Chapter V: Cone of Experiences

Introduction

Dale’s Cone of Experience is a visual model that is composed of eleven (11) stages starting from concrete experiences at the bottom of the cone then it becomes more and more abstract as it reach the peak 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.

According to one of the principles in the selection and use of teaching strategies, the more senses that are involved in learning, the more and the better the learning will be but it does not mean that concrete experience is the only effective experience that educators should use in transferring knowledge to the learner. Like what was mentioned above, the experiences in each stages can be mixed and are interrelated thus, a balance must be achieved between concrete and abstract experiences in order to cater the and address all the need of the learner in all the domains of development and in order to help each learner in their holistic development.

Moreover, the generalization about the Cone of Experience that was presented above is not enough. Actually, we should try to go deeper in each of the component of the cone since Educational Technology basically revolves around the Cone of Experience. By going one-by-one, starting from concrete to abstract, we will understand more the different components of the cone that will help us in grasping the real meaning of educational technology.

To expand on each of the components, let us begin with the Direct Purposeful Experiences. These are first hand experiences which serve as the foundation of learning. In this level, more senses are used in order to build up the knowledge. Also, in this level, the learner learned by doing things by him/herself. Learning happens through actual hands-on experiences. This level explains and proves one of the principles in the selection and use of teaching strategies, the more senses that are involved in learning, the more and the better the learning will be. This level also proves that educational technology is not limited to the  modern gadgets and software that are commercially available nowadays. This shows that even the simple opportunity that you give to each child could help them learn.

The next level would be the Contrived Experiences. In this level, representative models and mock-ups of reality are being used in order to provide an experience that as close as reality.  This level is very practical and it makes learning experience more accessible to the learner. In this stage, it provides more concrete experiences, even if not as concrete as direct experiences, that allows visualization that fosters better understanding of the concept.

On the other hand, the next level would be the Dramatized experiences. In this level, learners can participate in a reconstructed experiences that could give them better understanding of the event or of a concept. Through dramatized experiences, learners become more familiar with the concept as they emerge themselves to the “as-if” situation.

The next level would be the Demonstrations. It is a visualize explanation of important fact, idea, or process through the use of pictures, drawings, film and other types of media in order to facilitate clear and effective learning. In this level, things are shown based on how they are done.

Another level would be the Study Trips. This level extends the learning experience through excursions and visits on the different places that are not available inside the classroom. Through this level, the learning experience will not be limited to the classroom setting but rather extended in a more complex environment.

The level of study trips is followed by exhibits. It is a somewhat a combination of some of the first levels in the cone. Actually, exhibits are combination of several mock ups and models. Most of the time, exhibits are experiences that is “for your eyes” only but some exhibits includes sensory experiences which could be related to direct purposeful experiences. In this level, meanings ideas ar presented to the learners  in  a more abstract manner. This experience allows student to see the meaning and relevance of things based on the different pictures and representations presented.

The next levels would be the level of television and motion pictures and still pictures, recordings, and Radio. I decided to combine these two stages since it is related to one another. Because of the rapid development of the modern technology, a lot of people believe that Educational technology is limited to these stages. They are not aware that these sages are only a small portion of Ed Tech  For television and motion pictures, it implies values and messages through television and films. On the other hand, still pictures, recordings and radio are visual and auditory devices that can be used by a learner group of learner that could enhance and extend learning experience

Lastly, I also chose to combine the last two levels because they are used hand-in-hand. The last two levels would be the Visual symbolic and Verbal symbolic. These two levels are the most complex and abstract among all the components of the Cone of Experience. In the visual symbolic level, charts, maps, graphs, and diagrams are used for abstract representations. On the other hand, the verbal symbolic level does not involve visual representation or clues to their meanings. Mostly, the things involved in this level are words, ideas, principles, formula, and the likes.

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Reflection

The Cone of Experiences is arrange by abstraction than difficulties. After going through the different components of the Cone of Experience, it could be said that in facilitating learning, we can use variety of materials and medium in order to maximize the learning experience. One medium is not enough thus if we can take advantage of the other media. There’s nothing wrong with trying to combine several medium for as long as it could benefit the learners. Also, through the levels provided by the Cone of Experience, it could be said that concrete experiences must be provided first in order to support abstract learning.  Lastly, staying on the concrete experiences is not even ideal because through providing abstract experiences to the learner, the more he/she will develop his/her higher order thinking skills which is important for more complex way of thinking and for dealing with more complex life situations. Through understanding each component of the Cone of Experience, it could be said that Educational Technology is not limited to the modern gadgets that we have right now but rather it is a broad concept that includes all the media that we can use to attain balance as we facilitate effective and meaningful learning.

Chapter IV: Systematic Approach to Teaching

Introduction

       As depicted in the chart, the focus of systematic instructional planning is the student. Instruction begins with the definition of instructional objectives that consider the students’ needs, interest, and readiness. On the basis of this objective, the teacher selects the appropriate teaching methods to be used and, in turn, based on the teaching method selected, the appropriate learning experiences and appropriate materials, equipment and facilities will also be selected.

      The use of learning materials, equipment and facilities necessitates assigning the personnel to assist the teacher and defining the role of any personnel involved in the preparation, setting and returning of this learning resources. (In some school settings, there is a custodian/ librarian who takes care of the learning resources and / or technician who operates the equipment while teacher facilitates.) The effective use of learning resources is dependent in the expertise of the teacher, motivation of level or responsiveness, and the involvement of the students in the learning process. With the instructional objectives in mind, the teacher implements planned instructions with the use of the selective teaching method, learning activities, and learning materials with the help of other personnel whose role has been defined by the teacher.

  Will the teacher use direct instruction or indirect instruction? Will he /she teach using the deductive or inductive approach? It depends on his / her instructional objectives, nature of the subject matter, and readiness of student and the expertise of the teacher himself or herself.

  Examples of learning activities that the teacher can choose from, depending on his/her instructional objectives, nature of the lesson content, readiness of the student are reading ,writing ,interviewing ,reporting or doing presentation, discussing, thinking, reflecting, dramatizing, visualizing, creating judging and evaluating.

  Some examples of learning resources for instructional use are textbooks, workbooks, programmed materials, computer, television programs, flat pictures, slides and transparencies, maps, charts, cartoons, posters, models, mock ups, flannel, board materials, chalk boards, real objects and the like.

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  Reflection

The outcome of Systematic Approach is based on the evaluation results, teacher comes to know if the instructional objective was attained. If the instructional objective was attained, teacher proceeds to the next lesson going through the same cycle once more. If instructional objectives was not attained , then teacher diagnoses was not learned and finds out why it was not learned in order to introduced a remedial measure for improved student performance and attainment of instructional objectives.

Chapter III The Role of Technology in Education

Introduction

Today’s generation of students are growing up in a digital world. Using digital devices is a huge part of their everyday experience out of school. Through Google they have access to a wide wealth of digital information, content and resources.

With all of this so intrinsic to their ‘outside school’ experience, the challenge for the teaching profession is how to harness all this for learning within the classroom and at home. This generation of ‘digital natives’ has much lower need for libraries of physical content for example, the traditional resource used by students half a generation ago. Learning styles are changing and teachers need to adapt their teaching styles accordingly.

One crucial question is will this new technology actually improve education? The impact of ICT on learning outcomes has been inconclusive, billions of pounds/euros spent – but is generally difficult to evaluate effectiveness in terms of improved results. Nonetheless there are outcomes that are conclusive, and which indirectly impact on learning outcomes.

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Reflection

Technology is important to us especially in learning and teaching process. It sometimes refer to us a tools to enhance our understanding and helps us to make learning easy in the simplest way. 

Chapter II: Boon and Bane of Technology

Introduction

Students will discover technology through project-based pedagogy with Introduction to Technology! Teachers and students are offered project-driven content that facilitates hands-on understanding and learning, while academics are integrated in

Discover technology through project-based pedagogy with Introduction to Technology! Teachers and students are offered content that is driven by projects to facilitate hands-on understanding and learning, while academics are integrated in unit-based projects and chapter-based Technology Labs. Students are invited to play and "crack the code" with the Technology Time Machine game while learning the key content of the technology literacy standards. Prepare students for TSA competitive events with prep activities embedded throughout the content and end-of-chapter assessments. Rigorous academic content is fully supported, especially in math, geometry, and science, with STEM activities throughout. Point-of-use academic correlations are included to ease possible academic credit application. Teachers can meet Perkins mandates for academic excellence with extra activities in the Student Edition and in the Project Applications Workbook. Careers profiles, Tech Stars, Imagine This! and Eco Tech features enhance the content with relevant information and challenging activities.

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Reflection

Technology is all about the changing of ideas into something tangible. Innovation is not only for those organizations and individuals who are creative, but also requires the presence of scientific and technological talent. Technology has without doubt transformed our lives into something much better but if we abused it can make our life miserable. Technology also can be Boon and it can also be Bane, it is up to us what will be to choose. 

In conclusion, technology has affected our lives deeply. We simply cannot imagine living without it. Without it, our lives would have been simpler, harder, poorer.

Chapter 1: History of Educational Technology

Introduction

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.

Educational technology in way could be traced back to the emergence of very early tools, e.g., paintings on cave walls. But usually its history is made to start with educational film (1900's) or Sidney Plessey’s mechanical teaching machines in the 1920'.

First large scale usage of new technologies can be traced to US WWII training of soldiers through training films and other mediated materials. Today, presentation-based technology, based on the idea that people can learn contents trough aural and visual reception, exists in many forms, e.g., streaming audio and video, PowerPoint presentations + voice-over. Another interesting invention of the 1940's was hypertext, i.e., V. Bush's memex.

The 1950's led to two major still popular designs. Skinners work led to "programmed instruction" focusing on the formulation of behavioral objectives, breaking instructional content into small units and rewarding correct responses early and often. Advocating a mastery approach to learning based on his taxonomy of intellectual behaviors, Bloom endorsed instructional techniques that varied both instruction and time according to learner requirements. Models based on these designs were usually referred to as computer-based training" (CBT), Computer-aided instruction or computer-assisted instruction (CAI) in the 1970's through the 1990's. In a more simplified form they correspond to today's "e-contents" that often form the core of "e-learning" set-ups, sometimes also referred to as web-based training (WBT) or e-instruction. The course designer divides learning contents into smaller chunks of text augmented with graphics and multimedia presentation. 

The 1980's and 1990's produced a variety of schools that can be put under the umbrella of the label Computer-based learning (CBL). Frequently based on constructivist and cognitivist learning

parameters of dynamic systems) and hypertext

Digitized communication and networking in education started in the mid-80s and became popular by the mid-90, in particular through the World-Wide Web (WWW), email and Forums. There is a difference between two major forms of online learning. The earlier type, based on either Computer Based Training (CBT) or Computer-based learning (CBL), focused on the interaction between the student and computer drills plus tutorials on one hand or micro-worlds and simulations on the other. Both can be delivered today over the WWW. Today, the prevailing paradigm in the regular school system is Computer-mediated communication (CMC), where the primary form of interaction is between students and instructors, mediated by the computer. CBT/CBL usually means individualized (self-study) learning, while CMC involves teacher/tutor facilitation and requires scenarization of flexible learning activities. In addition, modern ICT provides education with tools for sustaining learning communities and associated knowledge management tasks. It also provides tools for student and curriculum management.

In addition to classroom enhancement, learning technologies also play a major role in full-time distance teaching. While most quality offers still rely on paper, videos and occasional CBT/CBL materials, there is increased use of e-tutoring through forums, instant messaging, video-conferencing etc. Courses addressed to smaller groups frequently use blended or hybrid designs that mix presence courses (usually in the beginning and at the end of a module) with distance activities and use various pedagogical styles (e.g., drill & practise, exercises, projects, etc.).

The 2000's emergence of multiple mobile and ubiquitous technologies gave a new impulse to situated learning theories favoring learning-in-context scenarios. Some literature uses the concept of integrated learning to describe blended learning scenarios that integrate both school and authentic (e.g., workplace) settings. The 2010's include MOOCs, a consolidation of rapid elearning in business, a return of a type of simulations through serious gaming and a technical trend towards delivery with HTML5 (as opposed to proprietary solutions). 

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Reflection

  

Using Educational Technology is a productive way to enhance the relationship between the students and the teachers. It helps students to learn the lesson easily because the students are provided by the different technologies.

Learning Educational Technology is really helpful to enhance instruction technology. Technology means radio, television, computer, laptop, multimedia, CD, Player etc. These things are used in teaching learning process is very popular in nowadays. Using technology for education is new pedagogy for students and teachers. With the help of technology we can provide education for all.