TEACH SMART • Digital Learning Magazine Page 1 Created by: Kristine P. Dela Cruz Course/Section: 3 Year - BPEDrd TEACH SMARTTEACH SMARTTEACH SMART Digital Learning MagazineDigital Learning MagazineDigital Learning Magazine TEACH SMART Digital Learning Magazine Learning • Technology • Creativity • Inclusion How learning theories and technology integration frameworks can help future teachers design better learning experiences. FEATURED How do students learn best? How can technology transform teaching? How can we include every learner?■■■

07 SAMR 05 ASSURE & 8 M's 09 Putting It All Together 03 Constructivism & Connectivism 04 Dale & Bruner 08 TPACK & UDL 06 Mayer's Principles 10 Teacher Reflection Inside this issue TEACH SMART • Digital Learning Magazine Page 2 Editor's Note Welcome to TeachSmart! This sample magazine brings together the major ideas from the lesson on foundational learning theories and technology integration frameworks. Instead of treating each framework as a separate definition to memorize, this magazine shows how they can work together in an actual classroom. ■ Our Main Idea Good technology integration is not simply about using more gadgets. It is about choosing the right content, teaching strategy, media, and learning experience for the learners.

Don't just give students information. Give them something to explore, connect, discuss, and create. Teacher Tip TEACH SMART • Digital Learning Magazine Page 3 How Do Students Learn? CONSTRUCTIVISM CONNECTIVISM Learner as builder. Students actively construct knowledge through experience, prior knowledge, reflection, and interaction with others. Teacher role: guide, facilitator, and designer of experiences. Learner as networked participant. Students learn by making connections among people, online resources, communities, and digital tools. Teacher role: help learners find, evaluate, connect, and use information.

TEACH SMART • Digital Learning Magazine Page 4 From Reading to Doing Dale's Cone of Experience emphasizes movement from more abstract representations toward more concrete and direct experiences. Bruner's Modes of Representation describe learning through symbolic, iconic, and enactive forms. STEP 1 — SYMBOLIC ■ Read a short explanation. STEP 3 — DISCUSS ■ Explain the idea using words and examples. STEP 5 — CREATE ■ Produce a video, poster, model, or digital project. STEP 2 — ICONIC ■ Study a diagram, image, or animation. Goal: Move learners toward active and meaningful participation. STEP 4 — ENACTIVE ■ Perform an activity, simulation, or hands-on task. "Learning becomes stronger when students are not only receiving information but also using it."

TEACH SMART • Digital Learning Magazine Page 5 The Teacher's Game Plan The ASSURE Framework gives teachers a practical sequence for planning technology-supported instruction. Milieu • Matter • Method • Material • Media • Motivation • Mastery • Measurement The 8 M's Quick Check A S U R E Analyze Learners State Objectives Select Methods, Media & Materials Utilize Media & Materials Require Learner Participation Evaluate & Revise Know learner characteristics, prior knowledge, skills, and needs. Identify what learners should know or be able to do. Choose strategies and resources that fit the objectives. Prepare and use the selected resources effectively. Let students actively practice, discuss, solve, and create. Check outcomes and improve the lesson. S

■ Design rule: If an element does not help learners understand, focus, or act, consider removing it. TEACH SMART • Digital Learning Magazine Page 6 Make Multimedia Work Mayer's multimedia principles remind teachers that good design is not simply about adding more visuals. It is about reducing unnecessary cognitive load and directing attention to what matters. Cluttered Focused Coherence: distracting words, sounds, and graphics. Signaling: important ideas are not highlighted. Redundancy: identical narration and on-screen text compete for attention. Spatial/Temporal mismatch: related text, images, narration, or animation are separated. Voice: robotic or unnatural delivery. Coherence: remove unnecessary elements. Signaling: use cues, arrows, or emphasis. Redundancy: use visuals with concise supporting narration. Contiguity: place related elements close together and synchronize narration with animation. Voice: conversational, human-like narration.

TEACH SMART • Digital Learning Magazine Page 7 Technology: Replace or Transform? SAMR helps teachers think about how technology changes a learning task—from simple replacement to creating new learning possibilities. S — SUBSTITUTION Example: type an essay instead of handwriting it. A — AUGMENTATION ■ Same task with functional improvement. Example: digital writing with spell-check and feedback. M — MODIFICATION ■ Significant task redesign. Example: students collaborate in real time to create a multimedia project. R — REDEFINITION ■ New task made possible by technology. Example: students create an interactive simulation or animated lesson for a real audience. ■ Same task, different tool.

TEACH SMART • Digital Learning Magazine Page 8 The Teacher's Technology Formula TPACK emphasizes the intersection of three kinds of knowledge: what to teach, how to teach it, and how technology can support the learning experience. ■ CK Content Knowledge What is being taught? ■ PK Pedagogical Knowledge How will it be taught? ■ TK Technological Knowledge What tools can help? Engagement Choice • Relevance • Interaction Representation Text • Images • Audio • Video Expression Writing • Speaking • Video • Project ■ UDL: Learning Is for Everyone Different learners. Different paths. One goal: meaningful learning.

Lesson element Framework connection Students read a short explanation Bruner: Symbolic • Dale: more abstract Students study an infographic Bruner: Iconic • Mayer: signaling & coherence Students discuss and solve a real-life problem Constructivism • Dale: active experience Students use an interactive simulation Bruner: Enactive • SAMR: Modification/Redefinition Students choose video, poster, or oral presentation UDL: multiple means of expression Teacher checks learning and revises ASSURE: Evaluate & Revise • 8 M's: Measurement Teacher balances content, pedagogy, and technology TPACK TEACH SMART • Digital Learning Magazine Page 9 Put It All Together Here is a sample of how one lesson can connect the different frameworks instead of using them separately. ■ Big takeaway: The frameworks are tools for making intentional teaching decisions. The goal is not to use every framework in every lesson, but to choose what best supports the learners and the learning objective.

TEACH SMART • Digital Learning Magazine Page 10 Teacher Reflection As a future educator, I can use these frameworks to make my lessons more engaging, meaningful, and accessible. I learned that I shouldn’t use technology just because it is available. I need to consider my learners, my objectives, my teaching strategy, and the kind of experience I want students to have. By combining appropriate technology with good pedagogy and clear content, I can give students more opportunities to participate, create, and show what they know. My Future Classroom Students think Different learners get different ways to participate Students use technology meaningfully Students create Students collaborate Assessment checks real understanding "Teach with purpose. Design with learners in mind. Use technology meaningfully."