ASSURE Model

Integrating technology and Media into Instruction:
The Assure Model

Systems Approach and the
Use of Media (Scientific
Approach to Learning)
Systems Approach
• Definition of Educational Technology
• Educational technology is the development,
application and evaluation of systems,
techniques and aids to improve the process of
human learning (Richey, et.al, 2008).
• Educational technology is the study and ethical
practice of facilitating learning and improving
performance by creating, using and managing
appropriate technological processes and
resources (AECT, 2008).
Systems Approach
• Technology in Education
• Technology in education embraces every possible
means by which information can be presented.
• Technology in education is namely audiovisual aids.
• The general field of audiovisual aids is
itself composed of two related but
distinguishable areas, namely hardware and
software.
Technology in Education (cont’d)
• The hardware side is concerned
with the actual equipment –
overhead projectors, slide
projectors, tape recorders, video
cassette recorders, TV monitors,
microcomputers, etc.
• The software side is concerned
with the various items that are
used in conjunction with this
equipment – such as overhead
transparencies, slides, audio-tapes,
video-recordings and computer
programs.
Systems Approach
• Technology of Education
• Educational technology is to help improve the
overall efficiency of the teaching/learning process.
• In education and training, improved efficiency can manifest
itself in many ways, for example:
• Increasing the quality of learning, or the degree of mastery;
• Decreasing the time taken for learners to attain desired
goals;
• Increasing the efficiency of teachers in terms of numbers of
learners taught, without reducing the quality of learning;
• Reducing costs, without affecting quality.
Systems Approach
• Technology of Education
• A technology of education approach to educational
technology thus involves a systematic, scientific
research.
• It is important that the education development or
innovation has to be systematically and
scientifically planned and executed.
• It is this system approach to educational
technology which is the heart of the technology of
education.
Learning Objectives (1 of 2)
•Describe the A S S U R E model.
•State the three primary types of information used to
analyze learners and describe the role of the information in
the systematic planning process for learning.
•Demonstrate how to go from national standards to learning
objectives that include the audience, behavior, conditions
and degree of mastery.
•Outline the procedures for selecting, modifying, and
designing instructional strategies and resources.
Learning Objectives (2 of 2)
•Create examples of the five basic steps in utilizing
resources (e.g., technology, media, and materials).
•Describe and justify methods for eliciting student
participation when using technology and media during
instruction.
•Compare and contrast the techniques for evaluating
student achievement, strategies, and resources for
making database revisions.
Introduction
The A S S U R E Model
• A research based, 6 step process to create lessons
• Systematic way to integrate technology and media
effectively
• A – Analyze Learners
• S – State Standards and Objectives
• S – Select Strategies and Resources
• U – Utilize Resources
• R – Require Learner Participation
• E – Evaluate and Revise
Analyze Learners
• The analysis is used to plan lessons tailored to meet the needs of your learners
• Three types of information to examine:
– General characteristics such as gender, ethnicity, age, attitude, interest, or
ability levels
– Specific entry competencies
▪ Assess prior knowledge through informal or formal measures
– Learning differences and needs
▪ Gardner’s Multiple Intelligences
▪ Perceptual preferences
▪ Information processing behavior
▪ Motivation
▪ Physiological factors
State Standards and Objectives (1 of 3)
Importance of Standards and Objectives
• Standards and objectives are the basis for writing lessons
• Strategies, Technology, and Media Selection
– Clear standards and objectives help guide the teacher to which
resources should be selected
• Assessment
– Student outcomes serve as a guide to creating assessments to
measure the knowledge and skills
• Student Learning Expectations
– Students are more able to be prepared for learning activities when
they know the standards ahead of time.
The A B C Ds of Well-Stated Learning Objectives
• Audience
– Specifies the learner(s) for whom the objective is intended
• Behavior
– Describes the capability expected fo the learner following
instruction
– Typically a verb
• Condition
• Describes the conditions under which the
performance is to be demonstrated
• Materials and/or the environment that the learner
may or may not use
• Degree
– The standard for applicable performance
– Time, Accuracy, Correct responses required, etc.
Select Strategies and Resources (1 of 2)
Selecting Strategies and Resources
• Selecting Strategies
– Teacher-centered
– Student-centered
– Build cognitive and conative skills
– Encourage and motivate learners
• Selecting Resources
– Utilize Selection Rubrics to select appropriate
technology and media
Select Strategies and Resources (2 of 2)
• Selecting, Modifying, or Designing Materials

– Off the shelf materials
– Library Media Specialist, Other Teachers, Online
Reviews
– Modify materials to better align with standards and
objectives
– When ready-made materials aren’t available, develop
something new
Utilize Resources
• Preview Resources
• Prepare Resources
• Prepare the Environment
• Prepare the Learners
• Provide the Learning Experience
Require Learner Participation
• Practice
– Technology
– Collaboration
– Critical Thinking and decision making
– Education Software
– Other media opportunities
• Feedback
– Immediate and informative
– May come from teachers, peers, self-checks, technology
Evaluate and Revise
• Evaluate Impact on Learning
– Align assessment with the behaviour written in the lesson
objective
– Authentic Assessment
• Evaluate and Revise Strategies and Resources
– Collect learning input through surveys
– Revise based on findings
• Evaluate Teaching
– Self evaluate
– Colleague or peer evaluate
– Students evaluate through discussion or surveys
– Administrator evaluation
Conclusion
• 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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Integrating technology and Media into Instruction:

The Assure Model

• Selecting, Modifying, or Designing Materials

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