WebQuest

Integrating Technology in Higher Education using the ASSURE Model

Process

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The Second Step in the ASSURE MOdel:

State Objectives

Since adult learning is facilitative, the learning objectives must be created with the involvement and acceptance of the learner. Therefore there are times when objectives may need to be modified. This is supported by the theory of Self Directed Learning by Malcolm Knowles. Self Directed learning according to Knowles is where �individuals take the initiative, with or without the help of others, in diagnosing their learning needs, formulating learning goals,identifying human and material resources for learning, choosing and implementing appropriate learning strategies, and evaluating learning outcomes�( Smith, 2002). The learner objectives therefore would be dependent on the needs of the learner. The objectives are usually written in terms of what the learner needs to achieve. For example, at the end of a two hour classroom session learners/ participants will be able to�

At the end of the Three hours session participants will be able to:

 1.      Provide justification for the use of technology integration

2.      Develop  various web- base(Power point, WIKI, Photo/Digital Story) technology to facilitate teaching and learning in higher education

3.      Utilize technology in assessing teaching and learning

4.      Analyze concepts related to technology integration

5.      Integrate technology in  reflective journaling and teaching

Smaldino et al(2005) identified the following as features of a good objective termed the ABCDs of well stated objectives

        Audience- Focus on what the learners are doing(are they active or passive).

        Behaviour- the capabilities that the learners will have after the learning process (understand, apply, demonstrate).

        Condition- The condition under which the performance is o be observed ( integrate technology using a Wiki).

        Degree- the criterion by which acceptable performance will be judged and how useful they will be to the facilitator and the learner.

The Third Step in the ASSURE Model :

 Select Instructional Method, Media and Materials

            The resources used will include both software and hardware devices. These technologies can facilitate instruction and the administrative processes in higher education.

        Computers (laptop,desktops, tablets, telephone devices) and other equipments that need a computer in order to function effectively (such as printers, scanners, digital cameras,multimedia-projectors, speakers, microphones etc.)

  • Modems, servers, routers,  and other equipment that support intra/internet communication;
  • Support for technology that facilitates communication inside and outside the classroom, including voicemail technologies, messengers ( MSN, Skype, Yahoo, Google) that can improve instructional and administrative capabilities and support  communication.
  • Recently for example at The Mico University College, we were able to communicate with the instructor of the Technology Integration course online. It was done via Skype on a Friday evening- a day class was not held on usually. Two members of the group were present face to face and another group member and the instructor were contacted via Skype. Without access to this technology, this would have been impossible. The student would have to wait until the next class to seek clarification, if the facilitator could not be contacted via the telephone.
  • Monitors and other display equipment: digital television monitors, multimedia projectors; electronic whiteboards (smart boards).
  • �The infrastructure of wires and cables (and, more and more, the wireless systems) that support computer-based networking and video access. The software applications and programs that are pertinent to the education system. These include programs that are used to support instruction or control management processes� (National Center for Education Statistics (n.d)).

Software: Microsoft word; Microsoft powerpoint; other technologies that may be used including internet support technological tools such as Web quest (allows teachers to create lessons that can be accessed necessary antivirus and maintenance supports are available.

The Fourth Step in the ASSURE Model:

Utilize Media Material/ Method

 Facilitative media devices such as WIKI can be made available for students to access and provide feedback online. There are challenges however to integrating these technologies. The United States Department of Education (n.d) identifies four challenges to integrating technology which are important for educators to be aware of as they plan to integrate technology:

       Providing adequate technology access (at the right speed needed and uninterrupted).

       Equalizing technology access ( all learners have equal access)

       Involving a majority of teachers; having the technology does not mean that it will be used; students and teachers must be trained in the various technologies

       Providing technical support for Use and maintenance (education, demonstration,maintenance for various technologies).

For the purposes of this project a facilitative powerpoint that integrates various technology resources will be used ( Vlog, blog,photo  do Jig saw activity, Skype, Google plus, teacher tube, use Windows movie maker and use the voice ). Guidelines will also be provides as to the importance of using peer reviewed sites and search engines that may be used.

The Fifth Step in the ASSURE Model

Require Learner Participation

Malcolm Knowles identified six principles essential when facilitating adult learning (QOTFC, 2007):

        Adults are internally motivated and self directed

        Adults are goal oriented

        Adults bring life experiences and knowledge to learning experiences

        Adults are goal oriented

        Adults are relevancy oriented

        Adults are practical

        Adult learners like to be respected

The theory of constructivism is a facilitative teaching process that promotes student centered teaching methods such as collaborative methods.Collaborative learning enhances critical thinking. Collaborative Learning is �an instruction method in which students work in groups toward a common academic goal� (Gokhale, A, 1995).  

Gokhale (1995) supports the use of collaborative learning  due to the demands and requirements of technology for critical thinking,problem solving and decision making. As is evident in the table below, although collaborative learning requires more time there are several social and emotional benefits from working collaboratively. Please see table below.

Categorical Description of Students' Open-Ended Responses Regarding Collaborative Learning(Gokhale, 1995).

A. Benefits Focusing on the Process of Collaborative Learning

Comments (# of responses):

 

Helped understanding (21) 

Pooled knowledge and experience (17)

Got helpful feedback (14)

Stimulated thinking (12)

Got new perspectives (9)

 

B. Benefits Focusing on Social and Emotional Aspects

Comments (# of responses)

 

More relaxed atmosphere makes problem- solving easy (15)

It was fun (12) 

Greater responsibility- for myself and the group (4)

Made new friends (3) 

 

C. Negative Aspects of Collaborative Learning

Comments (# of responses)

 

Wasted time explaining the material to others (2)

 

From our experiences, we have also benefitted from the process of collaboration. Various members of the team assisted each other togain skills related to technology integration this was done in class as well asout of class (creating power point, creating the WIKI, creating the photostory). This was important as there were many times when the facilitator waseither unavailable or inaccessible due to other demands.

Learners will therefore be facilitated to work in groups of three to four. Based on the information from the analysis phase learners will organize themselves into collaborative teams throughout the lesson. Group discussions and questions will also be facilitated. The facilitator will workas a co-learner in the process.

virtually by learners); teachersupport technologies such as teacher tube; rubristar4teachers.org which allowsteachers to create rubrics or tools used to evaluate student�s performance;digital stories. These may be supported by Google, MSN or other skydives that allows access to technology and sharing and editing of slides between students-students and student-facilitators.

The above is not exhaustive and allows a range of technology to be integrated. The technology selected media,method must be carefully assessed to ensure that it is supported financially and that they support adult learning theories.

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