Module 4 TTL2 2nd Sem 2022-2023 PDF

Models in the Use
and Design of
Technology Driven
Learning Lessons
ASSURE and SAMR
ASSURE MODEL
ASSURE Model
According to Smaldino et. al. (2014), the ASSURE Model
ensures effective learning. Further, they added that “well-
designed lessons begin with the arousal of students’ interest
and then move on to present new material, involve students in
practice with feedback, assess their understanding, and provide
relevant follow-up activities.”
ASSURE Model
ASSURE Model follows six steps for instruction which are:
a) Analyze Learners
b) State Standards and Objectives
c) Select Strategies, Technology, Media, and Materials
d) Utilize Technology, Media, and Materials
e) Require Learner Participation
f) Evaluate and Revise
Analyze Learners
Smaldino et. al. (2014) emphasizes the need to study the learners
before the instruction itself in order to have a guiding information in
making decisions. The group asserts that there are three key areas
for analysis which are: a) general characteristics of the learners; b)
specific entry competencies (knowledge, skills, and attitudes about
the topic; and c) learning styles.
General Characteristics of the Learners
Learner’s sex, ethnicity, gender, attitude, and interests are
examples of characteristics that may impact learning (Smaldino
et. al., 2014). For example, contextualizing the lesson content to
better reflect the dominant cultural practices of the student is
an action anchored on knowing the characteristics of the
learners.
Specific Entry Competencies
Dick et. al. (2009, cited from Smaldino et. al., 2014) states that
prior knowledge of learners has a stronger impact to the how
and what students learn. As such, it is empirical to understand
what students know prior to the lesson proper. Smaldino et. al.
(2014) says that this could be done through entry tests,
structured interviews, informal questioning, and the like.
Learning Styles
Learning styles, according to Smaldino et. al. (2014), is the
collection of “…psychological traits that determine how an
individual perceives, interacts with, and responds emotionally
to learning environments: multiple intelligences, perceptual
preferences and strengths, information processing habits,
motivation, and physiological factors.
State Standards and Objectives
Setting goals for the teaching episode is akin to knowing the
finish line for the race as well as the paths to take to get there
which makes this stage an ever-present part of education.
Smaldino et. al. (2014) articulates that standards and objectives
serve as the basis for a) strategies, technology, and media
selection; b) assessment; and c) student learning expectations.
ABCDs of Well-Stated Learning Objectives
Smaldino et. al. (2014) maintains that there are four
considerations for setting objectives which are:
A. Audience – recipients of the lesson episode (for example,
2nd grade students must be given content appropriate for
their characteristics)
B. Behaviour – the capability or new skill to be demonstrated
by the learners after the learning episode (for example,
students must be able to add proper and improper fractions
after the lesson)
ABCDs of Well-Stated Learning Objectives
(cont.)
C. Conditions – the conditions, as well as restrictions, in which a

performance would be assessed such as stating that “without using a
calculator, students must be able to divide integers” must be made
clear to the learners.
D. Degree – teachers must state the minimum accuracy, proficiency, or

efficiency for an acceptable performance. For example, students must
achieve at least 5 correct items in a 7-item test to pass.
Select Strategies, Technology, Media, and Materials
Smaldino et. al. (2014) says teachers must determine whether a

teacher-centered or learner-centered approach would be
appropriate for the learning episode. Wagner (2008, cited from
Smaldino et. al., 2014) recommends the alignment of the
chosen strategy with technology tools and the 21st century
skills.
Smaldino et. al. (2014) adds that the technology to be used

should also be considered in their terms of weaknesses and
strengths. For example, a video recording may be useful for
replaying but may have issues with pacing; an issue that is not
present when the lesson is presented through a synchronous
digital presentation (Smaldino et. al., 2014).
The media available to modern teachers are abundant which

affords the teachers options to either modify existing materials,
or to create entirely new ones (Smaldino et. al., 2014).
Utilize Technology, Media, and Materials
This stage of the ASSURE model involves planning what role a

teacher would play in the learning episode; whether it be
facilitator, lecturer, or collaborator (Smaldino et. al., 2014).
There are also what Smaldino et. al. (2014) considers as the 5Ps
in this stage.
5 Ps
1. Preview the Technology, Media, and Materials – as not all
parts of a selected media may be relevant to the goals of the
learning episode, a teacher must carefully choose which
parts to maintain or remove.
2. Prepare the Technology, Media, and Materials – this part
includes preparing the hardware and software used to
present, store, disseminate, and troubleshoot the tools to be
used in the learning episode.
5 Ps (cont.)
3. Prepare the Environment – some considerations are the
ventilation of the room, the internet access of learners and
teachers, the ambient noise, the fire exits, and the like.
4. Prepare the Learners – according to Thorndike’s Law of
Readiness, learners would acquire more knowledge if there
are ready during the learning episode, hence they must be
informed beforehand of the when, where, what, how, and
why of the learning episode.
5 Ps (cont.)
5. Provide the Learning Experience – Here is where the
teaching proper begins.
Require Learner Participation
Today’s environment forces learners not only to know and
understand information, but also to apply, analyze, evaluate,
and create them (Bloom, Engelhart, Furst, Hill, and Krathwohl,
1956, as cited from Smaldino, et. al., 2014). As such students
must play an active role in learning; not stay as passive
receivers of knowledge.
Require Learner Participation
Smaldino et. al. (2014) says that the previous notions follows the
constructivist approach where prior learnings of the student rely
on the authentic experiences they have gathered. Further, they
add that active learning provides an informative feedback which
lets the learners know their current progress and achievements in
contrast to the standards set by the learning episode.
Evaluate and Revise
The final part of the ASSURE Model is not only made to
evaluate learner performance, but also the technologies,
media, materials, and strategies used. Smaldino et. al. (2014)
asserts that authentic assessment, performance tasks, or
portfolio assessment must be utilized in evaluating student.
SAMR
SAMR Model
The wide array of technology tools currently available to users –
teachers and students alike – opens avenues to various learning
experiences that could complement or replace the existing
experiences offered by the classroom.

SAMR Model
SAMR (Substitution, Augmentation, Modification, Redefinition) is a
framework proposed by Ruben Puentedura in 2010 and used to
determine the extent in which technology is integrated in the
classroom (PowerSchool, 2021)

SAMR Model
Terada (2020) asserts that first-time users of the online format would
fall under the SA parts of the framework; that is, these users would
substitute traditional learning materials to their technological
counterparts. Further, Terada added that veteran users of the online
learning format could handle the MR parts of the framework.

SAMR Model
Johnson et. al. (2016, cited from Terada, 2020) stated that the major
problem hindering teachers from fully utilizing the technology tools
to achieve higher levels of classroom integration is the insufficient
and inefficient trainings and development programs.

Substitution
Substitution, as the word suggests, replaces traditional learning
materials with their modern and digital counterparts in a “simple,
bare-bones, direct” manner (PowerSchool, 2021). Terada (2020)
asserts that this level of integration changes only the delivery of the
lesson and not its contents.

Substitution
Examples of substitution, as provided by Te Kete Ipurangi (retrieved,
2021), are:
❑ Collect student data by using an online form.
❑ Create a slideshow instead of a poster.
❑ Make a digital illustration.
❑ Collect and organize data using a spreadsheet.

Augmentation
Augmentation takes substitution to a higher level as it not only replaces
traditional tools with their digital twins but also applies enhancements like
accessibility to resource through hyperlinks, limited interactivity through
having a comment section among other improvements (Terada, 2020).
PowerSchool (2021) also emphasizes the improvement of students’
potential and productivity in this integration level.

Augmentation
Examples under Augmentation provided by Best (2015) are:
❑ Students give more informative and engaging oral presentations accompanied by a

PowerPoint or Prezi containing multimedia elements.
❑ Students use the internet to independently research a topic, as opposed to relying on

teacher input.
❑ Students use an EdTech program that gamifies curriculum content for student
engagement and allows students to track progress in an accessible way.
❑ Teacher instruction is supplemented with a video that clarifies a particularly hard to

explain concept.
Modification
Modification, according to PowerSchool (2021), answers the
question “does technology significantly alter the learning task?”
Further, modification level uses technology to dynamically
change the learning environment through using learning
management systems which opens opportunities for learning
tasks that are not normally done in a traditional classroom.
Modification
Examples of Modification, according to PowerSchool (2021), are:
❑ A student presenting research on the 14th Amendment—to
continue our example—might create their own unique graphic
organizer for the class that not only includes the usual multimedia
resources but represents a new product or synthesis of existing
material.
❑ A group of students might collaborate in the learning
management system (LMS) to propose a modern definition of
equal protection under the law and solicit feedback on their
proposals from classmates in the discussion section.
Redefinition
Redefinition is defined by Best (2015) as “the most
sophisticated stage of SAMR” and is the level that allows
technology to create learning opportunities and experience
exclusive to the ones offered by traditional learning.
Redefinition
Examples of Redefinition, as given by Best (2015), are:
❑ connecting your students with other people around the world as part of
the learning journey
❑ having students publish their work online where it can be viewed by
peers and the broader community
❑ recording students as they deliver a presentation or practice a physical
skill, then using this recording to prompt student reflection
❑ experimenting with tasks that use extensive multimodal elements (e.g.,
producing documentaries or short films, webpages, print documents
with creative layouts).
Redefinition
Best (2015) warned practitioners that ‘high-tech’ is not
synonymous with redefinition as the latter requires
technology to open new pathways for learning where the
former could be used whenever technology is present in
the learning process, regardless of its integration.

Activity
A Google Form will be uploaded in our Google
Classroom to serve as your short quiz and activity for
this module.
References
• Best, J. (October 9, 2015). The SAMR Model Explained (With 15 Practical Examples). 3P
Learning. Link
• PowerSchool (April 13, 2021). SAMR Model: A Practical Guide for K-12 Classroom Technology
Integration. PowerSchool. Link
• Smaldino, S.E., Lowther, D.L., & Russell, J.D. (2014). Instructional technology and media for
learning (10th ed.). Pearson Education Limited
• Te Kete Ipurangi (retrieved, February 9, 2022). Using the SAMR model. Crown. Link
• Terada, Y. (May 4, 2020). A Powerful Model for Understanding Good Tech Integration. George
Lucas Educational Foundation. Link

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Models in the Use

C. Conditions – the conditions, as well as restrictions, in which a

D. Degree – teachers must state the minimum accuracy, proficiency, or

Smaldino et. al. (2014) says teachers must determine whether a

Smaldino et. al. (2014) adds that the technology to be used

The media available to modern teachers are abundant which

This stage of the ASSURE model involves planning what role a

teachers and students alike – opens avenues to various learning

experiences that could complement or replace the existing

experiences offered by the classroom.

framework proposed by Ruben Puentedura in 2010 and used to

determine the extent in which technology is integrated in the

classroom (PowerSchool, 2021)

substitute traditional learning materials to their technological

counterparts. Further, Terada added that veteran users of the online

learning format could handle the MR parts of the framework.

problem hindering teachers from fully utilizing the technology tools

to achieve higher levels of classroom integration is the insufficient

and inefficient trainings and development programs.

materials with their modern and digital counterparts in a “simple,

bare-bones, direct” manner (PowerSchool, 2021). Terada (2020)

lesson and not its contents.

❑ Collect student data by using an online form.

❑ Create a slideshow instead of a poster.

❑ Make a digital illustration.

❑ Collect and organize data using a spreadsheet.

accessibility to resource through hyperlinks, limited interactivity through

having a comment section among other improvements (Terada, 2020).

PowerSchool (2021) also emphasizes the improvement of students’

potential and productivity in this integration level.

❑ Students give more informative and engaging oral presentations accompanied by a

❑ Students use the internet to independently research a topic, as opposed to relying on

❑ Teacher instruction is supplemented with a video that clarifies a particularly hard to

synonymous with redefinition as the latter requires

technology to open new pathways for learning where the

former could be used whenever technology is present in

the learning process, regardless of its integration.

Classroom to serve as your short quiz and activity for

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