1. Integrating Technology & Media Into Instruction: The ASSURE Model
Jessica Jenkins

2. Introduction
The ASSURE model uses a step-by-step process to create lessons that integrate technology & improve student learning.
These lessons align with the National Education Technology Standards for teachers and students as well as curriculum standards.

3. The ASSURE Model Intended to assure effective instruction
Well designed lessons do a number of things:
Arouse student interest
Move to present new material
Involve student in practice
Assess understanding
Provide follow-up activities

4. Analyze Learners
Learner analysis examines three parts: characteristics, specific entry competencies, & learning styles
The analysis information is used to plan lessons tailored to meet the needs of the students

5. Analyze Learners Cont.. General Characteristics
Characteristics that may influence student learning can range from gender & ethnicity to attitudes & interests
When planning group work consider gender differences that may impact student attention
When students represent multiple ethnic groups select materials that give high priority to cultural identity and values

6. Analyze Learners Cont.. Specific Entry Competencies
Students’ prior knowledge of a subject influences how they learn more than does a psychological trait
Identify specific entry competencies of students
Informally- questioning
Formally- reviewing test results or assessments
Entry tests- assessments that determine whether students process the necessary prerequisites (competencies) to benefit from instruction

7. Analyze Learners Cont.. Learning Styles
Psychological traits that determine how an individual perceives, interacts with, and responds emotionally to learning environments such as:
multiple intelligences, perceptual habits, motivation, and physiological factors

8. State Standards & Objectives
Learning objectives are derived from curriculum and technology standards (descriptions of expected student performance outcomes)
Learning objectives is a statement of what each learner will achieve, not how the lesson will be taught.

9. State Standards & Objectives
Importance of Standards & Objectives
Basis for Strategies, Technology, and Media Selections
Basis for Assessment
Basis for Student Learning Expectations

10. State Standards & Objectives
The ABCD’s of Well-Stated Learning Objectives
Audience- clearly identify the targeted learners
Behavior- verb describing the new capability that learners will have after instruction (define, categorize, demonstrate)
Conditions- conditions under which the performance is to be assessed (materials or tools the students can/cant use)
Degree- how will you assess the students performance

11. Select Strategies, Technology, Media, & Materials
Jordan Rhoads

12. Selecting Strategies
Teacher strategies involve you teaching activities.
Show a video
Read a story
Use interactive whiteboard
Student-centered strategies engage students in active learning.
Discuss a topic
Search the internet
Listen to podcasts
Take pictures of a process

13. Selecting Strategies cont.
When selecting strategies to by make sure that they will result in student achievement of the standards and objectives.
Keep the students learning styles and their diverse needs in mind.

14. Selecting Technology & Media
When selecting technology and media for your classroom consider the available resources, the diversity of your learners, and the specific learning objectives to be learned.
Selection Rubrics provide a procedure for judging the qualities of specific technology and media.

15. Selecting Technology and Media cont.
Each rubric contains consistent selection material and criteria for the designated technology or media.
Selection Rubric Criteria:
Alignment with standards, outcomes, and objectives
Accurate and current information
Age-appropriate language
Interest level and engagement
Technical quality
Ease of use (for student or teacher)
Bias free
User guide and directions

16. Selecting, Modifying, or Designing Materials
Three different options:
Selecting available materials – involve the technology/media specialist, joining other teachers, and survey media resource guides
Modifying existing materials – scan PDF files and modify with software
Designing new materials – design own lesson materials by hand printing or using a computer

17. Utilize Technology, Media and Materials
Jenae Perkins

18. 5 “P” Process
The five P’s are to help in planning your role for using technology.
Preview
Prepare materials
Prepare environment
Prepare learners
Provide learning experience

19. Preview
Goal: Select the best portions of materials to utilize so they directly align with your lesson
Example: instead of using an entire dvd use the necessary parts

20. Prepare Technology Goal: Have the technology materials prepared
Know the sequence of the presentation and activities

21. Prepare the Environment
Goal: Arrange the space for effective use of technology so all can hear and see properly.
Example: Dark room for videos, access to power sources

22. Prepare the Learners Introduce the overview of the lesson
Motivate students to be involved
Tell how it relates to real world
Introduce unfamiliar vocabulary

23. Provide the Learning Experience
Delivery – stand, maintain eye contact, move while you speak, don’t block view of board
Voice – use natural conversational voice, speak clearly and loudly, pause after key points
Eye contact – making eye contact with individuals for 3 seconds will help keep their attention

24. Require Learner Participation and Evaluate and Revise
Kelly Baker

25. Learner Participation
Technology as a productive tool
Technology as a communication tool
Technology as a research tool

26. Learner Participation Cont.
Technology as a problem-solving and decision- making tool
Using educational software for practice
Using other media for practice

27. Assessing Learner Achievement
Authentic Assessment
Portfolio
Rubric

28. Assessing Learner Achievement
Portfolio Assessment
Written Documents
Audio Recordings
Video Recordings
Computer Multimedia Projects

29. Assessing Learner Achievement
Traditional vs. Electronic
Traditional: Physical collections
Paper documents, Photos, Video and Audio Recordings
Electronic: Digital work
Computer –generated products, Spreadsheets, Word-processed documents

30. Assessing Learner Achievement
Evaluation of teacher
Self, Student, Peer, Administrator
Revision of strategies, technology, and media
Examine, Reflect, Make notes, Model

31. Questions Learner analysis examines 3 parts, what are they?
Well designed lessons do a number of things, state two.
characteristics, specific entry competencies, & learning styles
Arouse student interest
Move to present new material

32. Questions What are the two strategies to use when teaching?
Name one of the things to be considered when selecting technology and media for your lesson.
What are the three different options when selecting materials for your lesson?
Teacher & student-centered
Available resources, diversity of your learners, and specific objectives to be learned
Selecting available materials, modifying existing materials, or designing new materials

33. Questions What is the purpose of preparing learners?
What is the best way to use a DVD?
Introduce the overview of the lesson
Motivate students to be involved
Tell how it relates to real world
Introduce unfamiliar vocabulary
Using the DVD in portions

34. Questions What are two types of authentic assessment?
Portfolio and Rubrics
What are some items you would put in a portfolio assessment?
Written Documents, Audio Recordings, Video Recordings
Name a tool technology can be used as.
Research, Productive, Communicative