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PLANNING AND DESIGNING FOR THE TECHNOLOGICAL LEARNING ENVIRONMENT

PLANNING AND DESIGNING FOR THE TECHNOLOGICAL LEARNING ENVIRONMENT. A SIMPLE INSTRUCTIONAL MODEL FOR IN-SERVICE TEACHERS! THE ASSURE MODEL. THE ASSURE MODEL. A nalyse the Learners S tate Objectives S elect Media and Materials U tilise Media and Materials R equire Learner Participation

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PLANNING AND DESIGNING FOR THE TECHNOLOGICAL LEARNING ENVIRONMENT

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  1. PLANNING AND DESIGNING FOR THE TECHNOLOGICAL LEARNING ENVIRONMENT A SIMPLE INSTRUCTIONAL MODEL FOR IN-SERVICE TEACHERS! THE ASSURE MODEL

  2. THE ASSURE MODEL Analyse the Learners State Objectives Select Media and Materials Utilise Media and Materials Require Learner Participation Evaluate and Revise

  3. ANALYSE THE LEARNER! Technology can provide numerous tools to support many types of instruction and learning styles Know your learners skill level, some students may come into your class with academic skills and computer skills that others may not have (Shelly, 2002) Know your audience and consider appropriate technology Consider the diverse differences in the student population you are teaching Source: Shelly et al

  4. STATE OBJECTIVES Student objectives = a statement of the type of performance you expect students to be able to demonstrate at the end of instruction (Shelly, 2002) Do your students know what you expect from them? What is the goal for your learners to achieve? What new skill, knowledge or attitude should the learner have at the completion of the instruction? Outcomes can help you answer these and similar questions. Other Question to ask yourself: · Is the usual learning environment suitable for the learning to take place? Could it be changed or modified to optimize learning possibilities? ·What is the most appropriate media to use or produce for your intended purpose. If, for instance, your students were learning subject material that had a motor skill component, you may elect to present the skill through the use of video. It is unlikely you would use an overhead transparency for such a task. ·How will you measure student performance? What are the acceptable standards? A clear learning outcome is your yardstick! Source: http://www.umdnj.edu/meg/legacy/assure_model_select_media.htm

  5. SELECT MEDIA AND MATERIALS “The key here is knowing what you want your students to get out of the instruction you’re preparing. Then you can match this information with media that have the characteristics or attributes required to present the knowledge, skills or attitudes you require from your students.” Source http://www.umdnj.edu/meg/legacy/assure_model_select_media.htm Selection of media and materials includes 3 steps: Decide on the method of instruction that best meets you r needs and the students Choose the media format that is appropriate for the method, how you are going to use the media and what you want the learners to do (refer back to your objectives) Select, modify, update, or design materials for the instruction. (Shelly, 2002)

  6. UTILISING MEDIA AND MATERIALS Teacher must evaluate and use all technology before using it in the classroom PREPARE THE CLASSROOM!! What equipment and devices are required to use the media? Do you need extra equipment? Make sure you reserve any extra equipment you may not have in your classroom How can you prepare your classroom to use the equipment? How do you prepare the students to use the media and materials? Source: Shelly et al, 2002

  7. REQUIRE LEARNER PARTICIPATION The most effective learning situations are those that allow for active learning that build mastery toward the objectives Lessons should motivate students to be active learners and are involved in the process of learning “If technology isn’t being used to help develop critical thinking skills, present new patterns of information for discovery, or evoke new or forgotten feelings, then while it may be interactive it is certainly not participatory.” http://www.umdnj.edu/meg/legacy/assure_model_select_media.htm

  8. EVALUATE AND REVISE *Important to evaluate all aspects of lesson and instruction *EVALUATION PROCESS= appraising or determining the significance or worth of an item or action *Teachers should conduct REFLECTIVE EVALUATION = thinking back on the components of the teaching and learning process and determining the effectiveness of the learner outcomes and the use of technology during the process (Shelly, 2002) *Don’t forget to ask students to reflect on their learning experiences “Emerging technologies will expand your potential to teach, communicate, convey ideas and to amuse, encourage and educate students!” (Shelly, 2002)

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