Dales’ Cone of Experience, TPACK model, SAMR, ASSURE Model and Models of Technology-Enhanced Instructional Lessons.
Overview
This chapter discusses about the different model in the integration of technology in instruction such as Dales’ Cone of Experience, TPACK model, SAMR, ASSURE Model and Models of Technology-Enhanced Instructional Lessons. These different models can enhance and improve learners’ knowledge and capabilities on how to properly use each model.
Moreover, how teachers integrate technology in the teaching and learning process depends very much on their beliefs on how learners learn. They need to know who their learners are and how to approach instruction. The educators’ role is to provide learning experiences that will help achieve the defined outcomes.
General Objectives
1. Identify learning principles and theories that are applied in technology-driven teachinglearning models. 2. Use the learning principles and theories as basis in the development of the teaching plans and selection of instructional materials.
Lesson 1: Edgar Dale’s Cone of Experience What to Expect:
1. Familiarize with Dale’s Cone of Experience and provide classroom processes or practices that exemplify each strata.
2. Provide examples of the various instructional materials appropriate for given instructional contexts.
Pre-discussion
Above is the common adage that it is best to involve into something so that it is easy for us to understand rather than only by mere observation with the use of eyes and ears.
In the classroom setting, it is best to let the learners do the specific task based on the lesson in order for them to understand the topics vividly rather than only discussing and showing them some examples which they will only remember and not to deeply understand the topics. Further, the above adage also holds true with the saying that experience is the best teacher.
Therefore, let the learners experience like doing an experiment so that they will be get involved and understand what they are doing.
Lesson Outline:
The 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 The Eight 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
The 8 M’s of instruction has one element which is media. Another is material . These two M’s (media, material) are actually the elements of the Cone of Experience. Edgar Dale’s Cone of Experience relates well with various instructional media which form part of the system’s approach to instruction.
Figure 1.
Dale’s Cone of Experience
Dale’s Cone of Experience is a visual model that is composed of eleven (11) stages
starting from concrete experiences which are located at the bottom portions of the cone going
to the abstract which are located at the upper portions of the cone. Also, according to Dale, the
arrangement in the cone is not based on its difficulty but rather based on abstraction and on the
number of senses involved. The experiences in each stages can be mixed and are interrelated
that fosters more meaningful learning.
The Bands in Dale’s Cone of Experience
Direct purposeful experiences – These refers to foundation of experiencing learning. Using the sense, meaning knowledge and understanding are established. This is experiential learning where one learns by doing.
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 learners grasp and so contrived experiences can provide a substitute.
Dramatized experiences - These are commonly used as activities that allows students to actively participate in a reconstructed experience through role-playing or dramatization.
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 a cake or how to execute the dance step is an appropriate way of making the learning experience meaningful.
Study trips - These are actual visits to certain locations to observe a situation or a case which may not be available inside the classroom.
Exhibits - These are displays of models such as pictures, artifacts, posters, among others that can 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.
Television and motion pictures - These technology equipment 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.
Still pictures, Recordings, Radio - Still are pictures or images. Together in this category are the audio-recorded materials or information broadcast through the radio.
Visual Symbols - These are more abstract representations of the concept or the information broadcast through the radio.
Verbal symbols - This caegory appears to be the most abstract because they may not exactly look like the concept or object they represent but are symbols, words, codes or formulae.
Further, 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
To young learners, it is best to start from enactive to iconic and lastly to symbolic. In this way, learning will be easier and they can easily grasp the lessons.
Moreover, a young learner would not be rushed to move to immediate abstraction at the highest level without the benefit of gradual unfolding. However, when the learner is matured and capable to direct his own learning, it may move fluidly across the cone of experience.
Summary
Dale Cone’s of Experience is composed of eleven (11) stages starting from concrete experiences. These are Direct purposeful experiences, Contrived experiences, Dramatized experiences, Demonstrations, Study trips, Exhibits, Television and motion pictures, Still pictures, Recordings, Radio, Visual Symbols and Verbal symbols.
In addition, Brunner’s three-tiered model of learning points out that every area of knowledge can be presented and learned in three distinct steps, the enactive, iconic and symbolic.
Lesson 2 : TPACK as a Framework for Technology-Driven Teaching and Learning
What to Expect?
1. Familiarize oneself with TPACK and SAMR Model as frameworks in integrating technology in the practice of teaching.
2. Select and employ an appropriate technology (tool or application) in an instructional plan.
3. Evaluate one’s capability in integrating technology in his lesson.
4. Identify learning theories and principles applied in the design and development of lessons through appropriate media and technologies for teaching-learning.
Pre-discussion:
As a future educator, what strategies or techniques do you know will work if you use it when teaching?
Schulman’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.
Lesson Outline:
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 main teaching more engaging, relevant and effective.
CK is content knowledge. It is the ‘what’ - understanding of the content such as language arts, math, science, history among others. 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 intersection of the pedagogical and content areas of knowledge is the PCK. This is 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.
TPACK, shown below, is a useful model for educators as they begin to use digital tools and strategies to support teaching and learning. This model, developed by educational researchers Mishra and Kohler (2006), is designed around the idea that content (what you teach) and pedagogy (how you teach) must be the basis for any technology that you plan to use in your classroom to enhance learning.
The circles in the TPACK diagram represent content knowledge, pedagogical knowledge, and technical knowledge. The areas where the circles overlap — where the three kinds of knowledge combine — can be explained as follows:
Pedagogical Content Knowledge (PCK) is the knowledge that teachers have about their content and the knowledge that they have about how teach that specific content. First identified by Shulman in 1986, we can see evidence of PCK as we consider the different strategies that science teachers use as compared to the strategies used by language arts teachers, or teaching strategies used by art teachers as opposed to teachers of mathematics. This specialized knowledge allows teachers to use the most effective methods for teaching specific content.
Technological Pedagogical Knowledge (TPK) is the set of skills, identified by Mishra and Kohler in 2006, which teachers develop to identify the best technology to support a particular pedagogical approach. For instance, if you want your students to work in collaborative groups (pedagogy) you might choose to have them share their learning in a wiki (a digital tool that is collaborative) or communicate what they have learned in a multimodal presentation using for example, PowerPoint, Glogster or Prezi (digital tools that allow students to present what they know).
Technological Content Knowledge (TCK) is the set of skills, also identified by Mishra and Kohler in 2006, which teachers acquire to help identify the best technologies to support their students as they learn content. For instance if you wanted your students to recognise and understand the sequence of steps leading up to a hurricane (content) you would look for online hurricane tracking sites, allow them to find photographs that represented the formation of hurricanes and have them document the different stages in a timeline.
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(http://www.youtube.com/watch?v=FagVSQIZELY)
2. Introduction to the the TPACK Model Video Common Sense Media (https://www.youtube.com/watch?v=glkn9Veggxo)
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 tachers to design develop, and infuse digital learning experiences that utilize technology (Nove. 9 , 2013)
SAMR is a framework through which you can assess and evaluate the technology you use in your class. Here is how the video below shared by Candace M explains the SAMR's four levels:
Substitution
In a substitution level, teachers or students are only using new technology tools to replace old ones, for instance, using Google Docs to replace Microsoft Word. the task ( writing) is the same but the tools are different.
Augmentation
Though it is a different level, but we are still in the substitution mentality but this time with added functionalities. Again using the example of Google docs, instead of only writing a document and having to manually save it and share it with others, Google Docs provides extra services like auto saving, auto syncing, and auto sharing in the cloud.
Modification
This is the level where technology is being used more effectively not to do the same task using different tools but to redesign new parts of the task and transform students learning. An example of this is using the commenting service in Google Docs, for instance, to collaborate and share feedback on a given task.
Redefinition
If you are to place this level in Blooms revised taxonomy pyramid, it would probably correspond to synthesis and evaluation as being the highest order thinking skills. "Redefinition means that students use technology to create imperceptibly new tasks. As is shown in the video below an example of redefinition is "when students connect to a classroom across the world where they would each write a narrative of the same historical event using the chat and comment section to discuss the differences, and they use the voice comments to discuss the differences they noticed and then embed this in the class website".
Summary
TPACK is a framework that combines the teacher’s three knowledge areas: technological knowledge, content knowledge, and pedagogical knowledge. Another is SAMR Model as a frameworks in integrating technology in the practice of teaching. It is a model designed to help educators infuse technology into technology into teaching and learning.
Lesson 3 The ASSURE Model
Pre-discussion
How do you craft a lesson? What are the steps you need to follow? Are you using ASSURE model?
A Analyze Learners
S State Objectives
S Select Methods, Media, and Materials
U Utilize Media & Materials
R Require Learner Participation
E Evaluate and Revise
Figure 1. The ASSURE Model
In designing a lesson with the integration of technology, it is crucial to observe a framework that can act as a guide in its formulation (Heinrich & Smaldino, 2002). The ASSURE model identifies six essential elements in the instructional process.
What to Expect:
1. Identify learning theories and principles applied in the use and design of learning lessons with technology.
2. Apply the ASSURE Model in crafting a lesson.
Lesson Outline
Analyze learners
General Characteristics
Describe the characteristics of the class as a whole. Include information regarding the number of students, grade or age level, gender, socioeconomic factors, exceptionalities, and cultural/ethnic/or other types of diversity.
Entry Competencies
Do the learners have the knowledge base required to enter the lesson? Do they have the entry competencies and technical vocabulary for this lesson?
Learning Styles
Describe the learning style preferences of the individual members of the class (e.g., auditory, visual, tactile/kinesthetic). Then determine the information processing habits of the learners.
State Objectives
Describe what the learner will do as a result of instruction. Describe specific outcomes you wish students to achieve. Use this to narrow the scope of your lesson. Well written objectives have three main components:
1. Given the specified context / materials
2. the learner will do / demonstrate desired outcome
3. to what specified level of proficiency
Select, modify, design Methods, Media, & Materials
Decide what method you will primarily use:lecture, group work, a field trip, etc. What media you will use: photos, multimedia, video, a computer? Are you using store bought materials, getting an outside resource to provide materials, modifying something you already have, or making something from scratch?
Utilize Methods, Media, & Materials
Plan how you will implement your media and materials. For each type of media and/or materials listed under Select, Modify, and Design, describe in detail how you will implement them into your lesson to help your learners meet the objectives. Please write in complete sentences for each item.
Summary
ASSURE model is a guide in crafting an instructional flow that can guide the teacher in integrating appropriate technology and media into the instructional process. There are six steps. The first step of the procedure is analyze learners, second step is state objectives, third step is select methods, media and materials, fourth step is utilize methods, media and materials, fifth step is require learner participation and sixth and the last element is evaluate student performance.
Lesson 4 Models of Technology-Enhanced Instructional Lessons
What to Expect:
1. Identify how a technology tool is integrated in a lesson.
2. Evaluate a sample lesson with the element of technology integration and suggested how it can be enhanced.
Pre-discussion
The conventional way of teaching in this century may outmode the preferences of present 21st century learners. This is a big challenge for teachers who are not updated with technological advancements in teaching. This is the high time to keep abreast with the recent developments in an online teaching.
Lesson Outline
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.
Learners can become …
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. Using a 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 be an asynchronous discussion. Using wikis to participate in group 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. Teachers need to integrate technology because learners become engaged and they learn better hence, a well-integrated phase of technology is critical.
Tools such as mobile device, must be used as fundamental components of a class as long as 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 educated those who read it. It is an outline journal that allows you to share with the world what you think or feel.
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.
Padlet
It is another tool that can be assessed 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.
Summary
There are different models of technology-enhanced instructional lessons. Some of which are integrated in the lesson. Blogs and padlets are commonly used technology tool which are integrated in the lesson. Further, through technology tools learners can become contributors, creators, communicators and collaborators in the teaching and learning process.
References: Technology for Teaching and Learning I, Bilbao, et.al.
https://we7.com/confucius-quotes/
http://www.rt3nc.org/edtech/the-tpack-model/
https://idtassuremodel.wordpress.com/about/
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