge
that they have about how to teach that specific content.
A. Technological Pedagogical Knowledge (TPK)
B. Technological Content Knowledge (TCK)
C. Pedagogical Content Knowledge (PCK)
D. Instructional Content Knowledge (ICK)

5. Teachers need to know what unique technology is sufficient for presenting

materials of a particular subject matter. This is ...
A. TK
B. TCK
C. PCK
D. CK

6. The subject matter for teaching can be changed by teachers, such as discovering
different ways to portray resources and modifying them to suit their students '
needs.
A. TK
B. CK
C. TCK
D. PCK

7. is an example of an activity to measure Technological Content

Knowledge (TCK).
 A. Researching an event from history and composing a piece of music from
the period
B. Researching an event from history on your laptop
C. Researching an event from history and writing a two-page report
D. Researching an event from history and producing a podcast to teach the
same knowledge to younger students

8. Knowledge is the knowledge used by the instructor to deliver the material

most effectively.
A. Content
B. Curriculum
C. Pedagogy
D. Technology

9. Which of the following measures to Use MATERIALS is NOT included?

A. Prepare the materials, media, and technology
B. Prepare the environment
C. Prepare the teachers
D. Prepare the learners

10. ABCD is used to create a well-stated learning objective. What does C stand
for?
A. Confusion
B. Conditions
C. Conditioner
D. Creativity
11. Prof. Gee wants her class to learn how to manipulate a microscope. She then
brought the apparatus in her class and allowed each student to explore it. This
activity falls on what type of experiences in Dale’s Cone of Experience?
A. contrived
B. demonstration
C. Direct purposeful
D. Exhibit

12. Based on Edgar Dale’s Cone of Experience, Which activity is closest to the
real thing?
A. View images
B. Attend exhibit
C. Watch a demo
D. Hear

13. Based on Edgar Dale’s Cone of Experience, which activity is farthest to the
real thing?
A. Read
B. Hear
C. View Images
D. Attend Exhibit
 14. When a teacher talks about a haunted house, pupils will not be able to imagine
what kind of home it is, how does it look. Still, if a picture is being shown, the
learners will have a specific visualization of the type of haunted house the
teacher describes. Pupils will then have uniform information about the topics
discussed. The picture is used to
A. lend meaning to what one reads
B. concretize words and symbols
C. introduce or motivate
D. correct misconceptions

15. To teach the democratic process to pupils, Biag Elementary School decided
that the election of class officers shall be patterned after local elections. There
are qualifications to set for candidates, a limited period for campaign and rules
for posting campaign materials, etc. Which of the following did the school
use?
A. Symposium
B. Simulation
C. Role Playing
D. Exhibit

MODULE SUMMARY
You are awesome! You have completed Module 3, which is all about Theories and
Principles in the Use and Design of Technology-Driven Learning Lessons. Essential points
covered in the Module include:

• The Cone of Experience is a visual depiction of the idea that learning events can be
put in specific categories based on the extent to which the non-abstract referents of
real-life experiences express themselves.

• Dale’s explanations are vague enough to allow a wide variation of understandings

to rely upon. Nevertheless, Cone has been considered for many ways to bear
witness to the vigor and attractiveness of Dale’s visual metaphor.

• The TPACK framework was proposed to emphasize the need to situate technology
knowledge within the content and pedagogical knowledge. TPACK considers
teachers’ expertise As dynamic and multifaceted, critical techno-centric approaches
focusing on the achievement of technical competences separate from pedagogy and
content.

• With the increasing focus on technology, we also need to learn how to combine
technology with our content and pedagogy to create a productive learning
environment.
 • ASSURE model, even though it was incorporated from Gagne’s nine
events of instruction, and both models are very similar. The main
reason this model is my personal preference is that it is intended for
planning and delivery of teaching with technology and media, and
therefore makes it appropriate for planning distance education.

• ASSURE model to instruct teachers on how to prepare and implement

lessons that incorporate technology efficiently into their teaching in
the classroom. Its simple, realistic approach has made it one of the
education arena’s most commonly taught models of instruction.

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Online Sources
Educational Technology 1: Lesson 9: Dramatized Experience.
https://dctedtech1sy1617.blogspot.com/2016/08/lesson-9-dramatized-
experience-dramatic.html
Contrived Experiences.
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experiences-46394289
Educational Technology 1: Lesson 13: Teaching with Visual ....
https://dctedtech1sy2016.blogspot.com/2016/10/lesson-13-teaching-
with-visual-symbols.html
shorturl.at/lpryC
shorturl.at/wBEU6
shorturl.at/hADIJ