Edgar Dale was born on April 27,1900

in Benson, Minnesota. He graduated

in University of Chicago and took his Place your screenshot here

Bachelor and Masteral degree in

University of North Dakota. He has
worked as a public teacher and
superintend of school in The Ohio
State University.
Edgar Dale is also known as the
“Father of Modern Media in
Education” .
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 Edgar Dale’s
Cone of Experience
▸ In 1946, Edgar Dale developed his theory on Cones of Experience. It is
a visual representation of the types of experiences human beings
encounter as they prepare to synthesize the knowledge and convert it to
understanding. Dale mentioned that humans can encounter different
types of experiences. Each level of experience results in a different level
of effectiveness as it relies on the process of knowledge. He has divided
his model into three major categories; most abstract to the least abstract,
as it travels down from the top to bottom. According to Dale, the
arrangement in the cone is based on abstraction and on the quantity of
senses involved.
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 abstract

▸ First introduced
in Edgar Dale’s
1946 book,
“Audio-Visual
Methods in
Teaching.”

▸ concrete
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 Concrete vs. Abstract

▸ First – hand ▸ Difficulty when not

experiences enough previous
▸ Learners has some experience or
control over the
outcome.
exposure to a
concept.
▸ Incorporate the use of
the five sense.

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 Influences
Jerome Bruner’s Theory
of Instruction
▸ Inactive – direct experience
- Direct-purposeful
- Contrived
- Dramatized
▸ Iconic- pictorial experiences
- Demonstration - Field Trips
- Exhibits - Motion Pictures
- Audio/recording/photos
▸ Symbolic- high abstract experience
- Visual symbol
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Enactive Experiences
▸ Refers to the direct experiences or
encounter with what is.
▸ This is life on the raw, rich and unedited.
▸ They form the bases for all other learning
experiences.

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Direct And Purposeful
Experience
▸ Direct, First hand Experience
▸ Have a direct participation in the
outcome
▸ Use of all our senses
Ex. Tutoring young children

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Contrived Experience

▸ Models and mock- ups

▸ “editing of reality”
▸ Necessary when real
experience cannot be used or
are too complicated

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Dramatized Experience
▸ Reconstructed experiences
▸ Can be used to simplify an event or idea to
its most important parts
▸ Divided into two categories
▹ - Acting – actual participation (more
concrete)
▹ - Observing – watching a dramatization
take place (more abstract)

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Iconic Experiences
▸ Progressively moving toward greater use of imagination
▸ Successful use in a classroom depends on how much imaginative
involvement the method can illicit from students.
▸ Involves:
 Demonstrations
 Study Trips
 Exhibits
 Motion pictures
 Educational Television
 Radio recordings and still pictures
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DEMONSTRATIONS
▸ Visualized explanation of an important fact,
idea or process
▸ Shows how certain things are done
▸ Examples:
o How to make a peanut butter and jelly
sandwich
o How to play the piano
o How to lift a fingerprint
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STUDY TRIPS
▸ Watch people do things in real situations
▸ Observe an event that is unavailable in the
classroom
▸ Examples:
o Civil War Re- enactment
o Old World Wisconsin
o Class trip to Washington D.C.

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 EXHIBITS
▸ Something seen by a spectator
▸ Two types
o Ready made
 Museum
 Career fair
o Home made
 Classroom project
 National History Day competition
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 EDUCATIONAL TELEVISION
& MOTION PICTURES
Television Motion Pictures
▸ Bring immediate ▸ Used to slow down a fast
interaction with events process
from around the world
▸ Viewing, seeing and
▸ Edit an event to create hearing experience
clearer understanding
▸ Can re-create events with
than if experienced actual
simplistic drama that even
event first hand
slower students can gasp
▸ Example:
▹ TV coverage of 9/11
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RECORDINGS, RADIO
AND STILL PICTURES
▸ Can often be understood by those who
cannot read
▸ Helpful to students who cannot deal with
the motion or pace of a real event or
television
▸ Examples:
▹ Time Life Magazine
▹ Listening Old Radio Broadcast
▹ Listening to Period Music
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Symbolic experiences
▸ Very little immediate physical action
▸ Difficult only if one doesn’t have enough direct experience to
support the symbol
▸ Used at all levels of the Cone in varying importance
▸ Involves:
▹ Visual Symbols
▹ Verbal Symbols

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VISUAL SYMBOL
▸ No longer involves reproducing real
situations
▸ Chalkboard and overhead projector
the most widely used media
▸ Help students see an idea, event and
process
▸ Examples:
▹ Chalkboards
▹ Flat maps 21
VERBAL SYMBOLS
▸ Two types:
▹ Written words - more abstract
▹ Spoken words – less abstract
▸ Examples:
▹ Discussion
▹ Explanation/ lecture

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TPACK as a
Framework for
Technology -Driven
Teaching and
Learning
What is TPACK
FRAMEWORK?
▸ Is a framework to understand and
describe the kinds of knowledge
needed by a teacher for effective
pedagogical practice in a technology
enhanced learning environment.

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What is TPACK
FRAMEWORK?
▸ In 1986, Lee Shulman analyzed the combination
of pedagogical and content knowledge (PCK)
that teachers should possess. .In 2000,
technology knowledge was added as another
component that teachers should possess.
▸ TPACK model was written in 2006 by Punya
Mishra and Matthew J. Koehler in
"Technological Pedagogical Content
Knowledge:A Framework for Teacher
Knowledge". 25
The importance of TPACK
▸ TPACK is an essential part of the
education system today as it
incorporates the growing demand on
the use of technology in the classroom
as well as continuing the focus on the
content and how we teach it. Therefore
it sets up education for the future as
well as setting up the students for their
future.
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Impacts of TPACK:
▸ Impact on the Teacher:
- It is important for the teacher
to be completely up to date and
knowledgeable with the
curriculum and the components
of TPCK to effectively
incorporate it into their lessons

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Impacts of TPACK:
▸ Impacts on the Students:
- Students of the millennium work
better through technology and quite
often find the content and direct
teaching quite stale. Therefore by
adding the technology component to
the already existing PCK model the
students become more engaged in
their learning.
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Content Knowledge (CK)
The term content knowledge refers to the body of knowledge and
information that teachers teach and that students are expected to learn
in a given subject or content area, such as English language arts,
mathematics, science, or social studies. Content knowledge generally
refers to the facts, concepts, theories, and principles that are taught and
learned in specific academic courses, rather than to related skills—such
as reading, writing, or researching—that students also learn in school.
While the term may be considered unnecessary jargon by some, the use
of “content knowledge” has grown significantly in recent decades, in
large part because educators now commonly use the term as a
shorthand way to articulate a useful technical distinction between
“knowledge” and “skills”.
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EXAMPLE:Content Knowledge (CK)
Common content knowledge is defined by its shared use in common across
adult pursuits other than just teaching. For example, engineers and mathematics
teachers both use knowledge of how to solve algebraic problems in conducting
their day‐to‐day work.

Why is content knowledge important in

teachers?
Teachers' understanding of the nature and purpose of the discipline
strongly influences their personal pedagogical content knowledge, i.e. what they
highlight as important. This means that teachers need to have a sense of what the
nature of the discipline is, understanding its organizing concepts as well as its
tools.
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Pedagogical Knowledge (PK)
▸ Pedagogical knowledge describe knowledge reading teachin,
different teaching methods, such as knowing how to organise
activities in a way conductive to students constructive building of
knowledge.
▸ It is a set of skills that teachers must develop in order to manage
and organise teaching and learning activities for intended learning
outcomes.
▸ It involves, but is not limited to an understanding of classroom
management, the role of student and assessment of learning.

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Why is pedagogical knowledge
important?
▸ Pedagogical Content Knowledge plays an
important role in classroom instructions. In the
teaching and learning process, a PCK involves
teachers' competence in delivering the
conceptual approach, relational understanding
and adaptive reasoning of the subject matter.

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Pedagogical Content Knowledge
(PCK)
Pedagogical content knowledge is a synthesis of how teachers related what
they know and belief about teaching (pedagogy) with the subject matter, or
content that they are teaching.
What are the three elements of pedagogical content knowledge?
The further proposed several key elements of pedagogical content knowledge:
1. Knowledge of representations of subject matter (content knowledge);
2. Understanding of students' conceptions of the subject and the learning
and teaching implications that were associated with the specific subject
matter; and
3. General
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Technology Knowledge
▸ Technology Knowledge is, “Knowledge about certain ways of
thinking about, and working with technology, tools and
resources. and working with technology can apply to all
technology tools and resources. This includes understanding
information technology broadly enough to apply it productively
at work and in everyday life, being able to recognize when
information technology can assist or impede the achievement
of a goal, and being able continually adapt to changes in
information technology.”
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Technology Knowledge
▸ Technology Knowledge is, “Knowledge about certain ways
of thinking about, and working with technology, tools and
resources. and working with technology can apply to all
technology tools and resources. This includes
understanding information technology broadly enough to
apply it productively at work and in everyday life, being able
to recognize when information technology can assist or
impede the achievement of a goal, and being able
continually adapt to changes in information technology.”
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Technological Pedagogical
Knowledge
▸ TPK is an understanding of how teaching and learning can
change when particular technologies are used in particular
ways. This includes knowing the pedagogical affordances and
constraints of a range of technological tools as they relate to
disciplinarily and developmentally appropriate pedagogical
designs and strategies. To build TPK, a deeper understanding
of the constraints and affordances of technologies and the
disciplinary contexts within which they function is needed.

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Technological Pedagogical
Knowledge
▸ Technological Pedagogical Knowledge becomes particularly important
because most popular software programs are not designed for educational
purposes. Software programs such as the Microsoft Office Suite (Word,
PowerPoint, Excel, Entourage, and MSN Messenger) are usually designed for
business environments. Web-based technologies such as blogs or podcasts are
designed for purposes of entertainment, communication, and social
networking. Teachers need to reject functional fixedness (Duncker, 1945) and
develop skills to look beyond most common uses for technologies,
reconfiguring them for customized pedagogical purposes. Thus, TPK requires
a forward-looking, creative, and open-minded seeking of technology use, not
for its own sake but for the sake of advancing student learning and
understanding. 39
Technological Content
Knowledge
▸ Technological Content Knowledge is an understanding of the
manner in which technology and content influence and constrain
one another. Teachers need to master more than the subject matter
they teach; they must also have a deep understanding of the manner
in which the subject matter (or the kinds of representations that can
be constructed) can be changed by the application of particular
technologies. Teachers need to understand which specific
technologies are best suited for addressing subject-matter learning
in their domains and how the content dictates or perhaps even
changes the technology—or vice versa.
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Technological Content
Knowledge
▸ Technological Content Knowledge is an understanding of the manner
in which technology and content influence and constrain one another.
Teachers need to master more than the subject matter they teach;
they must also have a deep understanding of the manner in which the
subject matter (or the kinds of representations that can be
constructed) can be changed by the application of particular
technologies. Teachers need to understand which specific
technologies are best suited for addressing subject-matter learning in
their domains and how the content dictates or perhaps even changes
the technology—or vice versa.
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