Technology for Teaching

and Learning 1

Theories and Principles in the

Use and Design of
Technology-Driven Lesson
1. Edgar Dale’s Cone of Experience
2. Bruner’s Three-Tiered Model of Learning
3. TPACK as a Framework for Technology-Driven
Teaching and Learning
4. The ASSURE Model
5. Models of Technology-Enhanced Instructional
Lessons
Technology for Teaching
and Learning 1

The 8 M’s of Teaching

In preparing to become a teacher, there are

elements that should be taken into
consideration. One way of putting it is the 8
M’s of teaching and each element
contributes to ensuring effective instruction.
 Technology for Teaching
and Learning 1

The 8 M’s of Teaching

1. Milieu – the learning environment
2. Matter – the content of learning
3. Method – teaching and learning activities
4. Material – the resources of learning
5. Media – communication system
6. Motivation – arousing and sustaining interest in
learning
7. Mastery – internalization of learning
8. Measurement – evidence that learning took
place
Technology for Teaching
and Learning 1

The 8 M’s of Teaching

Technology for Teaching
and Learning 1
The 8 M’s of Teaching
Technology for Teaching
and Learning 1

The 8 M’s of Teaching

Technology for Teaching
and Learning 1

Dale and the 8 M’s of Teaching

With reference to the 8 M’s of instruction,

one element is media. Another is material.
These 2 M’s are actually the elements of
the Cone of Experience. Edgar Dale
relates well with various instructional media
which form part of the system’s approach to
instruction.
 Technology for Teaching
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Dale’s Cone of Experience

“The cone is a visual analogy and

like all analogies, it does not bear an
exact and detailed relationship to the
complex elements it represents” –
Edgar Dale
 Technology for Teaching
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Dale’s Cone of Experience

The Cone of Experience is a visual model that shows
a continuum of learning; a pictorial device that
presents bands of experience. It does not strictly
define the bands to be mutually exclusive but allows
the fluid movement across the levels. In fact, sensory
aids may overlap and even blend into one another.
For example, viewing a play is far different from being
part of it. It is far different listening to somebody
explaining the architectural design from actually
executing the plan.
Dale’s Cone of Experience
 Technology for Teaching
and Learning 1

Cone of Experience
The version of Dale’s Cone of Experience with percentage as
to which band will hone higher order thinking skills and
engage learners more may be confusing because it may not
necessarily mean that learning better takes place when
materials or activities belong to the upper level of the cone or
that the nature of involvement is more active if it is in the
bottom. For all the descriptive categorization of learning
experiences, other elements such as students’ motivation to
be engaged and learn have to be factored in as well.
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Cone of Experience
Dale (1969) asserts that:
“The pattern of arrangement of the bands
experience is not difficulty but degree of abstraction
– the amount of immediate sensory participation
that is involved. A still paragraph of a tree is not
more difficult to understand than a dramatization of
Hamlet. It is simply in itself a less concrete
teaching material than the dramatization”
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and Learning 1

Cone of Experience
“In our teaching, we do not always begin with
direct experience at the base of the Cone. Rather,
we begin with the kind of experience that is most
appropriate to the needs and abilities of particular
learning situation. Then, of course, we vary this
experience with many other types of learning
activities” (cited in B. Corpuz and P. Luciano,
2012).
Dale’s Cone of Experience
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The Bands in Dale’s Cone of Experience

1. Direct Purposeful Experiences.

This refer to foundation of
experiencing learning. Using the
senses, meaningful knowledge and
understanding are established. This is
experiential learning where one learns
by doing.
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The Bands in Dale’s Cone of Experience

2. Contrived Experiences. It is in this

category that representations such as
models, miniatures, or mock ups are
used. There are things or events that
may be beyond the learner’s grasp and
so contrived experiences can
provide a substitute.
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The Bands in Dale’s Cone of Experience

3. Dramatized Experiences. These

are commonly used as activities that
allows students to actively
participate in a reconstructed
experience through role-playing or
dramatization.
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The Bands in Dale’s Cone of Experience

4. Demonstrations. When one decides to

show how things are done, a demonstration
is the most appropriate experience. It is an
actual execution of a procedure or a
process. A demonstration of how to bake or
how to execute the dance step is an
appropriate way of making the learning
experience meaningful.
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The Bands in Dale’s Cone of Experience

5. Study Trips. These are actual

visits to certain locations to
observe a situation or case which
may not be available inside the
classroom.
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The Bands in Dale’s Cone of Experience

6. Exhibits. These are displays of models

such as pictures, artifacts, posters, among
others that provide the message or
information. These are basically viewed,
however, there are currently exhibits that
allow the viewers to manipulate or interact
with the display and as a result, the exhibit
becomes more engaging and fun.
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The Bands in Dale’s Cone of Experience

7. Television and Motion Pictures. These

provide a two-dimensional reconstruction of a
reality. These allow learners to experience the
situation being communicated through the
mediated tools. They provide a feeling of
realism as viewers try to understand the
message portrayed by actors in the films.
8. Still Pictures, Recordings, Radio.
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The Bands in Dale’s Cone of Experience

9. Visual Symbols. These are more

abstract representations of the
concept or the information.
Examples of these are information
presented through a graph or a
chart, or a flowchart.
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The Bands in Dale’s Cone of Experience

10. Verbal Symbols. This is the

most abstract because they may
not exactly look like the concept or
object they represent but are
symbols, words, codes or
formulae.
Technology for Teaching
and Learning 1

The Bands in Dale’s Cone of Experience

How does
a student
learns?
Dale’s Cone of Experience
and the Learning Pyramid
Technology for Teaching
and Learning 1

Bruner’s Three-Tiered
Model of Learning

Cognitive psychologist Jerome

Bruner felt the goal of education
should be intellectual
development represented by
his theory of development.
 Technology for Teaching
and Learning 1

Bruner’s Three-Tiered
Model of Learning
Bruner’s beliefs about learning and education:
1. Curriculum should foster the development of
problem-solving skills through the processes of
inquiry and discovery.
2. Subject matter should be represented in terms of
the child's way of viewing the world.
3. Curriculum should be designed so that the
mastery of skills leads to the mastery of still more
powerful ones.
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Bruner’s Three-Tiered
Model of Learning
4. Advocated teaching by organizing
concepts and learning by discovery.
5. Culture should shape notions through
which people organize their views of
themselves and others and the world in
which they live.
Technology for Teaching
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Bruner’s Three-Tiered
Model of Learning
Brunner’s three-tiered 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 or icons
3. Symbolic – a series of symbols
Technology for Teaching
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Bruner’s Three-Tiered
Model of Learning
With young learners, it is highly recommended
that a learner proceed from the Enactive to Iconic
and lastly to the Symbolic. A young learner would
not be rushed to move to immediate abstraction at
the highest level without the benefit of a gradual
unfolding. However, when the learner is matured
and capable to direct his own learning, it may
more fluidly across the cone of experience.
Technology for Teaching
and Learning 1

Bruner’s Three-Tiered
Model of Learning
Technology for Teaching
and Learning 1

Bruner’s Three-Tiered
Model of Learning
Bruner and Dale
 Technology for Teaching
and Learning 1

Theories and Principles in the

Use and Design of
Technology-Driven Lesson
1. Edgar Dale’s Cone of Experience
2. Bruner’s Three-Tiered Model of Learning
3. TPACK as a Framework for Technology-Driven
Teaching and Learning
4. The ASSURE Model
5. Models of Technology-Enhanced Instructional
Lessons