SIX STEPS TO EFFECTIVE

CLASSROOM ICT INTEGRATION

A Guide to the Application of the ASSURE Instructional Model

Donnette C. Abbott-Ferdinand

Design Project

Master of Science Instructional Design and Technology (MScIDT)

University of the West Indies Open Campus

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Table of Contents

Introduction---------------------------------------------------------------------------- 2

Overview of the ASSURE Instructional Model-------------------------------- 3

Six Steps to Planning and Delivering ICT-Infused Lessons

1. Analyze learners-------------------------------------------------------------- 5

2. State objectives--------------------------------------------------------------- 8

3. Select instructional methods, media, materials----------------------- 10

4. Utilize media and materials------------------------------------------------ 13

5. Require learner participation----------------------------------------------- 15

6. Evaluate and revise---------------------------------------------------------- 17

Summative Task---------------------------------------------------------------------- 19

Appendix: ASSURE Instructional Model Rubric------------------------------ 20

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Introduction
The effective use of technology in the classroom has now become a basic

requirement for the 21st century classroom practitioners. It is no longer adequate to

adopt a traditional chalk and talk approach to classroom instruction, since todays

generation of technological natives demands daily interactions that are creative and

innovative.

This instructional guide is designed for the class teacher who is desirous of

integrating Information Communication Technology (ICT) into their daily lessons. It

does not merely focus on technological tools or devices; rather, it presents six easy-

to-follow steps which guide the planning and delivery of ICT-enabled lessons. The

guide is interactive, in that, users collaborate with colleagues in completing many of

the activities. As such, a supportive environment which is needed for successful,

sustained, cross-curricular ICT integration is fostered.

It must be noted that any attempt at knowledge deepening in the integration of

ICT in the classroom must be systematic. The ASSURE instructional model is

therefore used to inform the content of the instructional guide.

The six steps, if diligently followed, will culminate in the creation of a detailed

ICT-enabled lesson plan. Consequently, each step will build on that which preceded

it. I encourage you to collaborate with your colleagues in the completion of the

activities, and to do so at every other opportunity as you deem necessary. I also

encourage you to keep a reflective journal of your experiences as you work through

the material as documentation of your growth, and in order to make suggestions for

further improvement of this document.

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Overview of the ASSURE Instructional Model

Adapted for use by class teachers, the ASSURE instructional model is designed

for the creation of a student-centred environment that allows for the judicious

integration of ICT into daily lessons. The model incorporates Robert Gagne's events

of instruction to assure effective use of media in instruction. ASSURE is an acronym

which represents each of the steps in the model. The steps are represented in the

table below.

A Analyze Learners

S State Objectives

S Select Methods, Media, Materials

U Utilize Media, Materials

R Require Learner Participation

E Evaluate and Revise

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Six Steps to

ICT

Integration
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Step 1: Analyze Learners

Objectives: Upon completion of this section, you will be able to:

1. Discuss at least three key considerations that are necessary in the analysis of

learners.

2. Conduct a detailed analysis of the students in your class.

3. Compare and contrast your learner analyses with those of your colleagues.

Step one in the ASSURE process requires the instructor to identify and

analyze the learners to whom instruction will be delivered. It is essential to do this

within the context of the learning targets or outcomes. Each of the other five stages

within the model is hinged on this initial step; as such, it can be compared to laying the

foundation upon which all else is built.

There are three key considerations in this first stage. They are:

The general characteristics of learners. These may include their ages, grade

levels, academic aptitude, gender, socioeconomic status and interests.

Entry competencies, in particular, their prior knowledge.

Learning styles, which may be auditory, visual, tactile/kinesthetic.

Activities

In your team, you will complete the following exercises:

Dick and Carey (1978) describe the process of analyzing learners, and identify a set

of learner characteristics that they believe will affect learning in a more significant

way than the general characteristics discussed above.

Here is the link to that article:

https://canvas.instructure.com/courses/803402/pages/lesson-2-context-analyzing-

the-learner
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1. With your team, discuss the contents of the article, and then outline other

characteristics for analyzing learners. Post your findings in Google

Classroom.

2. Conduct an analysis of the students in your class using your findings as

guides. You may use these questions to guide you:

Who are my learners?

What special skills do they possess?

What are their ICT competencies?

What are their learning styles?

What are their interests?

3. With your team or a peer, compare and contrast what you have learned about

your students. Discuss and reflect on:

How you perceive that these findings may affect the way that you deliver

instruction to your students.

How you intend to use the information gathered to inform your teaching

practice, in particular, your ICT integration efforts.

Any other relevant issue arising from the discourse.

Consider the scenario below:

Although Ms Haynes Grade 5 students enjoy working in small groups, they can be

very noisy. The class is comprised of students of mixed abilities, including three with

special needs. These students struggle to sit still for any extended period of time,

and it seems impossible to get them to concentrate on their writing portfolios. What

solution technological or otherwise will you suggest to Ms Haynes to help her

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class develop their writing skills? Post your individual responses in the group space,

and begin a discussion on the issues.

Notes

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Step 2: State Objectives

Objectives: In this section, you will:
1. Discuss characteristics of well-written learning objectives.

2. Write ICT-related learning objectives.

3. Match learning objectives to software packages and/or computer applications.

4. Reflect on learning and collaborative experiences.

Having analyzed your learners, the next step in the process involves the crafting

of learning objectives which form the basis of each ICT-infused lesson that you will

deliver. Be reminded that an objective is simply a statement of precisely what you

want your students to know or be able to do as a result of instruction. Objectives

must be based on existing national learning outcomes for each subject on the schools

curriculum.

Well-stated learning objectives should encompass four distinct components:

1. Audience in this case, your students.

2. Behavior the behaviour or performance that should be demonstrated.

3. Condition contexts or circumstances under which the performance will be

observed.

4. Degree the standard or criteria under which the performance will be assessed.

Activities

1. Using the four components for writing objectives stated above:

a. Write at least three ICT-related objectives for a subject and topic of your

choice. Be sure to keep your objectives for later reference.

b. Work in your teams to critique and improve each others objectives.

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c. For each objective, suggest technological tools or applications that can be

used in their execution. Discuss and justify your choices.

d. Reflect on some of the challenges that you have faced in attempting to write

the objectives in (a) above, and on the team activities.

Notes

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Step 3: Select Methods, Media, Materials

Objectives: Upon completion of this section, you will be able to:

a. Select suitable instructional strategies, technology and materials for the

learning objectives written in step two.

b. Adapt learning materials to suit particular purposes.

The second "S" in the ASSURE acronym represents select strategies,

technology, media, and materials. In this step, you will choose suitable

instructional strategies, technology and media that are suitable to your learners and

the objectives which your have written. The instructional strategies, technology,

media and materials which you select will impact on the extent to which your learning

objectives will be achieved. Consequently, you must ensure that you select carefully

and thoughtfully. Remember that your focus is not on the tools that appeal to you.

Rather, consider which tools are best suited to your learners needs and interests,

and very importantly, how they will assist your learners in mastering the learning

objectives.

Activities

Your first consideration for this step will be which delivery strategy or method

is best suited for your lessons objectives. For these activities, you will work with

your team to select ONE individuals learning objectives. With your team, complete

the following activities.

Group Tasks:

SELECTING STRATEGIES/METHODS
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1. Delivery methods may be instructor-centered or student-centered, or a

combination of both. Research each method and compile a list of examples

of each.

2. Select the method or methods which best fits your learning objectives.

SELECTING MEDIA AND MATERIALS

3. Decisions must also be made concerning which media or materials are

needed for your lesson. Consider the bulleted points below, and then make

notes of the media and materials that you intend to use in your teams

lesson plan.

Select instructional materials

Produce new materials

Repurpose existing materials

Individual Task:

1. Select media and materials for your individual lesson plan.

2. Write a reflection of the process in your reflective journal.

Consider this scenario:

Mrs Hillocks Grade 6 class enjoys texting and social media. They are supposed to

be studying The Hobbit for a book report, but appear reluctant to dive into the

novel. How can Mrs Hillocks engage these 11 and 12 year-olds and help them

relate to Tolkiens work?

Select, produce or repurpose a piece of instructional material that Mrs.

Hillocks can use with her class. Explain and justify your choice with your

group.
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Notes

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Step 4: Utilize Technology, Media and Materials

Objectives: Upon completion of this section, you will be able to:

1. Outline a plan for the implementation of methods, media and materials into

your lesson plan.

2. Explain how the use of the methods, media and materials will help your

students in meeting the stated learning objectives.

3. Deliver an ICT-enabled lesson.

The fourth step in the ASSURE process is to utilize technology, media, and

materials. In this step, you will create a detailed plan for implementing the

strategies, and employing the technology, media and materials which you have

chosen so that your students can master the lessons objectives. Following the 5Ps

Process is helpful in this phase.

1. Preview the technology, media, and materials

2. Prepare the technology, media, and materials. Make sure you have

everything you need and that it all works.

3. Prepare the environment

4. Prepare the learners

5. Provide the learning experience

Activities

These activities require individual, peer and team efforts.

Peered Activity:

1. Discuss the 5Ps Process with a peer. What does each step require of you,

and of your students?

Individual Task:
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2. Prepare an implementation plan for steps 1 to 3 of the 5Ps Process.

Group Tasks:

3. Each member will present his or her plan to the group.

4. Discuss strengths and weaknesses of each plan, and make suggestions for

improvement.

Individual Task:

5. Complete steps 3 and 4 of the 5Ps Process.

Notes

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Step 5: Require Learner Participation

Objectives: Upon completion of this section, you will be able to:

a. Create learning activities which will actively engage your learners.

In this step, you will include a description in your lesson plan of how you

intend to require learner participation. Keep your learning objectives in mind, and

outline precisely what you intend to do to ensure that your students are actively and

individually engaged in the learning process. All of your activities should therefore

provide opportunities for your students to practice newly acquired skills and

knowledge.

Activities

Group Task:

During afternoon sessions, Ms Sutherlands Kindergarten class becomes restless

and she struggles to get them settled. The class should at those times be engaged

in the development of numeracy and literacy skills.

1. In your group, brainstorm some methods which can be used in ensuring that

Ms. Sutherlands students are meaningfully engaged during this challenging

time.

2. What technological approach can Ms Sutherland employ to keep her

students engaged, while developing these skills?

Individual Tasks:

3. Design your learning activities and add them to your individual lesson plan.

4. Complete step 5 of the 5Ps Process.

5. Your team will visit each others classes during step 5 of the plan.
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6. Write a reflection of the process up to this point.

Notes

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Step 6: Evaluate and Revise

Objectives: Upon completion of this section, you will be able to:

a. Devise an evaluation plan for the lesson which you have created.

Step Six of the ASSURE model is critical. In this phase, you will create a plan

for the evaluation of your lesson. All aspects of the lesson plan should be evaluated

in detail, as this will inform future efforts at ICT integration.

Activities

1. Evaluate your peers lesson delivery. Use the rubric in the Appendix

to help you. You may also use following questions to guide you:

Were the objectives of the lesson achieved?

How are you able to determine whether or not students achieved the stated

objectives?

How can the lesson be improved?

Were the choice of technology, methods, media and materials suitable?

How will you rate the effectiveness of the technology, methods, media and

materials on a scale of 1 to 10?

Are you aware of any other technology, media and materials that may have

been more suitable to the lessons objectives?

Are there other technologies, media, and/or materials that may have worked

better?

2. Reflect on the experience of completing the instructional guide with your

peers. What lessons have you learned? How did working with peers help or hinder

your learning?
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Notes

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Summative Task

For this task, you will work as a staff to create a toolkit for use in your

school. Use a suitable forum to gather all of the plans and materials that

you have created. Critique and revise them, and then select a suitable

method of preserving them for later reference.

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Appendix

ASSURE Model Rubric

CATEGORY Unsatisfactory Progressing Proficient Distinguished

Not completed Few learner Most learners Detailed learner

Analyze characteristics characteristics descriptions are
learners are included are included. given: age, gender,
Some key needs, interests,
information is learning styles, etc.
missing.

Not completed Objectives are Objectives are Objectives are

State included but provided, but clearly stated. They
objectives not clearly some key include audience,
defined elements are behaviour, condition
missing. and degree.

Not completed Inappropriate Appropriate Appropriate

Select technology is technology is technology
methods, included included, but not hardware/software is
media, and and/or no clearly described. fully integrated.
materials explanation is Media
provided. implementation is
described. An
explanation for
included for how
media helps to meet
objectives is
provided.

Not completed Plan of A technology plan Clearly defined plan

Utilize media technology use is included, but it the use of
and materials is poorly does not technology is
written and sufficiently fulfill provided. It includes
inadequate. lesson objectives. how they assist in
achievement of the
lessons objectives.

Not completed Minimal Individual OR Individual and

Require learner learner group activities small/large group
participation participation are planned, but activities are
occurs. end product is planned and the
not generated by lesson incorporates
collaboration. collaboration and/or
cooperative learning.
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Not completed Criteria for Criteria for Criteria for

Evaluate and evaluating the evaluating the measuring the
revise effectiveness effectiveness of effectiveness of the
of the lesson the lesson are lesson are clearly
are poorly partially explained.
explained. explained.