COLEGIO DE STA.ANA DE VICTORIAS, INC.
Osmeña Avenue, Victorias City, Negros Occidental, 6119
SUBJECT CODE: EDUC 214 ________ LEARNING MODULE No. ___2___ TERM: __1______
COURSE/YEAR/SECTION: _____BPED 2___________________ INSTRUCTOR: _MRS. HILARIO_____
MODULE NO. ____2___________
TOPIC(S)
1 . Edgar Dle’s Cone of Experiences
2 . TPACK Model of Technology Integration
3 . SMAR Model of Technology Integration
Prepared by:
_________MRS. HILARIO____________
Instructor
1
SUBJECT CODE: __EDUC 214 A________ MODULE No. __2____ TERM: ___1______
FIRST SEMESTER A.Y. 2022-2023
COLEGIO DE STA.ANA DE VICTORIAS, INC.
Osmeña Avenue, Victorias City, Negros Occidental, 6119
AN OVERVIEW
Technology for Teaching and Learning 1 is an introductory course that explores
basic knowledge, skills and values in the use of technology for teaching and
learning. It includes ICT policies and safety issues, media and technology in various
context areas, learning theories and principles in the use and design of learning
lessons, teaching-learning experiences, and assessment tasks that utilize
appropriate traditional and innovative technologies with social, ethical, and legal
responsibility in the use of technology tools and resources ( CMO No. 74, series of
2017)
At the end of the semester, you are expected to:
1. Explain the different Concept of technology in teaching and learning
2. Internalize the ICT policies and issues in teaching and learning through
video presentation;
3. Compare the different theories and principles used in technology drive
lesson;
4. Integrate media and technology in various context areas;
5. Formulate teaching-learning experiences and assessment tasks using
appropriate and innovative technologies.
Topics to be discussed:
1 . Edgar Dale’s Cone of Experiences
2 . TPACK Model of Technology Integration
3 . SMAR Model of Technology Integration
Before proceeding to the actual lesson, you are required to answer the pre-assessment test to
examine how familiar you are with the research theories and procedures.
This module is self-instructional. You can read, analyze concepts and ideas presented, and reflect on
them. The activities and Self-Check Questions (SCQ) will help you assess how you progress as you go
through this module. If you need help and further clarification, you can ask for the assistance of your
teacher at the end of every week personally or through online for feed backing and monitoring of your
progress.
Your answers to the SCQ and Activities will be evaluated by your teacher. This will be part of your
formative evaluation.
DO NOT WRITE ANYTHING IN THIS MODULE. FOR PRE-ASSESSMENT, WRITE YOUR ANSWERS ON
THE SAME PAGE AND FOR ACTIVITIES AND SELF-CHECK QUESTIONS, YOUR ANSWERS SHOULD BE
WRITTEN IN A SEPARATE SHEET TO BE SUBMITTED TO YOUR TEACHER ON OR BEFORE THE DEADLINE.
2
SUBJECT CODE: __EDUC 214 A________ MODULE No. __2____ TERM: ___1______
FIRST SEMESTER A.Y. 2022-2023
COLEGIO DE STA.ANA DE VICTORIAS, INC.
Osmeña Avenue, Victorias City, Negros Occidental, 6119
PRE-ASSESSMENT
Name: __________________________________ Course/Yr.: _________ Date Submitted: ________
I want you to read the text written on the picture below. Give your stand about the text. Do
you agree or not? Write your answer on the space provided.
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
3
SUBJECT CODE: __EDUC 214 A________ MODULE No. __2____ TERM: ___1______
FIRST SEMESTER A.Y. 2022-2023
COLEGIO DE STA.ANA DE VICTORIAS, INC.
Osmeña Avenue, Victorias City, Negros Occidental, 6119
LEARNING MODULE 2:
INTRODUCTION Technology integration does not only refer to the use of technology in the
classroom. It also refers to how technology matches the task and provides
students with an opportunity to build a deeper understanding of content.
Technology integration's effectiveness is achieved when students can
select technology tools to promptly obtain information, analyze and
synthesize the information, and present it professionally.
So, for you to get acquainted with how you will integrate technology in
the teaching and learning process, you must learn the theories and
principles of technology integration.
This module discusses three of the most common theories and principles
of technology integration. This includes Edgar Dale's Cone of Experiences,
TPACK Model of Technology Integration, and SMAR Model of Technology
Integration.
LEARNING OBJECTIVES 1. analyze how are the different theories and principles of
technology integration will be used in the teaching and
learning process;
2. create their own version of the model of technology
integration models; and
3. follow properly the guidelines on how to make a lesson using
each model of technology integration.
LEARNING RESOURCES Elen Joy Alata-Bruza, Prince Kennex R. Aldama, Ferdinand Bulusan, Mark
Joseph T. Calano, John Miel A. Rivera, and Greg Tabios Pawilen (A course
Module of Technology for Teaching and Learning 1) Outcomes-Based
Education (OBE)
LEARNING INPUTS
LEARNING ACTIVITIES
SELF-CHECK QUESTIONS (SCQ)
Lesson 1 Study the diagram below. Analyze how the different learning experiences are
Edgar Dale’s Cone of arranged. Write your discussion on the space provided.
Experiences
4
SUBJECT CODE: __EDUC 214 A________ MODULE No. __2____ TERM: ___1______
FIRST SEMESTER A.Y. 2022-2023
COLEGIO DE STA.ANA DE VICTORIAS, INC.
Osmeña Avenue, Victorias City, Negros Occidental, 6119
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
Cone of experience is a visual model, a pictorial device that presents bands of
experience arranged according to the degree of abstraction and not degree of
difficulty. The farther you go from the bottom of the cone, the more abstract the
experience becomes (Corpuz & Lucido, 2015).
In addition, the Cone of Experiences stands for the experiences that are fluid,
extensive, and continually interact (Dale, 1969). This means that the learning
experiences can overlap or sometimes may be combined. For example, the use of
Video in the class is considered one experience, but this also uses audio and visual
experiences.
So, what are the bands of experiences in Dale's Cone of Experiences? Let us discuss
each experience, and we will start from the bottom to the top of the cone.
Now, I want you to analyze this experience "It was only when I went to Manila Zoo
that I learned that a giraffe is that tall and an elephant is that big." How did the
narrator learn the concept based on her experience? The narrator learned the
concept because of the experience she had when he went to the zoo. This means
that she was able to see the giraffe at her eye and conclude how tall the giraffe
was. This experience is called DIRECT PURPOSEFUL EXPERIENCES. This is the
firsthand experience that serves as the foundation of learning. We are able to build
learning through our senses, the sense of sight, hear, touch, smell, and taste.
Basically, this learning experience can also be termed as learning by doing. So, if
you want your students to be able to learn how to bake a cake; they shall perform
how to bake a cake.
Try to analyze this statement, "if you could not bring Mohammad to the mountain,
bring the mountain to Mohammad." So how can this statement be true in teaching
and learning? That's where the Contrived Experience comes in. This type of
experience in which the teacher will use representations of reality so that students
may be able to perceive and understand the reality. Some of the contrived
experiences are models, mocks up, models, specimens, objects, simulations, and
games.
The next band is the Dramatization. In this type of experience, students can
participate in a reconstructed experience, even though the original event is far
removed from us in time. Some experiences under this band are stage play, role-
playing, tableau, puppet shows, and pageants.
A demonstration is another band of experience in which teachers and/or students
explain information, facts, ideas or processes through demonstration. This can be
achieved by using photographs, drawings, films, displays, or guided motions.
Learning does come from the four corners of the classroom, and sometimes it is
beneficial if we allow students to go out because there is some information that
we can get outside the walls of the classroom. This is the reason why field trips are
part of the band of experiences. Field trips or study trips are excursions,
educational trips, and visits conducted to observe an unavailable event within the
classroom.
Exhibits are displayed to be seen by spectators. This is part of the band of
experiences as this may consist of working models arranged meaningfully or
photographs with models, charts, and posters. What learning will students get
when teachers use exhibits as a learning experience?
5
SUBJECT CODE: __EDUC 214 A________ MODULE No. __2____ TERM: ___1______
FIRST SEMESTER A.Y. 2022-2023
COLEGIO DE STA.ANA DE VICTORIAS, INC.
Osmeña Avenue, Victorias City, Negros Occidental, 6119
TV and motion pictures are widely used learning experiences in the teaching-
learning process. This can reconstruct the past's reality so effectively that we are
made to feel we are there. The unique value of the messages communicated by
the film and TV lies in their feeling of realism, their emphasis on persons and
personality, their organized presentation, and their ability to select, dramatize,
highlight, and clarify.
Still pictures, recordings, and radio are visual and auditory learning experiences
used in solo or a group. Still picture has no sound and motion, but it can give
realism as it shows reality. While recordings and radio lack visual and motion,
students can best learn when they hear it.
Visual symbols are learning experiences that do not represent realistic
reproduction of material things for these are highly abstract representations.
Visual symbols include charts, graphs, maps, and diagrams.
Verbal symbols placed at the top of the Cone of Experiences. This learning
experience does not contain visual clues to their meaning. Written words fall
under this category. It may be a word for a concrete object like books, an idea like
speeches, a scientific principle, and a formula.
Implications of Cone of Experiences in the
Teaching- Learning Process
1. Use different instructional materials to help the learner
conceptualize his/ her experiences.
2. Do not start teaching with a symbolic level without an
adequate foundation of the concrete.
3. When teaching, don't get stuck in the concrete. Make sure
that you also allow the students to the abstract level for
them to develop their higher-order thinking skills.
If you teach a lesson the meaning of, ½, and ¼, how will you proceed if you follow
the pattern in Dale's Cone of Experience beginning with the concrete moving
toward the abstract? Write your answer on the space provided.
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
Lesson 2 Read and analyze the scenario below. After, answer the question next to the text.
TPACK (Technology,
Pedagogy, and In a science class, teacher Ana showed a short video clip to introduce her lesson
Content Knowledge) about the process of photosynthesis. After the video presentation, she proceeded
to engage the class in an open discussion about what they have learned from the
material. To her surprise, the whole class is passive and did not show interest to
express their reactions or their thoughts and even to raise questions about what
they have seen in the video. The class claimed that the concept of the
photosynthesis as shown in the video is too complex for them to understand.
Teacher Ana went home quite unhappy with the result of using technology to
deliver her lesson. She believes that she tried her best to use technology in
teaching, and even went to the extent of asking help from her co-teacher to
download the material and have it ready for class presentation.
6
SUBJECT CODE: __EDUC 214 A________ MODULE No. __2____ TERM: ___1______
FIRST SEMESTER A.Y. 2022-2023
COLEGIO DE STA.ANA DE VICTORIAS, INC.
Osmeña Avenue, Victorias City, Negros Occidental, 6119
1. What are the possible problems in the scenario?
_______________________________________________________________
_______________________________________________________________
2. Classify the problem and cite other interrelated issues and concerns in the
use of technology, teaching strategy, and teacher's technology skills as you
observed in the scenario?
__________________________________________________________________
__________________________________________________________________
3. Suggest several solutions to the problems and to the other issues and
concerns you have identified in the scenario
___________________________________________________________________
___________________________________________________________________
Analysis:
Watch the video on YouTube https://www.youtube.com/watch?
v=0wGpSaTzW58 and answer the following questions.
1. Describe the relationship of pedagogical knowledge with content
knowledge, as illustrated in the video.
2. Describe the relationship of technological knowledge with content
knowledge as shown in the video.
3. Describe the relationship of technological knowledge with
pedagogical knowledge as discussed in the video.
ABSTRACTION
The TPACK is a technology integration framework that determines three types of
knowledge instructors need to associate for successful educational technology.
This combination of knowledge includes Technological Knowledge,
Pedagogical Knowledge, and Content Knowledge. TPACK is
sometimes compared in SAMR Model, but it is different in terms of its scope
(Rodgers, 2018).
Try
to look
at the
7
SUBJECT CODE: __EDUC 214 A________ MODULE No. __2____ TERM: ___1______
FIRST SEMESTER A.Y. 2022-2023
COLEGIO DE STA.ANA DE VICTORIAS, INC.
Osmeña Avenue, Victorias City, Negros Occidental, 6119
diagram below, how does each element of the TPACK relate to each other?
Image originally from TPACK.org
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),
Technological Pedagogical Knowledge (TPK), and
Technological Pedagogical Content Knowledge (TPACK).
Let us now discuss each of the elements of the TPACK Framework.
Content Knowledge (CK). This element talks about the teacher's
knowledge of the subject matter to be learned or taught. CK includes knowledge of
concepts, theories, evidence, and organizational frameworks within a particular
subject matter. So, is CK similar to all discipline and grade levels? The answer is
NO! CK will also differ according to discipline and grade level. For example,
teaching Science, Mathematics, English, and TLE at elementary and secondary
levels is different from teaching at the undergraduate or graduate level. Since the
former requires less detail and scope compared to the undergraduate and
graduate. Teachers may have different CK knowledge, or the CK that each class
imparts to its students will differ.
Pedagogical Knowledge (PK). This element of TPACK explains teachers'
knowledge and skills on teaching processes, practices, and methods used in
teaching and learning. As a general form of knowledge, PK covers the purposes,
values, and goals of education and may apply to more specific areas, including
understanding student learning styles, classroom management skills, lesson
planning, and assessments.
Technological Knowledge (TCK). This element of TPACK describes
teachers' knowledge and understanding of the proper way of using technology in
teaching the content. TCK involves understanding how the subject matter is taught
to students using different instructional technology, considering its
appropriateness to the subject, classroom, and students.
Technological Pedagogical Knowledge (TPK). This element of
TPACK describes the knowledge and understanding of how instructional
technology affects teaching and learning experiences. In this element, teachers
may introduce new pedagogical skills in teaching the subject matter using
appropriate technology. This further discusses how the teacher uses the
technology together with teaching pedagogy in teaching the lesson.
In the diagram above, you have noticed that TPACK results from the combinations
of the five elements. The TPACK will help you to become effective in using
technology as a tool for teaching and learning. For you to make use of the TPACK
effectively, you should be open to specific key ideas. These ideas include the
following:
1. with the use of technology, concepts of a certain subject matter can be
taught effectively;
2. with the use of technology, pedagogical techniques can be delivered in
creative and different ways;
3. with the help of technology, the differences of the students in learning the
concepts can be addressed;
4. in utilizing technology in teaching, students' background shall be
8
SUBJECT CODE: __EDUC 214 A________ MODULE No. __2____ TERM: ___1______
FIRST SEMESTER A.Y. 2022-2023
COLEGIO DE STA.ANA DE VICTORIAS, INC.
Osmeña Avenue, Victorias City, Negros Occidental, 6119
considered; and
5. educational technology can be used in pair with students' existing
knowledge, helping them either strengthen prior epistemologies or
develop new ones.
Make your own version or your own model of TPACK Model based on
your own understanding of the lesson. Explain why you chose that model.
The following will be the basis in making your model.
Explanation of Concepts
Model related to TPACK Model
Construction, creativity, and neatness
Clarity
Lesson 3 Hi!
SAMR Integration It’s time to review to what extent do you utilize technology.
Model The list below is composed of four questions that will clarify how do you use
technology in your academic tasks. In answering each item, make sure you include
one concrete example of your experiences.
1. Have you used technology to substitute your involvement from a task?
How?
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
2. Have you used technology to improve the quality of a task compare to your
own work without it? How?
______________________________________________________________
______________________________________________________________
______________________________________________________________
3. Have you used technology to make significant changes from the tasks you
usually do? How?
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
4. Have you used technology to something which you have never done without
its use? How?
______________________________________________________________
______________________________________________________________
______________________________________________________________
After completing your work above, answer the questions below as guide for
reflective thinking. Use the space after each question to discuss your answer.
1. How often do you use technology? What purpose usually makes you
decide to use technology in accomplishing your tasks?
_______________________________________________________
_______________________________________________________
_______________________________________________________
2. Among the four guide questions above, on what question do you feel
that you definitely agree on the statement? Why?
_______________________________________________________
______________________________________________________
9
SUBJECT CODE: __EDUC 214 A________ MODULE No. __2____ TERM: ___1______
FIRST SEMESTER A.Y. 2022-2023
COLEGIO DE STA.ANA DE VICTORIAS, INC.
Osmeña Avenue, Victorias City, Negros Occidental, 6119
______________________________________________________
3. What do you think is the best way of using technology in the
classroom?
_______________________________________________________
______________________________________________________
______________________________________________________
SAMR model of technology integration is developed by Dr. Ruben Puentedura as
shown in the figure on the next page. In this model, technology integration is
categorized into four different degrees – substitution, augmentation, modification,
and redefinition. The first two degrees belong to the enhancement stage. In this
stage, technology's role is mainly to enrich and develop learners' outputs even more
with technology. In the last two stages learners' outputs are being developed to
present a different perspective but still deliver the central concept of the output.
Although teachers like you are encouraged to help learners move beyond the
enhancement stage, it should also be remembered that the SAMR model is a
spectrum rather than a ladder. This does not mean that the redefinition level is the
best choice for a particular lesson. Some lessons need the replacement of
traditional tools to technological tools. Some lessons need technology to
experience learning, which is not possible without its use. As a teacher, you need
to be skillful enough to discern what degree should be focused on and design it for
the instructional process.
Some academic situations can be applied using the SAMR model of technology
integration. The list is presented below.
Degree Sample Academic Scenarios
Substitution • When teaching a government lesson in the Constitution, you
may use an electronic or web-based version of the documents
instead of a hard copy that is impractical due to a large
number of pages.
• You may ask your learners to prepare a PowerPoint or Prezi
presentation of their reports.
Augmentation • To supplement the ideas on the topic about the Amendments
of the Constitution, you may choose to insert a video clip of
how equal protection under the law was enforced during the
amendment process.
• You may ask the learners to visit interactive links to relevant
supreme court decisions.
Modification • To summarize the amendments' contents, you create a
graphic organizer using the different multimedia resources
10
SUBJECT CODE: __EDUC 214 A________ MODULE No. __2____ TERM: ___1______
FIRST SEMESTER A.Y. 2022-2023
COLEGIO DE STA.ANA DE VICTORIAS, INC.
Osmeña Avenue, Victorias City, Negros Occidental, 6119
that present ideas and synthesize the existing materials'
contents.
• You may ask learners to use a cloud-based workspace like
the Google Classroom to allow them to propose a modern
idea on how the amendment is done and solicit responses
from their classmates.
Redefinition • After completing the class' group works and soliciting
feedback from their classmates, learners may use technology
to connect with several places away to discuss how
constitutional amendments impact their lives.
• You may ask the learners to interact in real-time with the
citizens of different places to examine the difference in their
constitutional philosophy.
Go to https://www.deped.gov.ph/k-to-12/about/k-to-12-basic-education-
curriculum/grade-1-to-10-subjects/ , select one competency according to your
major. Create instructional tasks on how you can realize the SAMR model in
teaching your future learners.
Place your answers on the boxes allotted in each degree.
Learning Competency:
______________________________________________________________
____________________________________________________________
POINTS TO Google Classroom:
REMEMBER a. Concepts/Theories: Long Quiz
b. Performance Task: Online Oral Recitation/Interactive Discussion
Email/Social Media:
a. Submission of Outputs
ASSESSMENT Quizzes through Google Forms
Completion of Activities and SCQ’s
Output submission in every topic discussed
Participation during online class
FEEDBACK Feedbacking will be done through face to face (scheduled) and online
(Email, Messenger or Facebook Group).
11
SUBJECT CODE: __EDUC 214 A________ MODULE No. __2____ TERM: ___1______
FIRST SEMESTER A.Y. 2022-2023
