CHAPTER I: Review of Technology For Teaching and Learning

TECHNOLOGY FOR TEACHING AND LEARNING IN ELEMENTARY GRADES
CHAPTER 1
CHAPTER I: Review of Technology for Teaching and

Learning
OBJECTIVES
Intended Learning Outcome: At the end of the unit, the students shall be
able to:
a. Define basic concepts in understanding ICT in education;;
b. Determine the roles of ICT in Teaching for Learning;
c. Identify learning theories, principles and researches applied in the use
and design of learning lessons with technology; and
d. Determine the different technology driven teaching learning models.
INTRODUCTION
Introduction:
This chapter will help the leaners understand the basic concepts in
understanding ICT in education, the roles of ICT in Teaching for Learning, the
learning theories principles and researches applied in the use and design of
learning lessons with technology and the different technology driven teaching
learning models.
DISCUSSIONS
Definition of Basic Concepts and Important Terms in

Educational Technology
Roles of Technology in Teaching for

Learning
Theories and Principles in the Use

and Design of Technology Driven
Learning Lessons
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MARILYN T. GALO – INSTRUCTOR – (ANY MEANS OF REPRODUCTION OF THIS MODULE WITHOUT THE PERMISSION OF THE COMPILER IS STRICTLY
PROHIBITED)
Definition of Basic Concepts and Important Terms in

Educational Technology
Educational technology, sometimes shortened to EduTech or EdTech, is a wide field. Therefore, one
can find many definitions, some of which are conflicting. Educational technology as an academic field can
be considered either as a design science or as a collection of different research interests addressing
fundamental issues of learning, teaching and social organization. Educational technology as practice refers to
any form of teaching and learning that makes use of technology. Nevertheless, there are a few features on
which most researchers and practitioners might agree:
1. Technology refers to a mix of process and product used in the application of knowledge. It includes
tools from pencil and paper to the latest electronic gadgets and tools for practical tasks.
2. Educational technology refers to the use of technology in teaching and learning. It includes both
non-digital (flipcharts, pictures, etc.) and digital (hardware, software, connection, etc.)
3. Information and Communication Technology Literacy or ICT Literacy is the use of digital
technology, communication tools and/or networks to access, manage, integrate evaluate, create, and
communicate information in order to function in a knowledge society.
4. Digital Literacy is the ability to find, evaluate, utilize, share and create contents using information
technologies and the internet.
5. Digital Learning is any type of learning that is accompanied by technology or by instructional
practice that makes effective use of technology.
6. On-line digital tools and apps use an Internet connection to access the information needed.
7. Off-line digital tools and apps can still be used even if there is no internet access.
8. Instructional technology is the theory and practice of design, development, utilization, management,
and evaluation of the processes and resources for learning.
9. Software refers to program control instructions and accompanying documentation; stored on disks or
tapes when not being used in the computer.
10. Multimedia is a sequential or simultaneous use of variety of media formats in a given presentation or
self-study program.
11. Internet is a massive network of networks, a networking infrastructure.
12. World Wide Web (www) is also called the Web, which is a graphical environment on computer
networks that allows you to access view and maintain documentation that can include text, data,
sound and video.
13. Web access is the ability of the learner to access the Internet at any point during the lesson in order
to take advantage of the array of available education resources.
14. Productivity Tool refers to any type of software associated with computers and related technologies
that can be used as tools for personal, professional or classroom productivity.
15. Technology Tool is an instrument used for doing work.
a. Data/Calculation Tools- spread sheets, excels, sketchpads, probability
constructor.
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b. Design Tools- these are used to make models and design, creating, and
building.
c. Discussion Tools- these are threaded discussion forum, blogging, live chat and
video conferencing, Netiquette and Safety on the Net.
d. Email Tools- these are the great communication tools for sending messages
and other files. Examples are google mail, yahoo mail, and many more.
e. Handheld Devices- these have become popular among learners. These include
Personal Digital Assistants, global positioning system (GPS), and geographic
information system (GIS).
Roles of Technology in Teaching and Learning
Most of the things we use and do nowadays involve the use of technology. Students and teachers
make use of these when they to communicate, to learn, to access information, to entertain, and even to help
them in daily tasks. All these technologies that surround us are known today as Information and
Communication Technologies (ICT).
“ICTs are basically information-handling tools – a varied set of goods, applications and services that
are used to produce, store, process, distribute and exchange information” (United Nations Development
Program (UNDP)). Computers are considered part of ICT. Even old technologies are considered part of ICT.
Roles of ICT in Education
1. It can serve multiple teaching functions. ICT can be used as drill and practice, to help solve problems,
to access information in different fields.
2. It can be used in different teaching and learning modes. These learning modes (Spring, 2004) include:
classroom interactive learning, independent learning, networked learning, organizational learning and
managed learning.
3. Information can be delivered in an instant. Because of the Internet, you can deliver information in a
wide coverage at low cost.
Are today's students interested in using technology to educate? Will teachers have the skills to use
technology to enhance their learning? No-one can dispute the role of technology in our lives with the 4th
Industrial Revolution. It is utmost important that you educate yourself as a potential 21st century teacher to
incorporate technology into your classrooms. Using technology is an instrument for change and a catalyst. So
what are the roles of the teaching and learning technology?
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I. Domains of Educational Technology
Technology as a
teaching tool
Technology Technology
as a tutor as a learning
tool
Educational
Technology
 Technology as a tutor- technology can support the teacher to teach another person or technology
when programmed by the teacher can be a tutor on its own.
 Technology as a teaching tool- it is being used to facilitate and lighten the work of teachers. It is
good if the teacher can also create or develop technology tools that are needed in the classroom.
 Technology as a learning tool- the technology makes learning easy and effective. It can produce
learning outcomes that call for technology-assisted teaching. It is very interesting that even the
elderly use these tools for learning for life.
II. For Teachers and Teaching

ROLES OF TECHNOLOGY FOR TEACHER AND TEACHING
1. Technology provides enormous support to the teacher as the facilitator of learning.
2. Technology has modernized the teaching-learning environment.
3. Technology improves teaching-learning process and ways of teaching.
4. Technology opens new fields in educational research.
5. Technology adds to the competence of teachers and inculcates scientific outlook.
6. Technology supports teacher professional development.
III. For Learners and Learning

ROLES OF TECHNOLOGY FOR LEARNERS AND LEARNING
1. Support learners to learn how to learn on their own.
Category of Knowledge:
a. Declarative knowledge- consists of the discrete pieces of information that
answers the questions what, who, when, and
where. It is often learned through memorization of
facts, drills, and practice.
b. Structural knowledge- consists of facts or pieces of declarative knowledge

put together to attain some form of meaning.
c. Procedural knowledge- is knowledge in action or the knowledge of how to

do something. It is based on facts but learned
through the process of procedural knowledge.
Procedural knowledge is indicated by a performance
task or graphical representation of a concept.
2. Technology enhances learners’ communication skills through social interactions.
Communication Patterns:
a. Point to point two-way or one to one like Internet chat, phone conversation
or even face-to-face conversation.
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b. One-to-many like a lecture, or television. There is no social interaction.
c. Many-to many like group discussion, buzz session, heads together. This kind
of interaction provides opportunities for social interaction.
Benefits:
a. Enables any teacher to guide the learners virtually and making learning
unlimited.
b. Enables students’ freedom to express and exchange ideas freely.
c. Enables learners to construct meaning from joint experience.
d. Help learners solve problems from multiple sources.
e. Teaches learners to communicate with values (politeness, etc.)
f. Enhances collaboration by using communication strategies with wider
community and individuals.
g. Develops critical thinking, problem solving and creativity.
3. Technology upgrades learners’ higher-order-thinking skills: critical thinking,

problem solving and creativity.
Critical Thinking- cluster of higher-order-thinking skills. Ability to interpret, explain,

analyze, evaluate, infer, and self-regulate.
Ways to develop critical thinking:

a. Ask the right questions
b. Use critical thinking tasks with appropriate level of challenge
Creativity- ability to think flexibly, fluently, originally, and elaborately.
Flexibly- use many points of view.

Fluently- generate many ideas
Originally- generate new ideas
Elaborately- able to add details.
Seven Creative Strategies: acronym SCAMPER

1. Substitute- Find something else to replace to do what it does.
2. Combine- Blend two things that do not usually go together.
3. Adapter- Look for other ways this can be used.
4. Modify/Magnify/Minify- Make a change, enlarge, decrease.
5. Put to another use- Find other uses.
6. Eliminate- Reduce, remove.
7. Reverse- Turn upside-down, inside out, front-side back.
Suggestions that teacher should do to support student creativity:

1. Provide an enriched environment.
2. Teach creative thinking strategies.
3. Allow learners to show what they can do.
4. Use creativity with technology.
Suggestions that future teacher should do to enhance critical thinking, problem

solving and creativity:
1. Encourage students to find and use information from variety of sources both online and
offline.
2. Assist students to compare information from different sources.
3. Allow student to reflect through different delivery modes.
4. Use real experiences and material to draw tentative decisions.
5. Involve students in creating and questioning assessment.
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Theories and Principles in the Use and Design

of Technology Driven Learning Lessons
How teachers incorporate technology into the process of teaching and learning depends very much on
how people learn from their values. They need to know, precisely, who their learners are and how to handle
teaching. Their future task as future educator is to provide learning opportunities that will assist in achieving
the specified results. You will be familiar with various theories and learning concepts in this module, such as
Dale's Cone of Knowledge, TPACK, SAMR, and the ASSURE model. In lesson 1, let’s get focus further on
the Dale’s Cone of Experience.
The Cone of Experience (Edgar Dale)

“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
In preparing to become a teacher, there are elements that should be taken into consideration. One way
of putting it is the 8M’s of teaching and each element contributes to ensuring effective instruction.
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
With reference to the 8 M’s of instruction, one element is media. Another is material. These two
M’s (media and 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.
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The Cone of Experience is a visual model that shows a continuum of learning; a pictorial device that
presents bands of experience. It does not strictly define the bands to be mutually exclusive but allows the
fluid movement across the levels. In fact, the sensory aids may overlap and even blend into one another. For
example, viewing a play is far different from being a part of it. It is far different listening to somebody
explaining the architectural design from actually executing the plan.
The version of Dale’s Cone of Experience with percentages as to which band will hone higher order
thinking skills and engage learners more may be confusing because it may not necessarily mean that learning
better takes place when materials or activities belong to the upper level of the cone or that the categorization
of learning experiences, other elements such as students’ motivation to be engaged and learn have to be
factored in as well.
Dale (1969) asserts that:
the pattern of arrangement of the bands experience is not difficulty but degree of abstraction
— the amount of immediate sensory participation that is involved A still photograph of a tree is not
more difficult to understand than a dramatization of Hamlet. It is simply in itself a less concrete
teaching material than the dramatization...
In our teaching, then, we do not always begin with direct experience at the base of the Cone.
Rather, we begin with the kind of experience that is most appropriate to the needs and abilities of
particular learning situation. Then, of course, we vary this experience with many other types of
learning activities. (Dale, 1969 as cited in B. Corpuz & P. Lucido, 2012).
The Bands in Dale's Cone of Experience
Direct purposeful experiences - These refer to foundation of experiencing learning. Using the senses,
meaningful knowledge and understanding are established. This is
experiential learning where one learns by doing.
- Direct participation and first-hand experience.
Contrived experiences - These are “edited” copies of reality.

- Used as substitutes for real things when it is practical or possible to bring or do a
real thing inside the classroom.
- It is a representation such as models, miniatures, mock-ups, simulation, games, and
specimen.
- Designed to simulate real-life situation or event.
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Examples of Contrived Experiences
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 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.
- Something seen by a spectator.
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- Two types: ready-made and home-made. The example of ready-made is the display can be seen
in the museum, exhibit studios just like artifacts, while the example of home-made is the project, posters,
pictures made by a person.
Television and motion pictures- These technologies 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.
- These are visual and auditory devices which may be used
by an individual or a group.
Visual symbols- These are more abstract representations of the concept or the information. Examples of
these are information presented through a graph or a chart. For example, a process can be
presented using a flow chart. Another examples for this category are cartoons, drawings,
maps, strip drawings, diagrams, and posters.
Verbal symbols - This category 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.
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.
1. Enactive- a series of actions
2. Iconic- a series of illustrations or icons
3. Symbolic- a series of symbol
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With young learners, it is highly recommended that a learner proceeds the ENACTIVE to ICONIC
and lastly to the SYMBOLIC. A young learner would not be rushed to move to immediate abstraction at the
highest level without the benefit of a gradual unfolding. However. when the learner is matured and capable to
direct his own learning, it may move fluidly across the cone of experience.
TPACK as a Framework for Technology-Driven Teaching and Learning

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? What would it be if you were to consider using a technical method when teaching? 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.
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 as a result of research.
The Technological, Pedagogical and Content Knowledge known as TPACK is 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.
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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, who 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. power point 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 learning more relevant in is known as the TPACK. So,
TPACK is about what teachers know how they teach and how technology is used in delivery of the lesson to
make it more engaging and making 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.
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Figure 1 shows a balanced and collaborative functions of the varied activities manifesting teachers'
competencies.
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 by the
use of 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. \Then 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 anti learned using a technology tool or application. So with the ready pictures uploaded its 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
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the students start posting or publishing their work online, as a teacher, you can review it just to be sure It
ready to be shared.
Figure 2 shows a SAMR model
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
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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 is an infographic that shows the relation of SAMR and Bloom's Revised Taxonomy.
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The ASSURE Model

A well-planned lesson is half of the battle won: the other half is the execution of the lesson by the
facilitator who has the pedagogical abilities to execute what has been planned. This will ensure that learning
objectives are obtained. This will include learners in the introduction of planned expectations. That is why it
is important that elements must be integrated when designing a strategy must be well plotted before they can
be reached.
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.
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. It also refers to a systemic approach that the
teacher can use when writing an instructional plan.
This model is composed of six essential steps in planning instruction. Theoretically, it is a mental
framework that a teacher considers.
1. The first step of the procedure is Analyze Learners.
With the learner as the center of the instructional process, the initial consideration is to get a
clear picture of the learners' learning styles, age level, interests or preferences, background, special
needs and cultural diversity.
2. The second step of the procedure is State Objectives.
This is the main instruction guide that will direct the flow to reach the target. Known as the
learning outcome expected of the lesson, this statement describes what the learner would be able to
perform as a result of the instruction.
3. The third step is Select Methods, Media and Materials.
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Selecting the appropriate way of delivering the lesson and using the applicable media or
technology can effectively make learners acquire understanding of the lesson or gain the competence
desired. The teacher has to decide which strategy, materials would be best considering the learners
and the desired learning outcomes.
4. The fourth step is Utilize Methods, Media and Materials.
Having selected the strategy, media and materials is halfway of the task done. Planning how
to implement these entails a lot of consideration. Bearing in mind the learning outcome of the lesson,
the teacher decides which part of the instructional flow will a particular material or technology he
employed and the manner on how it will be more effective to achieve the learning outcome.
5. The fifth step is Require Learner Participation.
Student engagement is an important element. The learners have to be made to understand their
role in taking accountability of their own learning. Therefore, the teacher has to design sections of
the lesson where the learners are guided to participate in and perform tasks with minimal or no
supervision at all.
6. The sixth and the last element is Evaluate Student Performance.
Assessing learners' performance can take place across phases of the lesson. However, it is
emphasized that the basic rule is that the evaluation should be congruent to the learning outcome
provided in the lesson. Some learning outcomes can be sufficiently evaluated using a pen and paper
test but there are other learning outcomes that can be assessed by using rubric or having an
aggregated write-up through the use of a portfolio assessment. The teacher decides which is
appropriate for the intention of the evaluative activity.
In conclusion, the ASSURE process is really just a matter of common sense. However, it is good to
follow a regimented guide to improve your teaching technique. Any effective teacher knows that the
perfection of their technique does not come overnight, and there is always room for improvement. By
following the ASSURE process, you will be sure to improve your teaching for many years to come.
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TECHNOLOGY FOR TEACHING AND LEARNING IN ELEMENTARY GRADES

CHAPTER I: Review of Technology for Teaching and

Definition of Basic Concepts and Important Terms in

Roles of Technology in Teaching for

Theories and Principles in the Use

Definition of Basic Concepts and Important Terms in

Roles of Technology in Teaching and Learning

Roles of ICT in Education

I. Domains of Educational Technology

II. For Teachers and Teaching

III. For Learners and Learning

b. Structural knowledge- consists of facts or pieces of declarative knowledge

c. Procedural knowledge- is knowledge in action or the knowledge of how to

3. Technology upgrades learners’ higher-order-thinking skills: critical thinking,

Critical Thinking- cluster of higher-order-thinking skills. Ability to interpret, explain,

Ways to develop critical thinking:

Creativity- ability to think flexibly, fluently, originally, and elaborately.

Flexibly- use many points of view.

Seven Creative Strategies: acronym SCAMPER

Suggestions that teacher should do to support student creativity:

Suggestions that future teacher should do to enhance critical thinking, problem

Theories and Principles in the Use and Design

The Cone of Experience (Edgar Dale)

The Bands in Dale's Cone of Experience

Contrived experiences - These are “edited” copies of reality.

Examples of Contrived Experiences

TPACK as a Framework for Technology-Driven Teaching and Learning

This may help...

Figure 3. Apps in Education Poster

Blooms' Digital Taxonomy

The ASSURE Model

Figure 1. The ASSURE Model

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