LESSON 1:

REVIEW OF TECHNOLOGY FOR TEACHING AND LEARNING

OBJECTIVES:
At the end of this lesson, you will be able to:
• Define the basic concepts and important terms
• Discuss the roles ICT in teaching for learning
• Differentiate the Theories and Principles in the use and design of technology driven
learning lesson

INTRODUCTION
Technology has increasingly become a pivotal element in modern education,
fundamentally transforming both teaching and learning processes. This review explores
the multifaceted impact of technology in educational settings, examining how digital
tools, online platforms, and emerging technologies are reshaping traditional pedagogical
approaches. It addresses the benefits, challenges, and future prospects of integrating
technology into the classroom, emphasizing its role in enhancing student engagement,
facilitating personalized learning, and promoting collaborative educational experiences.
By critically analyzing current trends and research, this review aims to provide
educators and policymakers with insights into the effective use of technology to improve
educational outcomes.

GOALS OF TECHNOLOGY IN TEACHING AND LEARNING

The primary goal of technology in teaching and learning is to enhance the quality and
effectiveness of education. This involves using digital tools and resources to create
more engaging, personalized, and accessible learning experiences. By integrating
technology, educators aim to improve student outcomes, support diverse learning
styles, and prepare students for the demands of a rapidly changing, technology-driven
world. Ultimately, the goal is to foster a more interactive, collaborative, and efficient
educational environment that meets the needs of both students and educators.
DEFINITION OF BASIC CONCEPTS AND IMPORTANT TERMS

In 2004, The Association for Educational Communication in Technology (AECT) came

up with a definition of education technology as "the study and ethical practice of
facilitating learning and improving performance by creating, using, and managing
appropriate technological processes and resources"
While Kurt (2016) define educational technology as "a complex, integrated process
involving people, procedures, ideas, devices and organization for analyzing problems
and devising, implementing, evaluating and managing solutions to those problems
involved in all aspects of human learning"

EDUCATIONAL TECHNOLOGY
- a science of planning, developing, organizing, implementing, evaluating and improving
instructional materials and instructions for best teaching learning performances and
experiences both teachers and student.

KEY ELEMENTS OF EDUCATIONAL TECHNOLOGY

1. Science of Planning - identifying the needs for instructional materials to be used in

the class based on students, teachers or both
2. Developing - referring to the actual development of instructional materials carefully
planned according to the needs.
3. Organizing - sequencing, measuring, timing and practicing the target flow of
implementation.
4. Implementing - using the developed instructional materials in an actual instruction.
5. Evaluating - validating the effectiveness of the developed instructional materials and
methods and or strategies using through formal and informal assessment.
6. Improving - using the collected assessments, weaknesses will be resolved to further
improve the developed instructional materials and methods and or strategies employed
for future reference.
TECHNOLOGY IN EDUCATION
- refers to any materials, devices, equipment, or application that use a scientific process
to supplement the delivery of educational goals.
take note of the brace "any materials, devices, equipment, or application which refers to
primitive or traditional and modern technology in education.
TRADITIONAL MODERN
Black board White board
Chalk Projector
Books Laser pointer
Manila Paper Slide presenter
Cartolina Learning Management System (LSM)

INFORMATION AND COMMUNICATION IN EDUCATION

- multi directional flow of knowledge, skills, competencies, and construction shared by
teachers, students, parents, and society.
FIGURE: 1 FIGURE: 2
The teacher is the provider of information Teachers and Students nowadays
share the
information
Information and communication in education nowadays uses several ways aside from
the classroom set up of delivery this includes the use of the following:
• Email
• Messenger
• Facebook
• Google Classroom
• Text
• Instagram

INSTRUCTIONAL SYSTEM
- also known as instructional design, refers to the systematic process of developing and
evaluating instructional materials and experiences. Since developing and evaluating
instructional materials form part of the educational technology, instructional system is
also part of educational technology. If this instructional design focused primarily on
enhancing teaching learning process using technology, that is Instructional technology.

ROLES OF ICT IN LEARNING AND TEACHING

What is ict?
Ict stands for information and communication technology. Ict covers all technical
means used to handle information and aid communication. This includes both computer
and network hardware, as well as their software.
What are the Roles of ict in learning and teaching?
ROLES OF ICT IN LEARNING AND TEACHING
1. Assists students in accessing digital information efficiently and effectively.
ICTs are currently being used in education to assist students to more effectively. It
assist students in accessing digital information efficiently and effectively, involves
teaching them to quickly find, evaluate, and use online resources.
2. Supports student-centered and self-directed learning
ICT must facilitate the development of the educational process, to contribute to its
formation, to motivate the learners to discover and to understand information.
3. Produces a creative learning environment.
A based creative environment therefore allow students to ICT- learning should the
articulate knowledge with different modes, e.g. images, writing, layout, sound speech
and 3D object.
4. Promotes collaborative learning in a distance-learning environment
Collaborative learning encourages and enables students to work and learn together to
study and explore a subject, to solve a problem, to complete a task or assignment.
5. Offer more opportunities to develop critical (higher-order) thinking skills
Technology is one of the most powerful tools in our schools today for developing critical
thinking skills.

C. Theories and Principles in the Use and Design of Technology Driven Lesson
a. Dale's Cone of experience
- Dale's cone of experience was developed by Edgar Dale. It is also known as
Learning pyramid. It is not based on difficulty but on abstraction and/or the numbers of
senses involved.
Edgar Dale was an American educationist who developed the Cone of experience. He is
also known as the Father of Modern Media in Education.
Dale's cone of experience
1. Direct Purposeful Experience
- all senses are involved
- first hand experience

2. Contrived Experience
- representation, mock up, copy paste, reneact

3. Dramatize
- participate in a reconstructed experience.

4. Demonstration
-show things are done.
- visualize explanation

5. Study trips
- visits, field trip

6. Exhibit
- display to be seen your eyes only.

7. Motion picture/ Television

8. Recording, radio, still pictures
9. Visual Symbols
- no longer realistic
- ex. graphs, chart, map
10. Verbal Symbols
- do not contain visual clues to their meaning.

B. TPACK AND OTHER FRAMEWORK FOR TECHNOLOGY-DRIVEN TEACHING AND

LEARNING

1. ТРАСК MODEL
2. SAMR MODEL
3. BLOOM'S DIGITAL TAXONOMY MODEL
4. ASSURE MODEL

•TPACK MODEL
Shows us that there's a relationship between, technology, content, and pedagogy.
Paves a way to educators to engage students in collaborative learning and to develop
the concept of digital pedagogies.
To promote a better understanding of the synergy between technology and pedagogy.
pedagogy
• Applying Technological, Pedagogical Content Knowledge to Your Lesson
• Content Knowledge (CK) - what are you teaching and what is your own knowledge of
this subject?
•Pedagogical Knowledge (PK) how do your students learn best and what instructional
strategies do you need to meet their needs and the requirement of the lesson plan?

• Technological Knowledge (TK) what digital tools are available to you, which do you
know well enough to now, and which would be most appropriate for the lesson at hand?
• Pedagogical Content Knowledge (PCK) understanding the best practices for teaching
specific content to your specific students
• Technological Content Knowledge (TCK) knowing how the digital tools available to you
can enhance or transform the content, how it's delivered to students, and how your
students can interact with it.
• Technological Pedagogical Knowledge (TPK) - understanding how to use your digital
tools as a vehicle to the learning outcomes and experiences you want.

•SAMR MODEL
It is a framework created by Dr. Ruben Puentadura to share a common language across
disciplines as teachers strive to personalize learning and help students visualize
complex concepts.
A planning tool that helps to design better learning activities for students.

• SUBSTITUTION
Means replacing traditional activities and materials-like in-class lectures or paper
worksheets-with digital versions. The goal is to keep things simple.

• AUGMENTATION
This level involves incorporating interactive digital enhancements and elements like
comments, hyperlinks, or multimedia. The content remains unchanged, but students
can now take advantage of digital features to enhance the lesson.

• MODIFICATION
At this level, teachers can think about using a learning management system like
Google Classroom, Moodle, Schoology, or Canvas to handle the logistical aspects of
running a classroom, like tracking grades, messaging students, creating calendar, and
posting assignments.

• REDENTIFICATION
In redefinition level, it enables activities that were previously impossible in the
classroom.

BLOOM'S DIGITAL TAXOΝΟΜΥ MODEL -Bloom's Digital Taxonomy (2008) was

developed by Andrew Churches as an extension of the original Bloom's Taxonomy and
creates a hierarchy of learning activities in a digital environment.

BLOOMS DIGITAL TAXONOMY COMPRISES SIX LEVELS, each reflecting a different

level of cognitive complexity.
• REMEMBERING
• UNDERSTANDING
• ANALYZING
• APPLYING
•EVALUATING
•CREATE

ASSURE MODEL •
The ASSURE model was developed by Heinrich and Molenda in 1999. It is a well-
known instructional design guide using constructivist perspective which integrates
multimedia and technology to enhance the learning environment.

6 steps of ASSURE Model:

1. ANALYZE learners;
2. STATE Objectives:
3. SELECT methods, Media and Materials;
4. UTILIZE Methods, Media and Materials;
5. REQUIRE Learner Participation; and
6. EVALUATE and Revise.