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Basic Concepts Related to Technology
1. Technology refers to methods, processes, and devices used for practical purposes.
It includes instruments from pencil and paper to modern electronic gadgets and
tools for the practical task.
2. Information and Communication Technology and Literacy or ICT Literacy
is the use of digital technology, communication tools and networks to access,
manage, integrate, evaluate, create and communicate information (Guro 21,
2011).
4. Digital Literacy refers to the ability to discover, assess, utilize, share, and
generate content with the use of information technologies and the internet
(Cornell University).
6. Online Digital Tools and Apps use an Internet connection to access the
information needed, like Skype. It is a telecommunication application software
product that focuses on providing video chat and video calls between computers,
tablets, mobile devices via the Internet and to regular telephones.
7. Off-line Digital Tools and Apps can still be used even if there is no internet
access. Among these are Canary Learning, Pocket, Evertone, iBooks, KA LITE
(Gupta, Prinyaka, 2017).
12. World Wide Web (www) is also called a Web, which is a graphical environment
on computer networks that allows you to access, view, and maintain
documentation that can include text, data, sound, and videos (Smaldino, 2005). It
is a way of accessing information over the medium of the internet. It is an
information-sharing model that is built on top of the Internet.
13. Web Access is the ability of the learner to access the Internet at any point during
the lesson to take advantage of the array of available educational resources.
15. Productivity Tools refers to any type of software associated with computers and
related technologies that can be used as tools for personal, professional, or
classroom productivity.
16. Technology Tool is an instrument used for doing work. It can be anything that
helps you accomplish your goal with the use of technology. These technology
tools can be classified as:
17. Webquest is a teacher structured research experience for the students that are
primarily based on the use of the World Wide Web and typically takes one or
more instructional periods (Bender & Waller, 2011).
18. Blog is an online journal where posted information from both teachers and
students is arranged. There are three kinds of blogs: blogs used for
communication, blogs used for instruction, and blogs used for both (Ferriter &
Garry, 2010).
19. Wiki, an editable website usually with limited access, allows students to
collaboratively create and post written work or digital files, such as digital photos
or videos. Wikipedia is one of the most widely recognized of all the wikis
(Watters, 2011).
20. Flipped classroom utilizes a reverse instructional delivery, where the teacher is
required to use the web resources as homework or out of class activity as initial
instruction of the lesson, which will be discussed during class time.
21. Podcast is a video or audio multi-media clip about a single topic typically in the
format of the radio talk show. The two essential functions of a podcast are to
retrieve information to disseminate information (Eash, 2006).
22. Google Apps is a cloud-based teaching tool which is stored in the Google server
and is available for students both at home and in school. It includes the Gmail, a
free-mail for all; Google calendar – a tool used for organizational purposes;
Google sites that provide options for developing blogs and wikis; and Google
docs are used for sophisticated word processing and editing for the document.
23. Vlog is a video blog where each entry is posted as a video instead of the text.
24. Facebook is a popular social networking site used by students and adults
worldwide to present information on themselves and the world.
25. VOIP (voice over internet protocol) is a category of hardware and software that
enables people to use the Internet as a transmission medium for telephone calls by
sending voice data in packets using IP rather than traditional circuit transmission.
1. Technology as a tutor. Technology can support the teachers, tutors and other
professionals to help students learn better.
2. Technology as a teaching tool. Technology can be used as an instrument in
teaching.
3. Technology as a learning tool. Technology makes learning easier and more
effective. use these tools for learning for life.
The provision of ICT to academic staff and students is critical to recommend them
to more effective learning environments. By overcoming the needs and reinforcing the
functional aspects, it may help decision-makers to employ academic staff on an
investigation of the status of the developments of ICT in improving the teaching and
learning environment in educational institutions. (Alzahrani, 2017).
The World Bank‘s Systems Assessment for Better Education Results (SABER)
initiative, as part of their work, attempts to document national educational technology
policies around the world and their evolution over time. Policymakers try to benchmark
their policies on ICT use in education against international norms, so a related SABER-
ICT policy framework has been developed. Likewise, those of comparator countries
around the world, identify key themes and characteristics, draw on an analysis of their
policy documents.
There are eight policy themes around the world that are commonly identified in
educational technology policies; (1) vision and planning; (2) ICT infrastructure; (3)
teachers; (4) skills and competencies; (5) learning resources; (6) EMIS; (7) monitoring
and evaluation; and (8) equity, inclusion, and safety. The framework only considers
policy intent but not the extent to which policies are realized in practice, nor the impact
of such policies. The policymakers are challenged to offer useful related policy guidance
for rapid developments and innovations in the technology sector (Trucano, 2016).
There are two official documents wherein Policy on the use of ICTs in the
Philippine basic education system is articulated. The Medium-Term Development Plan
of the Philippines (MTPDP) 2004-2010. The MTPDP states:
You might have heard the term‘ cyberbullying,‘ and it means to try to hurt
someone‘s feelings by using ICT such as the internet, email, chatrooms, and texting to
deliver demeaning messages at any time and through a variety of avenues. Today‘s
children with online access and equipped with digital mobile phone or social network
account can receive cyberbully messages anywhere and at any time, and these digital
messages can also be anonymous, that increase the amount of fear experienced by the
target child. This intense psychological stress of victims of bullying unfavorably affects a
child‘s ability to concentrate on schoolwork, and school lessons or activities.
Children who experience classic bullying and cyberbullying adversely affects their
academic performance. Those who experience classic bullying are likely to avoid
locations and activities they associate with negative experiences; likewise, cyberbullied
victims try to avoid the technological spaces. In cyberspace, technological areas such as
social media networking sites, online websites, social networks, chat programs, and
school computer rooms are all vital elements in the educational development and social
lives of students relevant to their academic success. As technology and technological
skills become more critical in modern academics and professional training, cyberbullied,
students face several academic and career difficulties.
The Government today unveiled tough new measures to be like the UK that is the
safest place in the world to be online.
These are the suggested safety policy measures:
Independent regulator will be appointed to enforce stringent new standards
Social media firms must abide by mandatory ―duty of care‖ to protect users and
could face hefty fines if they fail to deliver
Measures are the first of their kind in the world in the fight to make the internet a
safer place
In the first online safety laws of their kind, social media companies and tech firms
will be legally required to protect their users and face severe penalties if they do not
comply. The eSafety Toolkit for Schools is designed to support schools to create safer
online environments. The resources are backed by evidence and promote a nationally
consistent approach to preventing and responding to online safety issues.
The resources are categorized into four elements: Prepare, Engage, Educate, and
Respond. Each contributes to creating safer online environments for school communities,
whether the resources from each element are used on their own or collectively, each
contributes to creating safer online environments for school communities.
Prepare
Prepare resources to help schools evaluate their willingness to deal with online
safety issues and deliver suggestions to improve their practices. They are useful for
strengthening school policies and procedures in online safety.
Engage
All members of your school community should be active participants in creating
and maintaining safe online environments. Engage resources to encourage the
participation of the school community in creating a safe online environment. They help
engage school community members as involved and valued participants, and they
facilitate the real involvement of students.
Educate
Preventing an online incident is always better than having to respond to one. The
Educate resources support schools in developing the knowledge, skills, and capabilities
of students, staff, and parents to have positive and secure online experiences. They bid
best practice guidance for online safety education and sit alongside eSafety‘s complement
of curriculum-aligned teaching-learning activities.
Respond
There must be processes in place in case an incident happens so that it is controlled
appropriately. The Respond resources support schools to evaluate and respond to online
incidents effectively. They preserve digital evidence, offer guidance to understand
reporting requirements, minimized more harm, and supporting wellbeing.
eSafety developed the Toolkit in consultation across every state and territory with
government and non-government education sector representatives. It was established in
response to the Royal Commission into Institutional Responses to Child Sexual Abuse
and the Education Council‘s work program to report bullying and cyberbullying.
In many countries, the use of ICT in education and training has become a priority
during the last decade. However, very few have achieved progress. Indeed, a small
percentage of schools in some countries reached high levels of effective use of ICT to
support and change the teaching and learning process in many subject areas. Others are
still in the early phase of Information and Communication Technologies adoption. Those
schools with sufficient ICT resources have better results achievements compared to those
schools that are not well-equipped. Finally, teachers are more convinced that the
educational achievements of pupils are anticipated to good ICT use. There is a high
percentage of teachers in Europe (86%) say that students are more motivated when they
used computers and the Internet in class.
A lot of resources have been invested by many governments across the world to
ICT development to improve teaching and learning using technology in schools. New
educational ICT policy issues emerged, and new patterns of ICT related practices are
evident in education. To support traditional learning methods, many teachers use ICT to
know how ICT can promote teaching and learning, as explained by Khattak, (2015).
Furthermore, it has been proven that students have lots of benefits to new technologies.
Literature shows that ICT has a potential to enhance the teaching and learning
process in many ways if it is well-utilized in learner-centered schools According to
research conducted by Dzidonu, (2010), it shows that learning activities that are
challenging, authentic, multisensorial and multi-disciplinary, students are motivated with
higher attendance report, motivation and academic accomplishment as a result of ICT
programs.
When there are potential and promise of ICT use in education, there are also 'perils'
related to the distraction of existing traditional teaching and learning practices, such as
the high costs, increased responsibilities on teachers, equity, and issues around data
privacy and security. Four broad tangled issues must be addressed when considering the
overall impact of the use of ICTs in education, effectiveness, cost, equity, and
sustainability.
Policies related to technology use in change and evolve, often along a somewhat
predictable path, and technological innovations often outpace the ability of policymakers
to innovate on related policy issues. Such policies take different forms and are formulated
and proposed by various institutions in different countries. No matter what country, a
lack of rigorous, relevant evidence typically complicates attempts to draft impactful
ICT/education policies. The educational effectiveness of ICTs depends on how they are
used and for what purpose. ICTs do not work in other educational tools or educational
delivery for everyone, everywhere in the same way.
In developing countries, education takes place under situations that are substantially
different from those in developed countries. The poorest countries spend the least
proportionately on non-salary related educational expenditures. The Philippines is one of
many developing nations that have turned to information and communication technology
(ICT) as a tool to improve teaching and learning, whose educational system reveals many
of the same problems and limitations of its fellow developing nations. Unfortunately,
implementation endures from several weaknesses: the absence of documentation and
information on how ICT is used; there is a lack of coordination between public and
private sector efforts; and not sufficient teacher preparation. More specifically, there is
uncertainty about whether computers in schools are fully utilized for educational
computing. There were also concerns that computers meant for students were instead
being used only by teachers for lesson plans preparation or playing games.
Therefore, Philippine national policy has been formulated in the advanced use of
ICT in education. The Senate Committee on Education, in cooperation with the DECS,
launched Project CARES in March 2001. Project CARES was designed to upgrade the
use and application of ICT in public elementary and secondary schools nationwide
(Rimando, 2001). The primary concern of the project is the school administration to
respond to the need for accurate and timely data that administrators and teachers need to
manage their classes.
1. ICT in Education Masterplan for all levels, including a National Roadmap for
Faculty Development in ICT in Education. A National Framework Plan for ICTs
in Basic Education was developed.
6. Digital Media Arts Program, which builds digital media skills for the government
using Open Source technologies. Particularly the beneficiary agencies
organizations, the Cultural Center of the Philippines, National Commission and
for Culture and Arts, State Universities, and local government units.
The varied theories and principles in the use and design of technology-driven
learning lessons is a critical factor in promoting innovation in the instructing, and the
learning process relies particularly upon their convictions on how individuals adapt.
Specifically, they have to know who their students are and how to move toward
instruction. As a future teacher, your job is to give learning encounters that will help
accomplish the target outcomes. In this Module, you will be acquainted with various
theories and learning standards, for example, Edgar Dale‘s Cone of Experience, the
TPACK Framework, and the ASSURE model.
Introduction
Next to the discussion on the ICT policies and safety issues in teaching and
learning, you will now understand and examine Edgar Dale‘s Cone of Experience to get
informed with various instructional media that form part of the system approach to
instruction.
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.
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.
The Cone charts the average retention rate of the knowledge for various teaching
methods. The further down the Cone you move, the higher the learning, and the more
knowledge is likely to be retained. It also indicates that it is important to note when
selecting an instructional method that engaging students in the process can improve the
retention of information. This shows that strategies of ―action-learning‖ result in the
retention of up to 90 percent. Individuals learn better by using visual types of learning.
Perceptual types of learning are based on feelings. The more sensory channels are
possible in interacting with a resource, the better chance that many students can learn
from it (Diamond, 1989). According to Dale (1969), two teachers should develop lessons
that draw on more real-life experiences. Dale‘s Cone of Experience is a device that helps
teachers make resource and activity choices.
1. Direct Purposeful Experience - Some experiences have the least abstractness and
the maximum possible concreteness. Purposeful means interactions of one intent are
meaningful. Skills we gained in real life through our first-hand, direct involvement.
In a teaching-learning cycle, it is the best mode, means, or channels for the desired
outcomes. Teachers will also strive to provide the students with real-life realistic
experiences in the form of showing actual objects and enabling them to come into
direct contact with the realities of life themselves. Examples allow students to
prepare their meals, make a PowerPoint presentation, delivering a speech,
performing experiments, or making their furniture.
2. Contrived Experiences - These are not very rich, concrete, and direct as a real-life
experience. When the real thing cannot be accurately observed, artificial stimuli can
be given as a working model or as specific experiments in the laboratory. The
working model is the editing of fact, which varies in size or complexity from the
original. It includes models, mock-ups, experiments, and so on. We may delete the
needless information in a condensed and edited version of the real thing, and make
the learning simple. A mock-up of Apollo, the moon exploration spacecraft, for
example, allowed the North American Aviation Co. to research the lunar flight
problem.
Types of Puppets
Rod puppets – flat, cut-out figures tacked to a stick with one or more
movable parts, and are operated below the stage through wires or
rods.
5. Study Trips – 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. We put the classroom back into the community and the community‘s
concerns back into the school.
Sample title for your study trips
Science Museum Trip - Science Field Trip
Historical Reenactment Trip - Living History Field Trip
Eco-Adventure Trip - Biology Field Trip
Museum of Natural History Trip - Social Science Field Trip
Reward Trip - Celebration/Fun Field Trip
Aviation Museum Trip - Military History Field Trip
Heritage Museum Trip- Culture Field Trip
Historic Church Trip - Religious Field Trip
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.
7. Television and motion pictures – Television and movie clips can so expertly
recreate the history of the past, that we have to feel like we‘re there.The special
meaning of the messages that film and television deliver lies in their sense of reality,
their focus on individuals and personality, their organization presenta¬tion, and their
ability to select, dramatize, highlight, and clarify.
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.
9. Visual symbols - There are no longer practical reproductions of material objects, for
such representations are incredibly abstract. Visible concepts that describe something
intangible by association and something that reflects or stands for something else,
usually by association or by way of definition of something abstract. Visual
perception has a predictive framework that is interesting. This contains visual
graphic resources such as charts, maps, diagrams, sketches, posters, comics, photos,
drawings on blackboards, and illustrations. The visual symbols (free to use any
language) form a primary contact language.
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.
Diagrams - It is any line drawing that shows arrangement and relations as of parts to
the whole, relative values, origins and development, chronological fluctuations,
distributions, etc. ( Dale, 1969)
Types of Diagrams
Types of Charts
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.
10. Verbal symbols - 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. Published terms fall into that range. It may be a
word for a concrete-object (book), an idea (freedom of speech), a scientific principle
(the principle of balance), a formula (e=mc2)
TPACK emerges, which forces you to look at the process of using technology in
the classroom clearly and concisely. By looking at each aspect of this framework as a
separate but equally important type of knowledge, you can make the right educational
decisions on how, when, and what kind of technology to use in instruction. Teachers as
curriculum designers can integrate their knowledge of student thinking and learning, the
subject matter, and technology to create useful lessons.
LESSON PLAN
Competency Standards:
3. Understanding very simple written English in classroom contexts.
4. Spelling and rewriting very simple written English in classroom contexts.
Basic Competences:
3.2 Understanding very simple sentences and written messages.
4.2 Rewriting very simple, written English correctly and appropriately.
Indicators:
1. Pointing the difference between cardinal and ordinal numbers.
2. Mentioning cardinal and ordinal numbers from one to one hundred.
3. Using cardinal and ordinal numbers in simple sentences.
Learning Objectives:
1. Students can mention the difference between cardinal and ordinal numbers after
discussing with their peers.
2. Students can mention at least ten cardinal and ordinal numbers ranging from one to
one hundred independently.
3. Students can produce at least five sentences containing five different cardinal or
ordinal numbers independently.
Learning Material:
Cardinal and Ordinal Numbers
Learning Strategies:
Group discussion, pair work, individual assignment.
Learning Activities:
(Note: Before the lesson, the teacher may have asked the students to do little research about
numbers around them. They may do it while at home or school.)
1. The teacher asks the students to sit in groups and discuss what they have found during
their research about numbers.
2. The teacher asks representatives of the groups to tell the class about what the groups
think about their findings during their research about numbers.
3. The teacher guides the students to compare the forms of the numbers they found and
find the difference between them.
4. The teacher introduces the terms cardinal and ordinal numbers and explains as well as
gives examples of how to write and use them in simple sentences.
5. Students are assigned in pairs and take turns to play cardinal and ordinal numbers drag
and drop game and word matching game (Note: depends on the availability of the
personal computers as well as the Internet connection, the teacher can assign different
pairs to different PCs and play the games as teams). The teacher will walk around to
observe and assist any team having difficulty with the games.
6. Students tell the class and the teacher about their results on playing the games, whether
there is any difficulty concerning the questions or items of the games or not, and the
teacher will give feedback and comments about them.
7. The teacher distributes a BINGO worksheet to the students and guides them to play the
BINGO game classically.
8. The teacher reviews what the students have learned through the BINGO game and
helps them wrap-up their learning experience by asking them to take turns to do an
online quiz about cardinal and ordinal numbers individually.
9. While doing so, the teacher assigns the students who have not yet got the turn to do the
online quiz to write down five simple sentences containing both cardinal and ordinal
numbers and submit them to the teacher as soon as they finish.
Assessment:
The teacher can use the online quiz as well as the five-sentences writing assignment as the
tools for assessing students‘ progress and understanding about cardinal and ordinal numbers.
Source: Setyawan, T. Y. (2014). Designing the TPACK Lesson Plan for Primary English Classrooms
What is TPACK?
At the heart of excellent teaching with technology are three essential factors:
content, pedagogy, and technology, plus the relationships among and between them. The
dynamics between and among the three elements played out differently in various
contexts account for the substantial differences seen in the size and nature of the
incorporation of educational technology. These three knowledge roots (content,
pedagogy, and technology) form the core of the technology, pedagogy, and content
knowledge (TPACK) framework (Koehler & 2008; Mishra & Koehler, 2006).
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:
Figure 1. Technological Pedagogical Content Knowledge (Koehler & Mishra, 2009;
adapted from Koehler & Mishra, 2008)
I. Analyze Learners
Learners’ general characteristics: The lesson is designed for 11th-grade high school
students. This is an in-class support class comprised of 7 male and 11 female students, of
which six (6) students have Individualized Education Program (IEP) accommodations.
Academic ability and learning styles vary. In general, students become easily distracted and
lose focus quickly. The students are familiar with the work of William Shakespeare and are
capable of identifying the various literary devices found in work.
Entry characteristics: The students in this class are skilled in the use of computers and
tablets. However, their proficiency in this technology is limited to the use of social media and
entertainment applications.
Learning styles: Although the class is comprised of students of all learning styles, the majority
of students in this class are tactile learners.
Curriculum Standard
Analyze the impact of the author‘s choices regarding how to develop and relate
elements of a story or drama (e.g., where a story is set, how the action is ordered, how
the characters are introduced and developed)
Objective 2: The students will be able to rewrite Act I, Scene i of Macbeth, using modern
terminology.
Curriculum Standard
Determine the meaning of words and phrases as they are used in the text, including
figurative and connotative meanings; analyze the impact of specific word choices on
meaning and tone, including words with multiple meanings or language that is
particularly fresh, engaging, or beautiful.
Objective 3: Students will be able to understand the significance of Act I, scene i of Macbeth
Curriculum Standard
Analyze how an author‘s choices concerning how to structure specific parts of a text
(e.g., the choice of where to begin or end a story, the choice to provide a comedic or
tragic resolution) contribute to its overall structure and meaning as well as its aesthetic
impact.
Objective 4: Students will experience varying interpretations of Act I, scene i of Macbeth and
produce their interpretation
Curriculum Standard
Analyze multiple interpretations of a story, drama, or poem (e.g., recorded or live
production of a play or recorded novel or poetry), evaluating how each version interprets
the source text. (Include at least one play by Shakespeare and one play by an American
dramatist.)
Technology and Materials. Students will have access to computers, printers, microphones,
headphones, word processing software, video, and audio editing software, and the Internet.
Media. Students will use print, audio, texts, visuals such as photos, and clip art or drawings to
create assignments.
Prepare the environment: Desks are to be arranged in a manner that allows for small group
work. Additionally, a computer station must be accessible to all students to complete various
aspects of the assignment.
Prepare the learners: Students will have been prepared for this lesson during the lesson
Prior. Students have notes on Shakespeare and literary devices, which can be referred to as
needed.
Student participation in this lesson will include both large and small group activities. The
lesson is structured to begin with, with large group instruction and activities to prepare for the
smaller group activities.
Large group activities: The lesson will begin with students assuming roles and reading
Act I, scene i of Macbeth. A brief discussion will focus on what the students
think
is happening in the scene. Student reading will be followed by students listening
to a recording of the scene. Using the Promethean Board, students will begin to
develop a comparison chart of what they read and what they heard. This will be
followed by viewing the performance of the scene via YouTube. Students will
add to the chart upon completion of the viewing.
Small group activities: The students will break into groups of three or four to rewrite
the scene they have just watched. They will use computers to access the internet
for research and assistance. Once rewritten, students will use PowerPoint
presentation software to present their version of Act I, scene i to the class.
VI. Evaluate and Revise
Student activities will be evaluated using the rubric (you can attach your rubric)
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.
It is a notable instructional structure
control that utilizes the constructivist point of
view, which integrates multimedia and
technology to upgrade the learning condition
(Lefebvre 2006). The ASSURE model was
altered to be used by educators in the study hall
by Smaldino, Lowther, and Russell, 2008. The
teacher leans toward the ASSURE model since
it is intended to be utilized for a couple of long
stretches of instruction and every individual
understudy. This model doesn‘t require high
multifaceted nature of conveyed media,
profound ID information, or high correction of plans (Gustafson and Branch, 2002). The
ASSURE model gives the new or beginner teacher a general guide to follow to assist
them with deduction increasingly like experienced teachers.
This model was developed by Heinrich and Molenda in 1999 and is based closely
on the Instruction Events of Robert Gagne. Furthermore, Smaldino, Lowther & Russell,
2008, adapted the ASSURE model to be used by teachers in the classroom.
Understanding when to use teaching techniques and immersive technology is key to
being successful academically in the future.
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:
Analyze Learners - The first step in the process is to make the instructor evaluate her
learners‘ attributes. Those learner characteristics that are correlated with the optimal
learning outcomes should be given a priority. The collected information will help you
with the decisions you make on the other steps in the process. When you assess the
learners‘ character, this will help you in choosing different techniques and tools to assist
the learning process. Your learner analyzes will include:
General attributes of learners (e.g., age, academic abilities, gender, interests, etc.
Prior competencies
Learning styles, such as auditory, visual, and tactile
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. Usually, goals include four (4) essential
parts:
A statement that describes the intended Audience. For example, ―The first-grade
student will . . .‖ or ―The student will . . . ―
A description of the student‘s anticipated Behavior resulting from your teaching.
This conduct must be detected to be assessable. For example, it is beneficial to
use action verbs such as add, alphabetize, organize, construct, pick, classify,
contrast, define, describe, diagram, identify, kick, mark, locate, create, multiply,
name, produce, pronounce, choose, sketch, sort, determine, say, throw,
emphasize, verbalize and compose. Ignore such terms as learning, appreciating,
grasping, or understanding.
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?
Select Media and Materials - In this step, you have set the starting point (the student‘s
current information, aptitudes, and perspectives) and the consummation point (objectives)
of your instruction. Presently your activity is the fabricate an instructional scaffold that
will associate the two focuses. You may choose accessible materials, change existing
materials, or structure new materials to help achieve the task. You may select a few
distinct kinds of media to use with the unit. Any of the media/innovations examined in
the content will be fitting.
Utilize Media and Materials - Here you should choose how the students will utilize the
materials. Next, set up the room and be sure the essential hardware and offices are
accessible and prepared for your utilization before you use the exercise. It‘s vital to
follow the ―five p‘s‖ process to achieve this:
Preview the Technology, Media, and Materials
Prepare the Technology, Media, and Materials
Prepare the Environment
Prepare the Learners
Provide the Learning Experience
Require Learner Performance - This step expects you to depict how you will get every
student effectively and exclusively engaged with the exercise. Students understand best
when they are effectively engaged with the learning experience. Whatever your teaching
approaches, make sure to fuse questions and replies, conversations, group work, hands-on
exercises, and different methods of getting the students engaged effectively with the
learning of the contents. You should give close consideration to your students and feel
sure that they are really getting a handle on the content and not merely tuning in. Taking
an interest in the learning will encourage this degree of comprehension. Permit them to
build information instead of attempting to feed them with information. Finally, for this
step, feedback must be provided to the learner before any type of evaluation is conducted.
Evaluate and Revise - The last advance of the ASSURE technique is to Evaluate
Student Performance. Here the assessment ought to be coordinated to the target.
Eventually, this final stage is the most significant. You should assess the guidance
procedure through, and through utilizing the goals you made before all else. It is useful to
consider your complaints, the instructional process, the instructional materials, and the
appraisal. By assessing the students against the targets, it tends to be resolved if the
exercise was successful and whether any progression should be altered or rethought.
The ASSURE lesson plan model guides in the joining of innovation into study hall
guidance. It fills in as a guide for educators and spotlights fair and square of innovative
help applied. The best possible utilization of this model will enhance day by day
exercises and understudy exercises and expand the capability of open innovations.