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UNIT 3. THEORIES AND PRINCIPLES IN THE USE AND DESIGN OF TECHNOLOGY-DRIVEN LEARNING LESSONS.

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“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-.

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DALE’S CONE OF EXPERIENCE TRACK FRAMEWORK FOR EFFECTIVE PEDAGOGICAL PRACTICE THE ASSURE MODEL.

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abstract. DALE’S CONES OF EXPERIENCE. LESSON 1:.

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abstract. INTRODUCTION. 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 information by what they 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..

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abstract. ABTRACTION. 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..

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Edgar Dale‘s Cone of Experience gives the following interpretation:.

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BANDS OF EXPERIENCE IN DALE’S CONE OF EXPERIENCE.

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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..

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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..

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abstract. abstract. 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..

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Examples of Dramatized Experiences:. Plays Depict life, character, culture, or a combination of the three. They offer excellent opportunities to portray vividly essential ideas about life..

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Tableau 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 ..

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abstract. Types of Puppets:. Shadow puppets Flat, black silhouette made from lightweight cardboard shown behind a screen..

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abstract. Glove-and-finger puppets Make use of gloves in which small costumed figures are attached.

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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..

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abstract. 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..

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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..

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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..

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TYPES OF VISUAL SYMBOLS. 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..

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COLO A LOT. 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..

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Types of Diagrams:. Afinity diagram tide. 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..

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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..

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Charts It is a diagrammatic representation of individual connections within an organization..

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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 complete structure or operation..

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Comparison and Contrast Chart Shows similarities and differences..

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Mum-Color Gantt Chart Demo S 20 2' Oct'. Gannt chart 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..

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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.

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awe. 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..

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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..

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TYPES OF MAPS. abstract. 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..

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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 likes oceans, rivers, and lakes..

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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 ..

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abstract. 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..

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DALE'S CONE OF EXPERIENCE AS A TOOL TO HELP MY STUDENTS BUILD LEARNING EXPERIENCES ..

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THE CONE OF EXPERIENCE CORRESPONDS WITH THREE SIGNIFICANT MODES OF LEARNING:.

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abstract. TPACK FRAMEWORK FOR EFFECTIVE PEDAGOGICAL PRACTICE.

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What is TPACK?. TPACK is a Useful framework for researchers working to explain the convergence of learning and teaching technologies. Based on Shulman‘s (1986) concept of PCK, Mishra, and Koehler (2006) included technology to PCK and described the resulting TPCK as the interlocking of technology, pedagogy, and content. TPACK is a system tailored to the dynamic interactions of teacher knowledge of content (CK), pedagogy (PK), and technology (TK). Integrating technology and pedagogy into a given topic may require complex intersections such as TPK (technological pedagogical knowledge), PCK (pedagogical content knowledge), and TCK (technological content knowledge). Doering et al. (2009) emphasized the dynamic nature of TPACK, an evolving and multifaceted (rather than static) representation of teacher knowledge, as new technologies emerge for integration into particular content areas..

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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. Seven components (see Figure 1) are comprised of the TPACK Framework. They are described as:.

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TECHNOLOGICAL PEDAGOGICAL CONTENT KNOWLEDGE (KOEHLER & MISHRA, 2009; ADAPTED FROM KOEHLER & MISHRA, 2008).

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2. Content knowledge (CK): Awareness of the actual subject matter that teachers need to learn about teaching. This explains the appreciation teachers have of the subject matter. CK may include knowledge of principles, hypotheses, facts, and organizational structures within a given subject matter; it may also include the best practices of the field and existing methods for presenting this information to students. The CK will also differ according to the level of discipline and grade. Senior high school science and history classes, for example, require less detail and scope than undergraduate or graduate courses, so the CK of their different teachers will differ, or the CK that each teacher imparts to their students can differ..

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4. Pedagogical content knowledge (PCK): This defines the awareness of teachers about the essential areas of teaching and learning, including the creation of curricula, student evaluation, and reporting performance. PCK focuses on encouraging learning and exploring the ties between pedagogy and its supporting activities (curriculum, assessment, etc.), and similar to CK, may also differ depending on the grade level and subject matter. However, in all situations, PCK seeks to improve teaching practices by building more consistent linkages between the material and the pedagogy used to communicate it. 5. Technological content knowledge (TCK): Knowledge of how technology can create new representations for specific content. TCK requires an awareness of how the subject can be conveyed through different educational technology offerings and considering which specific educational technology tools might be best suited for particular subject matters or classrooms..

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6. Technological pedagogical knowledge (TPK): Knowledge of various technologies that can be used in teaching and learning experiences. Another dimension of TPK relates to understanding how to apply these resources alongside pedagogy in ways relevant to the discipline and the creation of the lesson at hand..

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Concepts of the taught material can be expressed using technology; Pedagogical techniques can use technology to communicate content in various ways; Different subject definitions allow students to have specific ability levels and educational technology may help address some of these requirements; Students have various experiences in the classroom – like previous educational experience and technology exposure – and lessons using educational technology should take this opportunity into account; Educational technology may be used in combination with established awareness of the students, either by improving previous epistemologies or by introducing new ones..

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abstract. LESSON 3:. THE ASSURE MODEL.

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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..

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• ANALYZE LEARNER CHARACTERISTICS • STATE OBJECTIVES • SELECT, MODIFY DESIGN MATERIALS • UTILIZE MATERIALS • REQUIRE LEARNER RESPONSE • EVALUATION.

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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:.

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2. 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..

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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?.