2. INTEGRATING TECHNOLOGY
INTO K-12 TEACHING AND
LEARNING (ASSURE MODEL)
7/18/2017
Drs. Daesang Kim, Dianne Dees &
E-Ling Hsiao
Valdosta State University
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3. Poll http://goo.gl/forms/dfvJcGKGRd9a3tUW2
How many computers do you use?
How many mobile devices do you use?
How about your children or other K-12 children you know
(use of computers/ mobile devices outside of school)?
How much do you use technology for personal use?
How much do you use technology in classroom?
How often are students allowed/encouraged to use
technology in classroom?
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10. Challenges…
In today’s classrooms, students are increasingly expecting
more technology-facilitated learning activities that are not
easily accommodated through traditional instruction.
Undoubtedly, teachers often have limited time or support to
work on innovation and improvement of teaching with
technology and instructional resources as instructional
design practices (Laurillard et al., 2013).
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11. ASSURE model
Heinich et al. introduced the ASSURE model to guide
teachers in how to plan and deliver lessons that effectively
integrate technology, media, and materials into classroom
teaching (Shelly, Gunter, & Gunter, 2012).
1) Analyze learners, 2) State standards and objectives, 3)
Select strategies, technology, media, and materials, 4)
Utilize technology, media, and materials, 5) Require
learner participation, and 6) Evaluate and revise
(Smaldino, Lowther, Russell, & Mims, 2015).
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12. ASSURE Model for Lesson Plan
• Instructional Systems Design process
• Use to design and develop learning environments
• Helps improve teaching and learning
• Plan lessons to integrate technology/multiple types of
instructional strategies (differentiation)
• Analyze learners
• State objectives
• Select methods, media, and materials
• Utilize media and materials
• Require learner participation
• Evaluate and revise
• (Smaldino, Lowther, Russell, & Mims, 2015)
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13. And the research results….
Multiple case studies (ITED 7300 at VSU)
• Mixed methods research design with cross-case analysis.
• 39 cases (projects) examined during this study…
• Fall 2013, Spring 2014, and Fall 2014
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School Level 3 or Less 4 - 7 8 - 11 12 - 15 More than 15 Total
Elementary 9 2 2 3 1 17
Middle 5 6 2 2 0 15
High 5 0 2 0 0 7
Total 19 8 6 5 1 39
Table 1 Participants’ Years of Teaching Experience
Kim, D., & Downey, S. (2016). Examining the use of the ASSURE model by
K-12 teachers, Computers in the Schools, 33(3), 1-16.
14. 14
Table 6
Length of instruction, pre-test score, post-test score, and improved score by school type
Variables
Elementary
(K – 5th
Grade)
Middle
(6th
– 8th
Grade)
High
(9th
– 12th
Grade)
Length of instruction including assessments (v7) 8.02 hrs. 10.23 hrs. 10 hrs.
Pre-test score (v8) 56.0 48.0 58.9
Post -test score (v9) 81.0 80.2 88.1
Improved score (v10) 25.0 32.2 29.2
Table 7
Summary of IDP reports by variables 11, 13, and 14
Variable / Category Report ID
Were the instructional strategies
effective?
(v11)
Positive
A1, A2, A3, A4, A5, A6, A7, B1, B2, B3, B4, B5, B6, B7, C1,
C2, C3, C4, C5, C6, C7, C8, C9, C10, D2, D4, D5, D6, D7, D8,
D9, D10, D11, D12, D13, D14, D15 (37/39)
Required minor change D3 (1/39)
Required major change D1 (1/39)
Did the technology and media assist
students in meeting the learning
objectives? (v13)
Positive
A1, A2, A3, A4, A5, A6, A7, B1, B2, B3, B4, B5, B6, B7, C1,
C2, C3, C4, C5, C6, C7, C8, C9, C10, D2, D4, D5, D6, D7, D8,
D9, D10, D12, D13, D14, D15 (36/39)
Required minor change D3, D11 (2/39)
Required major change D1 (1/39)
Were they effective in arousing student
interest (v14)
Positive
A1, A2, A3, A4, A5, A6, A7, B1, B2, B3, B4, B5, B6, B7, C1,
C2, C3, C4, C5, C6, C7, C8, C9, C10, D2, D4, D5, D6, D7, D8,
D9, D10, D11, D12, D13, D14, D15 (37/39)
Required minor change D3 (1/39)
Required major change D1 (1/39)
YES
YES
YES
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“Having enough time for learning has been shown to be a key variable in student outcomes.”
15. Table 8
List of recommendation for improvement
Could they be improved? (v12) Report ID
Time
A2, A4, A6, B1, B2, B4, B5, B6, B7, C3, C7, C9, D1, D3, D4, D8,
D11, D12, D14, D15 (20/39)
Hands-on A4, A6, B1, B5, B7, C10, D1, D2, D13, D15 (10/39)
Tools/Applications A1, A7, B3, C4, C6, C5, D5, D14 (8/39)
Grouping (e.g., size of group) A3, C2, C4, C5, C8, D7, D13 (7/39)
Assistance (technical) A7, B6, C3, C8, D5, D12 (6/39)
Level of content (e.g., reduce lesson) A3, A7, B4, B5, C1, C3 (6/39)
Assessment (e.g., pre and peer-review) B3, C9, D9 (3/39)
Demonstrations/examples D3, D6 (2/39)
etc. (assessment tool, physical place, the print on the worksheet bigger) A5, C6, D10, D11 (4/39)
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17. Resources continued…
• Student Portfolio
• Seesaw (demonstration)
• Google Docs
• Student Sharing Information/Learning
• Animoto
• Google Slides
• VoiceThread (demonstration)
• WeVideo
• Additional Apps on iPad
• Sight words
• Reading comprehension
• Math
• Reading
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https://www.slideshare.net/DaesangKim1/handout-77956819
18. VoiceThread – Basic Info
Features:
Web version: No need to install software. The only system
requirement is up-to-date version of Adobe Flash (Firefox) [Note:
Mac Users X]
Mobile version: iOS or Android mobile device.
Creating & Uploading (documents, presentations [PPT slides],
images, audio files and videos- over 50 different types of media)
Commenting (microphone, webcam, text, phone and audio-file)
Sharing (private or public)
Tutorials/Guides (General, K-12; Higher Ed; Business):
https://voicethread.com/howto/
Free account: Create up to 5 VoiceThreads, comment by
microphone and text, and share your VoiceThreads via a
share link. Note. Free account holders cannot upload files
larger than 25 MB. https://voicethread.com/blog/products/
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19. Ideas to use VoiceThread
Possible Ideas:
Software Tutorial; Quiz Review;
Presentation/Demonstration/Lecture; Book Review; Language
Practice; Storytelling…
My Students’ Projects:
• Graphing Quadratic Functions - Julie Shattuck
https://voicethread.com/share/3445834/
• Racism Origins U. S. History - Andrea Ramirez
http://voicethread.com/share/3433693/
More Ideas to use VoiceThread:
https://voicethread.com/about/library/
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20. Reference
• Kim, D., & Downey, S. (2016). Examining the use of the ASSURE model
by K-12 teachers, Computers in the Schools, 33(3)
• Shelly, G. B., Gunter, G. A., & Gunter, R. E. (2012). Teachers discovering
computers: Integrating technology in a connected world (7th ed.). Boston,
MA: Cengage Learning.
• Smaldino, S. E., Lowther, D. L., Russell, J. D., & Mims, C. (2015).
Instructional technology and media for learning (10th ed.). Upper Saddle
River, NJ: Prentice Hall.
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Hello everyone, good morning and welcome. Thanks for coming.
As some of you know I am Daesang Kim.
We know that using technology in education has not become an option.
This presentation will discusses how technology can be used as an educational tool for teaching and learning.
I hope you enjoy my presentation and if you have any questions, please let me know.
Well, if everyone is ready then I will begin.
This is an example of the mobile language learning system we developed for mobile users.
This study focused on how critically individual students perceive the use of mobile devices to create a personalized learning experience outside the classroom. Fifty-three students in three graduate TESOL classes participated in this study at Oklahoma City University, OK, USA . All participants completed five class projects designed to help them explore mobile learning experiences with their own mobile devices in a specialized mobile learning environment , incorporating technologies such as YouTube and VoiceThread. We identified characteristics of these mobile users in Mobile Language Learning (MLL), and the results illuminate how MLL opens up new pedagogical scaffoldings.
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I hope you've learned something new today and if you have questions, please feel free to ask me now.