Module 5

Theories and Principles in the Use and Design of

Technology-Driven Learning Lessons

Module Overview

“Learners in the internet age don’t need more information. They need to know how to
efficiently use the massive amount of information available at their fingertips – to
determine what’s credible, what’s relevant, and when it’s useful to reference.”
- Anna Sabramowicz-

Lessons in this Module

• Dale's Cone of Experience
• TPACK Framework for Effective Pedagogical Practice
• The ASSURE Model

Welcome to your quest for exciting facts about Module 3!

The varied theories and principles in the use and design of technology-driven
learning lessons is a critical factor in promoting innovation in the instructing, and the
learning process relies particularly upon their convictions on how individuals adapt.
Specifically, they have to know who their students are and how to move toward instruction.
As a future teacher, your job is to give learning encounters that will help accomplish the
target outcomes. In this Module, you will be acquainted with various theories and learning
standards, for example, Edgar Dale‘s Cone of Experience, the TPACK Framework, and the
ASSURE model

After this module, you will be able to::

• Explain comprehensively Dale‘s Cone of Experience and present classroom
practices that exemplify each level of the Cone.
• Presents an exemplar of different instructional tools that are suitable for an
instructional setting.
• Understand and describe the Technological pedagogical content knowledge
(TPACK)
• Select and employ appropriate technology tools in designing a lesson.
• Understand the concept of the ASSURE model in designing lessons with
technology.
• Apply the ASSURE model in planning and creating a lesson.
 Lesson 1

Dale’s Cone of Experience

Learning Outcomes
At the end of the lesson, you should be able to:
• Explain comprehensively Dale's Cone of Experience and present
classroom practices that exemplify each level of the Cone.
• Present exemplars of the different instructional tools suitable for an
instructional setting.

Introduction
Next to the discussion on the ICT policies and safety issues in teaching and learning, you will now
understand and examine Edgar Dale‘s Cone of Experience to get informed with various
instructional media that form part of the system approach to instruction.
The model of Dale‘s Cone of Experience integrates several concepts associated with the
instructional model and learning processes. He emphasized that learners retain more
i n f o r m a t i o n b y w hat t h e y ― do as opposed to what is ―heard, ― read, or―observed. His
studies caused the improvement of the Cone to revel. These days, this―learning by doing‖ has
become known as ―experiential learning‖ or ―action learning. ‖ As you immerse yourself in the
lesson, you will discover the importance of the Cone as you plan your lesson to make learning
more productive and engaging to students.
 Activity

Activating Prior
Knowledge
Study the Cone of
Experience given below.
Analyze how the elements
are arranged from the
bottom upward or top-
down and put your ideas to
the graphic organized
below

Source adapted from E. Dale, Audio-visual Methods in Teaching, 1969, NY: Dryden Press.
 Analysis

• How are the experiences of reality organized in the Cone of Experience?

• Which way is farthest away from the real world, in this sense, most abstract?

• Is the basis of the arrangement of experiences difficulty of experience or amount

of Concept (the amount of immediate sensory participation involved)?

• Does the Cone of Experience design mean that all teaching and learning must
move systematically from base to pinnacle?

• Can you overemphasize the amount of direct experience that is required to learn a
new concept?

• How can you, as a future teacher, can use the Cone of Experience to maximize
learning?
• Identify the bands of the Cone of learning that belong to passive and active
learning categories

Passive Active
 Concept

Edgar Dale (1946) introduced Cone of Experience that reveals the development
of experiences from the very real to the extremely abstract (at the top of the Cone). The
Cone of Experience intends to notify students of how much a person‘s recall established
on how they face the material.

The Cone charts the average retention rate of the knowledge for various teaching
methods. The further down the Cone you move, the higher the learning, and the more
knowledge is likely to be retained. It also indicates that it is important to note when
selecting an instructional method that engaging students in the process can improve the
retention of information. This shows that strategies of ―action-learning‖ result in the
retention of up to 90 percent. Individuals learn better by using visual types of learning.
Perceptual types of learning are based on feelings. The more sensory channels are possible
in interacting with a resource, the better chance that many students can learn from it
(Diamond, 1989). According to Dale (1969), two teachers should develop lessons that draw
on more real-life experiences. Dale‘s Cone of Experience is a device that helps teachers
make resource and activity choices.

Edgar Dale‘s Cone of Experience

gives the following interpretation:
1. Lower levels of the Cone
involve the student as a participant and
encourage active learning.
2. Pictures are remembered
better than verbal propositions.
3. The upper levels of the
Cone need more instructional support
than lower levels.
4. Abstractness increases as
we go up the Cone, and concreteness
increases as we go down the Cone.
5. Higher levels compress
information and provide data faster for
those who can process it.

What are these bands of experience in Dale’s Cone of Experience?

1. Direct Purposeful Experience - Some experiences have the least abstractness and the
maximum possible concreteness. Purposeful means interactions of one intent are
meaningful. Skills we gained in real life through our first-hand, direct involvement. In
a teaching-learning cycle, it is the best mode, means, or channels for the desired
outcomes. Teachers will also strive to provide the students with real-life realistic
experiences in the form of showing actual objects and enabling them to come into
 direct contact with the realities of life themselves. Examples allow students to prepare
their meals, make a PowerPoint presentation, delivering a speech, performing
experiments, or making their furniture.

2. Contrived Experiences - These are not very rich, concrete, and direct as a real-life
experience. When the real thing cannot be accurately observed, artificial stimuli can
be given as a working model or as specific experiments in the laboratory. The working
model is the editing of fact, which varies in size or complexity from the original. It
includes models, mock-ups, experiments, and so on. We may delete the needless
information in a condensed and edited version of the real thing, and make the learning
simple. A mock-up of Apollo, the moon exploration spacecraft, for
example, allowed the North American Aviation Co. to research the lunar flight
problem.

Examples of Contrived Experiences:

Model- A replication in a small scale or a large scale or exact size

of a real item- but made of synthetic materials. It is a substitute for
a real item that may or may not be operational – Gray, et. In 1969,
al.

Mockup- Is an arrangement of a real device or associated

devices displayed in such a way that representation of reality
is created. A unique model where the parts of a model are
singled out, heightened and magnified to focus on that part
or process under study. Example: Planetarium

Specimen- An individual animal, plant, piece of a mineral, etc. It is used

as an example of its species or type for scientific study or display. An
example is a product or piece of work, regarded as typical of its class or
group—a sample for medical testing, especially of urine.

Object- May also include artifacts displayed in a

museum or objective displayed in exhibits or
preserved insect specimens in science.

Simulation- A representation of a real manageable event in which the learner is an

active participant engage in learning behavior or in applying previously acquired skills
or knowledge
3. Dramatized Experiences – The experience gained through active participation and
role-playing in dramatic activities. Activities in which visual representation and role-
playing depict the actual events of the past or present. It is useful in the teaching-
learning of subjects like history, political science, language, and literature. The pupil
who takes part in dramatization gets closer to direct experience than a student who
watches it. The plays can be a variety of forms, such as full-length play, one-act play,
puppet show, pageants (a kind of group drama focused on local history), mime,
tableau, dialogs, spot-spontaneous acting, and mock conventions, etc. We revive the
eruption of the revolution in the Philippines by playing the role of characters in a
drama.

Plays - depict life, character, culture, or a combination of

the three. They offer excellent opportunities to portray
vividly essential ideas about life.

Pageants are usually community dramas that are based on

local history. An example is a historical pageant that traces
the growth of a school.

Pantomime is a "method of conveying a story by bodily

gestures." Pantomime's impact on the audience rely on
the actors' movements.

Tableau is a picture-like scene composed of people against a

background. It is an arrangement of people who do not move or
speak, especially on a stage, who represents a view of life, an
event, etc.

Role-Playing is an unrehearsed, unprepared, and

spontaneous dramatization of a situation where
their roles absorb assigned participants. You
pretend to be someone else or pretend to be in a
particular position you are not really in at the
moment.

Types of Puppets
Puppets - A puppet is an inanimate entertainer, who is called a puppeteer. Puppets can
object or representational figure present ideas with extreme simplicity.
animated or manipulated by an

Shadow puppets – flat, black silhouette made

from lightweight cardboard shown behind a
screen.

Rod puppets – flat, cut-out figures tacked to a stick with one or more
movable parts, and are operated below the stage through wires or rods.

Glove-and-finger puppets – make use of gloves in which

small costumed figures are attached.

Marionettes – a flexible, jointed puppet operated by strings or wires

attached to a crossbar and maneuvered from directly above the
stage.
4. Demonstrations – It‘s a visual description of a significant reality, concept, or process.
Students can watch how certain things are done either in the form of actual objects or
models. Specific complicated procedures can be performed by the teacher for the
benefit of pupils who are reduced to the position of passive listeners. For better
performance, the teacher should try to involve the students in the demonstration
process by asking questions and answering them or by helping them plan the
demonstration and execute it. For example, a teacher in Physical Education shows the
class how to dance the tango.

5. Study Trips – It is a planned point visit or a location outside the daily classroom. This
is an organized situation in the form of tours, flights, hikes, and excursions. Provide
the students with valuable opportunities to offer direct real-life experiences. Learning
several principles, gaining relevant information, knowledge, and skills (in combination
with lots of entertainment) related to the school‘s various issues; curriculum. We put
the classroom back into the community and the community‘s concerns back into the
school.
Sample title for your study trips
Science Museum Trip - Science Field Trip
Historical Reenactment Trip - Living History Field Trip
Eco-Adventure Trip - Biology Field Trip
Museum of Natural History Trip - Social Science Field Trip
Reward Trip - Celebration/Fun Field Trip
Aviation Museum Trip - Military History Field Trip
Heritage Museum Trip- Culture Field Trip
Historic Church Trip - Religious Field Trip

6. Exhibits – Bring the outside world into the classroom employing exhibits, the concrete
representation of the things. The teacher can help the students by gaining useful
experience through the observation and organization of educationally significant
exhibitions. Exhibits are less real or direct in terms of providing direct practical
experience. These may consist of meaningfully organized working models or
photographs of templates, maps, and posters. Many exhibitions are ―only for your
eyes.‖ However, several shows provide interactive opportunities in which visitors can
touch or manipulate the displayed models.

7. Television and motion pictures – Television and movie clips can so expertly recreate
the history of the past, that we have to feel like we‘re there. The special meaning of
the messages that film and television deliver lies in their sense of reality, their focus
on individuals and personality, their organization presentation, and their ability to
select, dramatize, highlight, and clarify.

8. Still, pictures, Recordings, Radio - This stage includes the number of devices that
might be classified roughly as one-dimensional aids because they use only one sense
organ that is either eye (seeing) or ear (hearing). All these materials are less direct than
audio-visual experiences.

9. Visual symbols - There are no longer practical reproductions of material objects, for
such representations are incredibly abstract. Visible concepts that describe something
intangible by association and something that reflects or stands for something else,
usually by association or by way of definition of something abstract. Visual perception
has a predictive framework that is interesting. This contains visual graphic resources
such as charts, maps, diagrams, sketches, posters, comics, photos, drawings on
blackboards, and illustrations. The visual symbols (free to use any language) form a
primary contact language.

Drawings - A drawing might not be a real thing but better

than nothing to have practical visual help. To prevent
ambiguity, it is important that the real thing is depicted
correctly by our drawing.

Cartoons The cartoon is another useful visual symbol

which can add innovation to our teaching. Metaphorically
a first-rate cartoon reveals its story.

Strip drawings - A series of sketches linked to a funny story

or an adventure in a newspaper, magazine, etc .. It is a series
of adjacent, typically horizontally organized images which are
intended to be read as a narrative or a sequential sequence.

Diagrams - It is any line drawing that shows arrangement and relations as of parts to
the whole, relative values, origins and development, chronological fluctuations,
distributions, etc. ( Dale, 1969)

Types of Diagrams

Affinity Diagram - used to cluster complex

apparently unrelated data into natural and
meaningful groups. An affinity diagram is to
arrange ideas into a specific or natural relationship.
Bananas, bananas, and oranges, for example, would
be grouped as fruits while green beans, broccoli,
and carrots would be grouped as vegetables.

Tree Diagram – A tree diagram is a modern method for

planning management that defines the hierarchy of tasks
and subtasks required to complete and be objective. The
tree diagram begins with one element, then branches out
to two or more, each branching into two or more, and so
on. The finished diagram is like a tree, with a trunk and
many branches.

Fishbone Diagram - Often referred to as the cause-

and-effect diagram or Ishikawa diagram is a
visualization method for categorizing the possible
causes of the root cause of the issue. A fishbone
diagram usually used for root cause analysis
incorporates the brainstorming technique with a
form of mind map design.
Charts - It is a diagrammatic representation of individual connections within an
organization.

Types of Charts

Time Chart a tabular time diagram displaying data in

ordinal series.

Tree or Stream Chart shows creation, growth and

change starting with a simple course spreading out over
several branches

Flowchart visual way of showing a process from

beginning to end. A diagram of the series of
individual gestures or acts or events involved in a
complex structure or operation.

Organizational Chart Shows how one part of the company

applies to other sections. It is a graphical representation of
the structure which shows the relationships within the
positions or jobs.
Comparison and Contrast Chart shows similarities and
differences.

Pareto chart Is a type of bar

chart, prioritized from left to
right in decreasing order of magnitude or importance

Gannt chart is an activity time chart. A diagram

displaying a sequence of horizontal lines
representing the amount of work completed or
produced during different periods to the amount
expected for those periods

Graphs - Pictures helping us to understand the details. A diagram showing the

relationship between the variable quantities, usually two variables, each calculated at
the right angles along with one of a pair of axes.
Circle Graph –A visual representation of data
made by dividing a circle into sectors that each
represent parts of a whole. Usually, the amounts in
each area are expressed in percent, so that all of
the amounts total of 100%.

Bar Graph – Using to compare the magnitude

of the same things at different relations or to
see the relative sizes of the entire pieces. Also,
the numerical values of variables are
represented by the height or length of lines or
rectangles of equal width.

Pictorial Graph – a visual representation of data

by using pictograms. It uses icons or pictures in
relative sizes to highlight some data patterns and
trends.
Graphic organizers – In your subject, you've encountered many graphic leaders,
teaching values. Also known as knowledge map, idea map, story map, cognitive
organizer, advance organizer, or idea diagram, this is a pedagogical method that uses
visual symbols to communicate knowledge and concepts through interactions between
them.

Maps - Is a reflection of the earth's surface or a part thereof.

Physical Map Is altitude, temperature,

precipitation, rainfall, vegetation, and soil. A
diagram of known iconic places on
chromosomes. In base pairs, the actual distance is
determined between landmarks.

Relief Map is a three dimensional represents and

shows contours of the physical data of the earth or
part of the earth. It is indicating hills and valleys by
shading rather than by contour lines alone, also
elevations and depressions representing hills and
valleys, typically on an exaggerated relative scale.

Political maps are reference maps commonly used. They 're

put worldwide on the walls of classrooms. They display
the geographical boundaries between units of
government, such as nations, states, and counties. We
show highways, cities, and significant water features
like oceans, rivers, and lakes.
 Poster - A large printed picture, photograph, or notice that you stick or pin to a wall
or board, usually for decoration or to advertise something.

10. Verbal symbols - They are not like the artifacts or concepts they stand for. They do
not generally contain visual references to their meaning. To express any meaning,
verbal representations are words, phrases, sounds, or other utterances that are spoken
aloud. The verbal symbol may be a phrase, an idea, a concept, a scientific theory, a
formula, a philosophical aphorism, or some other representation of the experience
listed in any verbal symbolization. Published terms fall into that range. It may be a
word for a concrete-object (book), an idea (freedom of speech), a scientific principle
(the principle of balance), a formula (e=mc2)

Dale's Cone of Experience as a tool to help my students build learning experiences.

The Cone of Experience corresponds with three significant modes of learning:

• Enactive (direct experience), - Enactive or direct contact includes working with objects (the
student joins a knot to practice knot tying). The enactive perception requires direct action and
effective use of the senses and the body.
• Iconic (pictorial experience) - Iconic learning includes reading photos and sketches (the
student looks at paintings, pictures, or movies to learn how to tie
knots). Iconic perception is separated from the world of science and limited to two or three
senses.
• Symbolic (highly abstract experience)- Symbolic experience involves reading or hearing
symbols (the student learns or hears the word ―knot‖ and forms an image in mind). In symbolic
experience, the action is removed nearly altogether, and the experience is limited to thoughts
and ideas.

Application

A. Reflect on the following questions.

1. Think about your most unforgettable learning experience. How was it (or how was
it not) a ―rich experience‖ as defined by Dale?

2. Dale thought a rich experience would be ―emotionally satisfying‖ and ―motivate

[learners] to read throughout their lives.‖ Describe an experience you‘ve had that
has been emotionally satisfying and inspired you to continue learning throughout
your life.

3. Why does Dale recommend that teachers maximize their time by giving practical
and abstract opportunities to teach?
4. How does this instructional tool increase Textbook information?
 Lesson 2:
TPACK as a Framework for Technology-Driven Teaching and Learning
Lesson Outcomes

1. Familiarized oneself with TPACK and SAMR Model as frameworks in

integrating technology in the practice of teaching
2. Selected and employed an appropriate technology (tool or application)
in an instructional plan.
3. Evaluated one's capability in integrating technology in his lesson
4. Identified learning theories and principles applied in the design and
development of lessons through appropriate media and technologies
for teaching-learning

Introduction
As you prepare to be a teacher, how do you assess your content knowledge of your
specialization? In terms of your teaching skills, what strategies or techniques do you know will
work if you use it when teaching? If you will consider using a technological tool when teaching,
what would it be? Shulman's, (2008) Pedagogical Content Knowledge (PCK) is a framework
which involves the teachers' competence in delivering the concepts being taught by
simplifying complex ones if needed or leading the students to study a concept more deeply
and extensively. This is made possible due to the teachers' understanding of the amount and
the content structure of knowledge. Mishra and Koehler (2006) continued to build upon
Schulman's PCK and incorporated technology hence, TPACK.

Concept

What is TPACK? TPACK is a framework that combines the teacher's three knowledge
areas: technological knowledge, content knowledge, and pedagogical knowledge. This
framework shows the interconnectedness of content knowledge with pedagogical knowledge
and the integration of technology in making teaching more engaging. relevant and effective.
It looks at how these knowledge areas intercept or work together to increase student’s
motivation and make the content more accessibly engaging to students. This framework has
significantly influenced practices in teaching because of research.
The Technological, Pedagogical and Content Knowledge known as TPACK is a
theoretical model describing the capability of the 21st century teacher. To be relevant to the
learners of today, the teachers should be able to blend his knowledge and capability in the
content of the discipline.
CK is content knowledge. It is the 'what' — understanding of the content such as
language arts, math, science, history, among others. This is composed of facts, concepts,
theories, or principles in a given discipline. Pedagogical Knowledge (PK) is the 'How.' It is 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. The
teachers need to possess the capability to handle learning through effective method and
appropriate strategies.
The intersection of the pedagogical and content areas of knowledge is the PCK. This
how much competencies the teachers have in making the students learn concepts and skills.
This includes the knowledge of how to use techniques that can meaningfully address different
learning styles while supporting content with deeper understanding. Schulman (2008)
considers this teaching at its best.
The incorporation of technology knowledge into PCK by Mishra and Koehler (2006) is
relevant to 21st century teaching. This is the TK or the technological knowledge. This is the
teachers' knowledge on how to select, use and integrate these tools in the teaching and
learning context. This is not only about the tools but also about the quality of content that
students can access through appropriate applications and sites.
When technology is used in a specific subject area to enrich and deepen student's
understating of content, this is the intersection called TCK or Technological-Content
Knowledge. For example, to deepen students' understanding of a concept or area of study,
students can gather information and collect data and evidence using technology tools and
present this information using an application.
Furthermore, TPK which is Technology-Pedagogical Knowledge is knowing how to
select, use or develop technology to manage student learning. For example, w h o will use
collaborative tools that will allow students to work together and share information? How will
you use an application that will allow students to creatively share their well-researched project
in class or to others outside of the school? If they need to communicate with an expert in the
industry, what tools can they employ so that they may be able to interview the right expert
who can assist them in their capstone project? As a teacher, using the appropriate technology
to ensure effective instruction is TPK.
It allows student to learn content through digital tools. They can document and record
evidence and plot out a strategy using a collaborative tool where the group can discuss their
action plan while in or out of school. The drawn plan can be presented using a productivity
tool (i.e. PowerPoint presentation or a digital story) to pertinent persons for feedback. Once
approved and given support, the project can now proceed to the next level-implementation
stage.
 The intersection of all knowledge areas is known as the TPACK. So, TPACK is about
what teachers know, how they teach and how technology is used in the delivery of the lesson
to make it more engaging and making learning more relevant in the 21st century.
In conclusion, TPACK will start with content and then pedagogy and layer in
technology. Sometimes, you might get excited about the technological tool and design a
lesson around it. Remember, it is NOT about the technology tool, but it is the right blend of
the three knowledge areas.
Figure 1 shows a balanced and collaborative functions of the varied activities
manifesting teachers' competencies.

Figure 1. TPACK Model

On the web...
There are two relevant video clips that can be viewed. They will reinforce the understanding
of TPACK. Search in YouTube the following files and view them.
1) TPACK in Two Minutes (https://www.youtube.com/watch?v=FagVSQ1ZELY)
2) Introduction to the TPACK Model Video Common Sense Media
(https://www.youtube.com/watch?v=g1kn9Ntggxo)

SAMR
Another important model in the integration of technology in instruction is. SAMR.
SAMR is a model designed to help educators infuse technology into teaching and learning.
Developed by Dr. Ruben Puentedura, the model supports and enables teachers to design,
develop, and infuse digital learning experiences that utilize technology (Nov 9, 2013)
S stands for Substitution. It is literally using technology as an alternate for the regular item
that is employed in augmenting or assisting instruction. Instead of using a map or a globe in
teaching geography, teachers can use Google map or Google earth instead. Showing a
location in a map can be substituted using google map or google earth.
A is Augmentation. In this part of technology integration, there is a functional improvement in
the use of a technology tool. With the google map, you can use the features available such
as measuring the distance from one point to another. You can provide a task by making
students utilize this. For example, ask them to measure the distance and get the estimate time
of travel if they start from one point to go to the next point. With this use of the google map,
you tap on certain functions that the application provides. Instruction with technology
integrated is enhanced.
M means Modification. In this level, technology is used to redesign a lesson. When studying
geography for example, google applications have panoramio. Using this you can guide
students to start uploading their own pictures of places they may have visited online. A brief
description of these places can also be added. If internet connectivity is not available in the
classroom, they can do the task after class. With clear and proper instructions, students can
be guided to work on the assignment.
R represents the idea of creating something from the regular item. This is Redefinition.
Technology allows the creation of a new concept that has not been previously conceptualized.
Puentedura labels this as the transformation of learning. Students are given the opportunity
to create an output based on what they know and learned using a technology tool or
application. So, with the ready pictures uploaded in panoramio, students can probably write
the script for a guided tour using his available materials (i.e. pictures) using Google Earth and
start arranging these to be shared through the world wide web. It would be good if before the
students start posting or publishing their work online, as a teacher, you can review it just to
be sure it is ready to be shared.

Figure 2: SAMR Model Figure 2 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)

This may help...

You may use applications that you know.
If you have no idea, you may start exploring some
tools and application found in the image of Apps
in Education Poster and think how you can
integrate them in a lesson. All you need to do is
to explore them and be familiar with their features.

Figure 3. Apps in Education Poster

Blooms' 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 the Revised Bloom's Taxonomy.

Figure
4. A

Comparison between the Original and the Revised Bloom's Taxonomy

Figure 5. SAMR Model in relation to Bloom’s Revised Taxonomy

Figure 6 iPad Apps Supporting Bloom’s Revised Taxonomy

Figure 7 iPedagogy Wheel
 Application
Write an essay.
What is the significance of being aware of a theoretical framework (i.e. TPACK, SAMR,
Blooms Revised Taxonomy) in preparing to become an effective teacher?

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 Lesson 3

The ASSURE Model

Learning Outcomes

At the end of the lesson 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.

Time Frame 3 Days

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 1 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?
 Concept

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

Compare and contrast an ASSURE lesson plan from 4As lesson plan. Complete the
diagram below.

ASSURE 4As

similarities
.
Lesson 4:
Models of Technology-Enhanced Instructional Lessons
Lesson Outcomes
1. Identified how a technology tool is integrated in a lesson

2. Evaluated a sample lesson with the element of technology integration and suggested how
it can be enhanced

Introduction
The conventional way of teaching in this century may outmode the preference of present learners. The
teacher providing the information while taking the center stage may not hold students' attention for a
longer time. This still works, however, but with the appropriate use of the right technology tool or
application, a lesson becomes engaging. The roles that learners play in this millennium are no longer
limited to being a receiver of information. They desire to be actively involved in the retrieval of
information, repackaging them and using them to create something unconceivable before.

Activity: Word it Out!

1. Look for a someone you can discuss with.

2. Study the items that TeachThought posted entitled 100 Things Students Can Create To
Demonstrate What They Know. Click for the link https://www.teachthought.com/learning/60-
things-students-can-create-to-demonstrate-what-they-know/
3. If you are going to teach, select one output that you want your own students to do after a lesson.
4. What instructional materials or digital tools will you use to guide your students? Discuss your
answer with someone.
Concept

The learning place can also evolve especially when you consider the varied roles that learners
play. They can learn and perform the task in any physical or virtual location. There is also the
element of flexibility since learners can tackle assigned tasks at preferred times or manner of
doing them. However, certain agreed rules have to be established to provide the right amount of guidance
without curtailing their ingenuity.

Contributors — Learners can upload materials such as a video or an audio, post a message, submit an
output in a Dropbox or add documents and eBooks and add a picture or contribute to a digital world using
a `popup.'

Creators — Students can collate a digital portfolio or commonly known as an ePortfolio or create a virtual
poster or an interactive resource. They can produce a digital story, edit the entries and share.
Communicators — Using technology tools, students can chat with peers, post a reply in a blog, and
contribute a comment to the let thread flow. Creating a wiki, editing, and adding to it gives the students
the chance to communicate their thoughts. Using the chat room or the web conferencing by Skype creates
a new dynamic to what a learning place is.

Collaborators — Capstone projects can be outputs of collaboration. Students can participate in posting
ideas in a Forum where there can be an asynchronous discussion. Using wilds to participate in group work
with the aim to accomplish a task or comment on blogs are a few ways on performing the role of a
collaborator in a new idea of a learning place.

There are many great ideas on how to integrate a technological tool or an application in teaching the
lesson. Identifying the possible role that students need to be can guide them to choose the appropriate
way of using the right tool. The bottom line is for you to integrate technology because learners become
engaged and they learn better hence, a well-integrated phase of technology is critical.

One common tool is a mobile device. It is a computing gadget

such as a smartphone or a tablet computer that can be
handheld and carried along by the user. If this tool is
available, a creative teacher can strategize the meaningful
use of mobile as a way of engaging the learner.

Tools must be used as fundamental components of a class if

they are appropriate and strategically integrated to facilitate
learning for the integration of technology in a lesson is an
informed judgement of a qualified and innovative teacher.

Blogs

One interesting tool to explore is the blog. It is a

webpage that you need to create and where you can
write and post your ideas. These are updated on a
regular basis which can inspire or educate those who
read it. It is an online journal that allows you to share
with the world what you think or feel.

There are many kinds of blog and the type will

depend on the purpose for which it was created.

Quality of content is crucial in making your blog

attractive to readers. Blogging provides benefits and
one of which is it allows you to improve your writing
skills. Just in case you will start creating your own
blog, explore WordPress. It is a blogging platform.
Experience

on the web...

A. Reboot-search on the differences between WordPress.org and Word-Press.com for may look
similar but serve different functions.
B. Using Canva or an appropriate tool, create an infographic that reflects the differences between
the two.
If you want to know more about WordPress, you can find out by researching on the net.

Once you know a digital tool or an application, the next step is to think how you can use the tool when
teaching a lesson in your class.

1. Blogging Ideas
a. Reflect on Reading. Using blogs, post your reflections on a book that you are assigned to read.
b. Picture Prompt. Post a blog on your reflection based on a picture. Students can be given a word
limit in writing a creative piece or an idea.
c. Stat! Given limited time, students post their interpretation of a statistical data provided in class.
This can be a homework assigned to them.
d. Dream On! In a social studies class, students can post about their dream destinations by describing
the culture, the people, and scenic spots. Pictures can be added to enliven the posts.
2. Web Conferencing Ideas
a. Expert Guest Practitioner. Invite somebody who is an expert in a particular field into a web
conference (e.g. Skype)
b. Share and Compare. Using video conferencing, data from a science investigation can be shared to
other groups or students from other schools.
c. Mediated Tutorial. Through web conferencing, learners can set a time for a tutorial session with
an assigned peer. A variation can be a mediated tutorial by a teacher through any of the following
web conferencing tools for teachers (e.g. Skype, FB Messenger, MeetingBrunner, GoToMeeting,
Yugma, WebEx, etc.)
On the Web...

Padlet is another tool that can be accessed online and

suited for sharing information or content and can allow
engagement of students. Although it can be used for
business but with creativity, it can be appropriate for
educational purposes.

One important step to select a tool is to study it and its

functions. Identify which one will work for your class while
having in mind the main purpose why you are teaching the
lesson. As a result, your students become more engaged
than ever before. Explore the tool and study its features
when you get the chance to be online. Try to be familiar
with what you can do with it. When you have done this,
you can proceed with the task given below
In designing a lesson, always remember that it is not about the technology tool upon which the lesson
revolves. Rather it must be the objective of the lesson and the knowledge and skills to be taught that will
guide you in selecting the appropriate tool or aid in order to achieve those objectives. So the following
steps may be a good guide:

Step 1 Identify learning objectives based on a topic or content.

1. Determine if the objectives are observable or can be manifested by the learner.

2. Consider the topic or subject matter that needs to be covered in the lesson.
Step 2: Determine knowledge and skills.

1. Analyze students' knowledge and skills.

2. Determine how students will be able to learn the knowledge and skills.
3. Look for resources that can be useful in achieving the objectives.
Step 3: Select a tool or an instructional aid to use.

1. Be familiar with the tool you have selected and learn how to use it.
2. Consider the content that needs to be placed in the tool or the information that goes with the use
of the tool.
Step 4: Determine the method of assessment.

1. Use a criterion/rubric to evaluate the technology tool or instructional aid but always considering
the content as the most important criterion.
2. Consider, the quality of information, the technological skills needed by the students or how you
can present the technology tool that would suit your objective.

Take a look at this sample lesson plan that employs the use of a mobile device.

A Sample Plan Making Use of a Mobile Device Performance Outcomes:

Learners must be able to

1. identify the plot of a given fiction (in literature)

2. write a summary of one section of the plot (any of the beginning, middle, or end)
3. create a script to enact one section of the plot
4. use a mobile device to document the section of the plot and which has to be uploaded for the
class to review
Prepare Things Needed in Setting up the classroom

1. A literary material from a book

2. Mobile device with a camera
3. Internet access (i.e. beyond class hours or at home if there is no Internet connectivity in school)
4. Mobile devices have to be charged
5. Teacher needs to ensure that a platform (e.g. a site, a blog, or a wiki) has been set up where
learners can upload their own material
Plan and Push the Instructional Flow

1. After finishing a particular fiction literature such as a short story or a particular text, discuss with
learners the elements of a plot: the beginning, the middle and the end of the story.
2. Divide the class into smaller groups assigning each team to work on the plot of the story in any of
the
(1) beginning,
(2) middle, or
(3) end.
3. Each team will write a short script that summarizes the portion of the plot assigned to them.
4. Then they will act out a scene and make use of their mobile device to record their final play. The
recording will then be uploaded to the class site (e.g. google site) or class wiki for the rest of the
big class to view and comment.
Provide Plausible Possibilities

1. The written script of a scene can be acted out like in a radio play using the audio recording feature
of their mobile device like in a podcast. This can also be uploaded in the class site.
2. ATs a team, create a different ending or inject a different twist in the story. he team can select
the best plausible twist.

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.