THEORIES AND PRINCIPLES IN THE USE

AND
DESIGN OF TECHNOLOGY – DRIVEN LESSON

CHARACTERISTIC OF A 21ST CENTURY TEACHER

1. ADAPTOR - As 21st Century teacher we must be able to adapt the curriculum and the
requirements to teach to the curriculum in imaginative ways. We should also be able to
adapt to the new software and hardware. So that we could be dynamic teachers. When
it all goes wrong in the middle of a class, when the technologies fail, the show must go
on. As an educator, we must understand and apply different learning styles. We must be
able to adapt our teaching style to be inclusive of different modes of learning.
2. COMMUNICATOR - The 21st Century teacher, as a communicator, must be fluent in
tools and technologies that enable communication and collaboration anywhere, anytime.
They do not only know how to do communication, they also know how to facilitate,
stimulate, control, moderate, and manage communication.
3. LEARNER - The 21st Century teacher, as a learner, must be lifelong learners; continue
to absorb experiences and knowledge; endeavor to stay current; change and learn as the
horizons and landscape changes. We must learn to adapt
4. VISIONARY - Imagination, a key component of adaptability, s a crucial component of
the educator of today and tomorrow. We must see the potential in the emerging tools and
web technologies, grasp these and manipulate them to serve their, and our needs. We
need to be visionary teacher that can look at others ideas and foresee how they would use
these in their class.
5. LEADER - The 21st Century teacher, as a leader, leads by example by championing
processes and modeling skills—walks the talk; is an advocator, early adopter—a
maverick; set clear goals and objectives crucial to the success of a project

6. MODEL - We must model the behaviors that we expect from our students, As 21st
Century educator also models reflective practice, whether its the quiet, personal
inspection of their teaching and learning, or through reflective practice via TGIF and
other medium.
7. COLLABORATOR - The 21st Century teacher, as a collaborator, must be able
toleverage collaborative tools like Linkedin, Ning, Blogger, Wikispaces, Bebo, MSN,
MySpace, Slideshare, Pinterest, Instagram and Facebook to enhance and captivate our
learners. Share, contribute, adapt and invent using these collaborative tools
8. RISK TAKER -The learning pyramid shows that the highest retention of knowledge
comes from teaching others. Trust your students.
DIGITAL BLOOMS TAXONOMY
We will use technology to facilitate learning and teaching process for our learners and of
course for us. The purpose of Bloom's Digital Taxonomy is to help educators use
technology and digital tools to facilitate student learning experiences and outcomes. Each
level is paired with a description of its importance and examples of the digital tools that
connect with this taxonomy framework. Bloom’s taxonomy is a powerful tool to help
develop learning objectives because it explains the process of learning:

Before we can understand a concept we have to remember it Before we can apply the
concept we must understand it Before we analyse it we must be able to apply it Before
we can evaluate its impact we must have analysed it Before we can create we must have
remembered, understood, applied, analysed, and evaluated. Some people may argue
about that you do not require some of the stages for each and every task, action or
process; some too may argue about the necessity to reach the creation level for all
activities. This is the choice of the individual. To create an accurate conclusion, you must
have completed a thorough evaluation.
1. REMEMBERING –is the act of retrieving knowledge,  At this level, the
use of basic searches is a relevant task for a student to undertake. The
student to need to identify a legitimate search engine – such as Google,
yahoo, Bing etc, and understand how it works; 
Examples: Use flash cards to learn facts or definitions, create mind maps to recall list,
test learning with an( online quiz) quizlet, cram, study stack, study blue, flash card
machine
2. UNDERSTANDING - To construct meaning from written material or graphics.
Tools – Advanced searching, annotating, blog journaling, tweeting, tagging,
commenting, subscribing. Example: Create wiki page explaining a topic, summarize
learning in a podcast , Show and tell (WP, presentation – online & desktop based,
graphics, audio tools - audacity sound recorder & podcasting tools, video tools, Mind
map) Blog Journalling – This is the simplest of the uses for a blog, simply a student
“talks” “writes” or “type” a daily or task specific journal. This shows a basic
understanding of the activity report upon. The blog can be used to develop higher
level thinking when used for discussion and collaboration.
3. APPLYING - Carrying out tasks based on learning. Examples: produce a multimedia
presentation, Create an online CV. Running and operating - This the action of
initiating a program. This is operating and manipulating hardware and applications to
obtain a basic goal or objective. Uploading and Sharing - uploading materials to
websites and the sharing of materials via sites.Possible actvities Presentation -
impress, powerpoint, google,presentation, Zoho presentation, skype, interactive
whiteboard collaboration using etools, audio and video conferencing.
4. ANALYZING - Organizing concepts, or determining how each part interrelate to an
overall structure or purpose. Tools – Mashing, mind mapping, surveying, linking,
validating. Examples Graph (Spreadsheet, digitizer, online graphing tools)
Spreadsheet (Calc, excel, online spreadsheet tools) Checklist (WP, survey tools,
 online polls, Spreadsheet) Chart (Spreadsheet, digitizer, mind mapping tools online
tools
5. EVALUATING – to make judgements based on criteria and standards through
checking and critiquing. Tools – Grading, networking, rating, testing, reflecting,
reviewing, blog commenting, posting, moderating Examples: Hold online
discussions, comment on an online article, peer review blog
Debate, Panel,, Report
6. CREATING - Orgnazing elements into new structure Tools – Animating, blogging,
filming, podcasting, publishing, simulating, wiki building, video blogging,
programming, directing Examples: Create a video tutorial, produce an online app,
develop interactive diagram
THE TPACK MODEL
The trained teacher I think we are all familiar with this TCPK model of Technology,
Pedagogy and Content Knowledge forwarded by Mishra and Koeler
Teaching with technology is complicated further considering the challenges newer
technologies present to teachers. In our work, the word technology applies equally to
analog and digital, as well as new and old, technologies. As a matter of practical
significance, however, most of the technologies under consideration in current
literature are newer and digital and have some inherent properties that make applying
them in straightforward ways difficult.
1. CONTENT KNOWLEDGE - Content knowledge (CK) is teachers’ knowledge
about the subject matter to be learned or taught. It is already given to us teachers
as part of their training during their under graduate years. What teachers know,
expert content, expertise of the teacher in Social Studies, English, etc. it is made
of fact, theories, concepts, evidence, it may also include the best practices and
established approaches to communicating this information to students.  the
amount and organization of knowledge in the mind of the teacher
Key points If we are not comprehensive of the content student could
received incorrect information and developing misconceptions about the
content

2. PEDAGOGICAL KNOWLEDGE - Pedagogical knowledge (PK) is teachers’

deep knowledge about the processes and practices or methods of teaching and
learning. It is the how. Our expertise in the art of science and teaching. This
describes teachers’ knowledge of the practices, processes, and methods regarding
teaching and learning.
Pedagogical knowledge requires an understanding of cognitive, social,
and developmental theories of learning and how they apply to students in
the classroom.
3. TECHNOLOGICAL KNOWLEDGE - is always in a state of flux. How
technology is being used? Fluency of Information Technology . It represents the
knowledge of the tools including how to use integrated technology into our
 curriculum, but it’s not just about the devices it’s also about the quality of the
content. This level of understanding is necessary to afford individuals the
ability to utilize technology to accomplish a variety of different tasks and
to develop different ways of accomplishing those tasks
4. PEDAGOGICAL CONTENT K - transformation occurs as the teacher interprets
the subject matter, finds multiple ways to represent it, and adapts and tailors the
instructional materials to alternative conceptions and students’ prior
knowledge.The intersection of Pedagogical Content areas the knowledge you
have of how to effectively engage in the learning concepts and skills, this includes
the approaches for addressing different learning styles and scaffolding content for
deeper understanding., teacher must use this in order to plan, teach in the
classroom, and assess students' learning outcomes.
PCK speaks to the necessity for teachers to examine the learning environment
from multiple angles and assess various methods of teaching for effective
selection of delivery methods
Exploring different teaching strategies is central to this domain, in efforts for
teachers to connect different content-based ideas
5. TECHNOLOGICAL CONTENT - How technology is used in a subject area for
deep and lasting learning. 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.
6. TECHNOLOGICAL PEDAGOGICAL K TPK is an understanding of how
teaching and learning can change when particular technologies are used in
particular ways. Understanding of how to choose and manage technology for our
students. Technological pedagogical knowledge (TPK) describes relationships
and interactions between technological tools and specific pedagogical practices
THE SAMR MODEL
The SAMR model is made up of four steps—Substitution, Augmentation,
Modification, and Redefinition. Substitution and Augmentation are considered
"Enhancement of Learning“ Remembering, Understanding and Applying steps,
while Modification and Redefinition are termed "Transformation of Learning it
promotes HOTS analyzing, evaluating and creating" steps.
1. SUBSTITUTION - Example use of Google Earth instead of an Atlas to locate
place. Instead of reading a printed textbook the student are printng their own
pages from the online textbooks. In this stage, teacher plays an important role
the teacher will decide what computer technology need to be used in class and
how students will use it in class.
2. AUGMENTATION - Use Google Earth rulers to measure the distance
between two places. Instruction is at the augmentation level when the use of
technology benefits commonly performed tasks such as having a student
submit their work online instead of submitting paper directly to the teacher.
 The teacher is able to know students' result immediately so that the teacher
can give students feedback right away in class.
3. MODIFICATION - There is a significant change in the digital ecosystem. The
students submit the requirements online and we also give our feedback online
for the immediacy of the student receiving our feedback to their submitted
work. Use Google Earth layers such as panoramio and 360 cities to research
location
4. REDEFINITION - The redefinition is at the highest level wherein our
students are already creating content using the digital tools. Create a narrated
Google Earth guided tour and share this online
THE ASSURE MODEL
1. ANALYZE LEARNERS CHARACTERISTICS - In this process the teacher
should analyze the attributes of his/her learners. The general attributes of your
learners, such as age, academic abilities, gender, interests, etc. Prior
competencies. Learning styles, such as auditory, visual, and tactile. And these
things should be associated with the learning outcomes desired.
2. State Standards and Objectives - In this statement will focus on what the
learner will know or be able to do as a result of the instruction.The mark of a
good set of learning objectives is conformity to the ABCDs of well-stated
learning objectives. They are as follows:
A. Audience – For whom is the objective intended?( who will do the
behaviour?
B. Behavior – What is the behavior or performance to be demonstrated?
( What should the learner be able to do?
C. Conditions – What are the conditions under which the behavior or
performance will be observed?
D. Degree – To what degree will the knowledge or skill be mastered?( How
well must it de done?
3. Select Strategies, Technology, Media, and Materials - It’s necessary to pick
instructional strategies( there is no One Size Fits All), technology, and media
that will bring about the results that you want. We should figure out what
which delivery method will be best for your instruction.
4. Utilize Technology, Media, and Materials- It’s important to follow the “five
p’s” process to achieve this: 1. Preview the Technology, Media, and
Materials- It’s good to do a dry run of your lesson before you actually teach it.
2. Prepare the Technology, Media, and Materials -gathering together all of the
things that you will need to teach your lesson. 3. Prepare the Environment – 4.
Prepare the Learners - clearly inform the learners as to what the learning
objectives are. 5. Provide the Learning Experience- This will insure your
success as a teacher.
5. Require Learner Participation - The most basic step that you can take is
requiring participation of the students in class discussions.
 6. Evaluate and Revise - Did your lesson meet the learning objectives that you
planned? Was your choice of media and materials a good one? How will you
assess the effectiveness of these tools? Is it possible that other technologies,
media, and materials would have done a better job?
The ASSURE lesson plan model aids in the incorporation of
technology into classroom instruction. It serves as a guide for
teachers and focuses on the level of technological support applied.
The proper use of this model will enrich daily lessons and student
activities and maximize the potential of available technologies
THE ADDIE MODEL
1. ANALYSIS – How much do they know about the subject?
What do you want learners to be able to do once they have completed the
course?
Analysis on the students, Identify previous knowledge that the students
haveStudents’ particulars such as age, sex, level in learning and also the
students’ socio-economic status. Identify students’ learning style.
teacher’s teaching strategies must accommodate every student in the class.
Determine what the students have to know when they have finished
learning.
2. DESIGN –
Using the information gathered from the analysis, WE must come up with
specific objectives (focusing on behavioural outcome) for the students
after they have finished their lesson. Questions used to test the students
must follow the specific objectives that had been set based on the analysis
earlier. Choosing teaching strategies
3. DEVELOPMENT - Preparation of teaching materials. Teaching materials
would be prepared in stages.
4. IMPLEMENTATION - this is the stage where teaching takes places.
Teaching strategies and process are presented to the students based on
the organization that had been done previously.
5. EVALUATION - Formative evaluation evaluation is collected while
going through each of the stages to further improve the teaching and
learning process. Done through interviews, observation and commentary
from experts. Summative EvaluationThis type of evaluation is done
towards the end of the teaching and learning process to evaluate and make
any necessary changes for the next session of teaching and learning.
Usually, it’s done through questionnaires.

Meeting ID: 851 2058 2287

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