III.

Theories and Principles in

the Use and Design of
Technology- Driven Lessons

Group 2
 OBJECTIVES
1.To define and explain Dale’s Cone of
Experience, TPACK (Technology, Pedagogy and
Content Knowledge) and ASSURE Model.
2.To identify the use of Dale’s Cone of
Experience, TPACK, and ASSURE model in
education.
A.Dale’s Cone of Experience
It is a visual model, a
pictorial device that
presents bands of
experience arranged
according to degree of
abstraction and not degree
of difficulty.
 It incorporates several theories
related to instructional design and
learning processes.
This was introduced by Edgar
Dale(1946) in his “Audio Visual
Methods in Teaching”.

A. Dale’s Cone of Experience

Dale made minor modifications of the
visual in the second edition (1954)
changing Dramatic Participation to
Dramatized Experience and adding
Television.

A. Dale’s Cone of Experience

 By the third edition of the textbook, Dale
(1969) acknowledged the growing popularity of
Jerome Bruner’s (1966) cognitive psychology
concepts by overlaying Bruner’s classification system
for modes of learning – enactive, iconic, and
symbolic – on top of his own categories.

A. Dale’s Cone of Experience

In 1960, he theorized that learners retain more
information by what they “do” as opposed to what is
“heard”, “read” or “observed”. His research led to the
development of the Cone of Experience.
Today “learning by doing” has become known as
“experiential learning” or “action learning”.

A. Dale’s Cone of Experience

A. Dale’s Cone of Experience

How can Instructors Use the Cone of Experience?

According to Dale’s research, the
least effective method at the top
involves learning from information
presented through verbal symbols,
i.e., listening to spoken words.
The most effective methods at the bottom, involves
direct, purposeful learning experiences, such as
hands-on or field experience.
The chart rates the average retention rate for
various methods of teaching. The further ones
progresses down the cone, the greater the learning
and the more information is likely to be retained.
B. Technology, Pedagogy and Content Knowledge
It is a framework that describes the kinds of
knowledge needed by a teacher for effective
technology integration.
It emphasizes how the connections among
teachers’ understanding of content, pedagogy, and
technology interact with one another to produce
effective teaching.
 Technology is used more as “efficiency
aids and extension devices” (McCormick &
Scrimshaw, 2001 , p. 31) rather than as
tools that can “transform the nature of a
subject at the most fundamental level” (p.
47).

B. TPACK
 Mishra and Koehler’s (2006)
formulation of TPACK framework
extended Shulman’s (1986)
characterization of teacher
knowledge to consider the role
that knowledge about technology
play in effective teaching.

B. TPACK
 3 Major Knowledge Components

• Content knowledge (CK) -subject-matter knowledge

•Pedagogical knowledge (PK) -a variety of
instructional practice
• Technology knowledge (TK) -traditional and new
technologies integrated into curriculum.

B. TPACK
 Four components in the TPACK
• Technological Content Knowledge (TCK) -
knowledge of reciprocal relationship between
technology and content.
• Pedagogical Content Knowledge (PCK) -an
understanding of issues being organized,
represented, and adapted to interests and abilities,
and presented for instruction (Shulman, 1986).
B. TPACK
 Four components in the TPACK
• Technological Pedagogical Knowledge (TCK) -
understanding of technology for pedagogical practices.
• Technological Pedagogical Content Knowledge (TPACK)
-the complex relations among technology, pedagogy,
and content to develop appropriate and context-
specific teaching strategies.

B. TPACK
B. TPACK
ICT - Related PCK
It is an instructional systems design model and
conceptualization of PCK defined as an
integrated understanding of four components:
pedagogy, subject matter content, student
characteristics, and the environmental context
for learning.

B. TPACK
ICT - Related PCK
It comprises the body of knowledge educators
must possess to teach with ICT, and consists of a
combination of five components of teachers’
knowledge: pedagogical, subject area,
students, environmental context, and ICT.

B. TPACK
It is defined as knowing how to:

(a) Identify topics to be taught with ICT;

(b) Identify representations for transforming
content;
(c) Identify teaching strategies that were
difficult with traditional technology;
B. TPACK
It is defined as knowing how to:

(d) Select ICT tools to support content

and teaching strategies; and
(e) Infuse ICT activities in classrooms.

B. TPACK
 C. ASSURE Model
The ASSURE Model is…
• Guide for planning and delivering
• Systematic approach
• Organizational tool
• Assessment tool
ASSURE Components
• A Analyze learners
• S State objectives
• S Select, modify, and design
• U Utilize
• R Require learner participation
• E Evaluate and revise
C. ASSURE Model
C. ASSURE Model
A Analyze Learners
• General characteristics
• Entry competencies
• Learning styles
• Auditory
• Visual
• Kinesthetic, etc.
C. ASSURE Model
S State Objectives
• Written in ABCD
format
• Audience
• Behavior
• Condition
• Degree
 C. ASSURE Model
Objective Statements
• Does objective allow you to…?
• Identify expectations
• Identify requirements
• Assess learning
• Determine needs
Classifying Objectives
• Cognitive
• Affective
• Psychomotor
• Interpersonal
• Intrapersonal

C. ASSURE Model
S Select, Modify, and Design
• Selecting media
• Work with instruction
• Work with objectives
• Work with the students

C. ASSURE Model
C. ASSURE Model
U Utilize
• Implementing the media
• Creating good student instruction
• Preview/Prepare the material
• Prepare the environment
• Prepare learners
• Provide learning experience
R Require Learner Participation
Getting learners to participate
• Games
• Group work
• Presentations
C. ASSURE Model
 E Evaluate and Revise
• Whether or not
objectives were met
• Whether the media
was effective
• Evaluate student
performance
• Evaluate instructor
C. ASSURE Model
It rates the average retention rate for
various methods of teaching. The further it
progresses down the cone, the greater the
learning and the more information is to be
retained.

C. ASSURE Model
It reveals that “action learning” techniques result
in up to 90% retention. People learn best by
perceptual learning style. These are sensory
based. The more sensory channels possible in
interacting with a resource, the better chance that
many students can learn from it.

C. ASSURE Model
According to Dale, instructors should design
instructional activities that build upon more real-
life experiences.
Dale’s cone of experience is a tool to help
instructors make decisions about resources and
activities.
The instructor can ask the following:
• Where will student’s experience with this
instructional resource fit on the cone?
How far is it removed from real-life?
• What kind of learning experience do you
want to provide in the classroom?
• How does this instructional resource
augment the information supplied by the
textbook?
• What and how many senses can students
use to learn this instructional material?
• Does the instructional material enhance
learning?