컴퓨터/인터넷을 이용한 한글수업 준비에 도움이 되는 교수설계 모형 (ASSURE) 소개

1. 1
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2. 컴퓨터/인터넷을 이용한 한글수업 준
비에 도움이 되는 교수설계 모형 (A
SSURE) 소개
8/12/2017
발표자: 김대상
한글학교: 발도스타 한글학교
근무지: VALDOSTA STATE UNIVERSITY
2

3. 간단한 설문조사 예
• 가정에 컴퓨터가 몇 대 있으신가요?
• 가정에 아이패드 또는 다른 모바일 디바이스
(태블렛, 삼성 캘러시, 등)가 몇 대 있으신가요?
• 자녀분들이 집에서 컴퓨터를 사용하고 있나요?
• 자녀분들이 학교에서 컴퓨터를 사용하고 있나요?
• 자녀분들이 학교에서 컴퓨터 외 다른 모바일
디바이스를 사용하고 있나요?
• 자녀분들이 집에서 스마트폰을 사용하고 있나요?
• 자녀분들이 학교에서 스마트폰을 사용하고 있나요?
3

4. 설문조사 답변확인 예
https://docs.google.com/forms
/d/e/1FAIpQLSfQldRACxFqYTw4
Wdeod84YwcsrHAO1xy8nvc3oa
cHdt9CUDA/viewanalytics
4

5. 1990 - 2000
5

6. • 2001 : First iPod
• 2003: iTunes Store
• 2006: MacBook Pro
• 2007: iPhone, iPod Touch, Apple TV
• 2008: App Store
• 2010: iPad
• 2011: iPhone 4S, iPad2
• 2012: iPad3, iPhone5
• 2013: iPad Air, iPad Mini2
• 2015: Apple Watch
6
2004
2006
2013

7. 7

8. 미국 학교에서 이루어지고 있는 학부모와
교사 의사소통의 예
(조지아주 발도스타 초, 중등학교)
8

9. 9

10. Learning with Technology
10

11. ASSURE 모델
ASSURE모형은 HEINICH와 그의 동료들이(1996)들이 고안해낸 모형
인데, 총 6단계로 이루어져 있으며 구체적인 단계는 1) 학습자 분석
(ANALYZE LEARNERS), 2) 목표 진술(STATE STANDARDS AND
OBJECTIVES), 3) 교수방법, 매체 자료의 선정(SELECT STRATEGIES,
TECHNOLOGY, AND INSTRUCTIONAL RESOURCES), 4) 매체와 자
료 활용(UTILIZE RESOURCES), 5) 학습자의 참여유도 (REQUIRE
LEARNER PARTICIPATION) 및 6) 평가와 수정(EVALUATE AND
REVISE)이다.
11

12. ASSURE LESSON PLAN
이들 단계의 첫 글자를 따서 ASSURE로 불리는데, 교사가 다양한 교
수매체 (기기 및 기술)을 사용하여 수업을 실행할 수 있도록 개발되
었다. 특히, ASSURE 모형은 교사들이 쉽게 학습지도안을 작성할 수
있도록 도움을 주고 있다.
• ANALYZE LEARNERS
• STATE OBJECTIVES
• SELECT METHODS, MEDIA, AND MATERIALS
• UTILIZE MEDIA AND MATERIALS
• REQUIRE LEARNER PARTICIPATION
• EVALUATE AND REVISE
12

13. ASSURE 모델
Analyze learners
1) Analyze general characteristics
2) Analyze specific entry competencies
3) Analyze learning styles
1 학습자 분석
1) 일반적인 능력
2) 특별한 출발점 능력
3) 학습양식
State standards and objectives
1) State standards (e.g., curriculum standards and technology
standards)
2) Learning objectives
2 목표 진술
규준 진술하기(예, 교육과정 규준과 매체 규준)
학습 목표
Select strategies, technology, and instructional resources
1) Select strategies
2) Select technology and instructional resources
3) Select, modify, or design materials
3 방법, 매체 및 자료 선정
방법 선택하기
매체유형 선택
특정 자료 얻기(이용가능한 자료를 선택하기, 기존의
자료를 수정하기, 새 자료를 설계하기
Utilize resources
1) Preview technology and instructional resources
2) Prepare technology and instructional resources
3) Prepare the environment
4) Prepare the learners
5) Provide the learning experience
4 매체와 자료 활용
1) 자료에 대한 사전 검토
2) 자료 준비하기
3) 환경 준비하기
4) 학습자 준비시키기
5) 학습경험 제공하기
Require learner participation
1) Practice
2) Feedback
5 학습자 참여
연습
피드백
Evaluate and Revise
1) Evaluate impact on student learning
a) Pre-Assessment
b) Post Assessment
1) Evaluate and revise strategies, technology, and instructional
resources
a) Were the instructional strategies effective?
b) Could they be improved?
c) Did the technology and instructional resources assist
students in meeting the learning objectives?
d) Did they support meaningful student participation?
6 평가와 수정
학습자 성취의 평가
a) 사전 평가
b) 사후 평가
방법과 매체 평가
a) 수업 전략이 효과적이었는가?
b) 그것이 개선될 수 있는가?
c) 매체와 수업 자료가 학습 목표 도달을 위해 학생들을
도왔는가?
d) 그것이 의미있는 학생 참여를 지원했는가?
13

14. 학교에서 수업중에서 교사와 학생이 사용할 수
있는 교육도구 소개
14
Teacher Resources:
http://www.schrockguide.net/uploads/3/9/2/2/39226
7/edtech_periodic-table.pdf

15. Online classroom
• Edmodo - https://www.edmodo.com
• Google Classroom -
https://classroom.google.com
• Gooru - http://www.gooru.org/
• Kahoot - https://kahoot.it
Communication
• Remind 101 - http://www.remind.com
• SimplyCircle -
http://www.schoolcircle.com/
• ClassDojo - https://www.classdojo.com
• Bloomz - https://bloomz.net/
Creating quiz questions or warm-up activity
• www.letsrecap.com (Students can create
the video response that answers the
prompts)
• https://edpuzzle.com/ (Videos)
Digital Citizenship
• https://www.commonsensemedia.org/vid
eos/the-importance-of-teaching-digital-
citizenship#
• https://www.commonsensemedia.org/vid
eos/teens-and-tech-the-new-landscape
Digital creations
• http://web.seesaw.me/ (Students can
capture learning with photos and videos
of their work)
• http://screencast-o-matic.com/
• http://chartle.com (Create charts)
• https://padlet.com/ (Online whiteboard)
• http://explaineverything.com/ (Online
whiteboard)
• https://www.educreations.com/ (Voice,
handwriting, images, etc.)
• http://web.seesaw.me (Digital portfolio)
• https://www.tes.com/lessons (Create
digital lessons)
Additional resources
• http://watchknowlearn.org/ (Language
Arts, Math, Science, Social Studies, and
Foreign Language)
• http://www.factmonster.com/
• http://www.bbc.co.uk/bitesize/ks2/
• http://www.scholastic.com/home/
• https://learnzillion.com/
15

16. 1) 발표자의 이름은 무엇인가요?
A) 김 대 상 B) 김 숙 현 C) 김 지 민 D) 김 지 성
2) 발표자의 자녀는 몇 명인가요?
A) 1명 B) 2명 C) 3명 D) 4명
3) 한글맞춤법 문제: 쉬는 시간에 연필을 ( ) 필통에 넣어 두었다.
A) 깍아 B) 깎아
4) 우리 어머니는 날마다 ( )를 쓰신다.
A) 가게부 B) 가계부
16

17. 답변확인 예
https://www.plickers.com/reports
17

18. VoiceThread
 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: individuals who are at least 13 years old. 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/
18

19. And the research results….
19

20. 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).
20

21. Examining the use of ASSURE model by K-12
teachers
• How do teachers use the ASSURE model to integrate technology into
their instruction?
• What impact on student learning resulted from the ASSURE-based
instructional lessons?
• What are the teachers’ perceptions of implementing the instruction
and of student learning with technology?
Kim, D. & Downey, S. (2016). Examining the use of the ASSURE model
by K-12 teachers. Computers in the Schools.
21

22. 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
22
Course Offering Case report ID Number of cases Number of report pages
Fall 2013 Section 1 A1 ~ A7 7 144
Fall 2013 Section 2 B1 ~ B7 7 192
Spring 2014 C1 ~ C10 10 211
Fall 2014 D1 ~ D15 15 327
Total 39 874
Table 2 Breakdown of Cases
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

23. 23
1. Analyze learners
1) Analyze general characteristics
2) Analyze specific entry competencies
3) Analyze learning styles
2. State standards and objectives
1) State standards (e.g., curriculum standards and technology standards)
2) Learning objectives
3. Select strategies, technology, and instructional resources
1) Select strategies
2) Select technology and instructional resources
3) Select, modify, or design materials
4. Utilize resources
1) Preview technology and instructional resources
2) Prepare technology and instructional resources
3) Prepare the environment
4) Prepare the learners
5) Provide the learning experience
5. Require learner participation
1) Practice
2) Feedback
6. Evaluate and Revise
1) Evaluate impact on student learning
a) Pre-Assessment
b) Post Assessment
2) Evaluate and revise strategies, technology, and instructional resources
a) Were the instructional strategies effective?
b) Could they be improved?
c) Did the technology and instructional resources assist students in meeting the learning objectives?
d) Did they support meaningful student participation?
Table 3
ASSURE-Based IDP Case Report

24. 24
Table 4
School Settings and Subjects Addressed in IDP Cases
Instructional Settings
Elementary
(K – 5th
Grades)
Middle
(6th
– 8th
Grades)
High
(9th
– 12th
Grades)
School Type (v1)
A1, A2, A3, A7, B5,
C2, C3, C5, C6, C7,
C8, D2, D6, D11,
D12, D13, D15
(17/39)
A4, A5, A6,
B2, B3, B4, B7, C1,
C4, C10, D1, D3,
D5, D8, D14 (15/39)
B1, B6, C9, D4, D7,
D9, D10 (7/39)
Number of learners (v2) 290 652 160
SubjectofIDP(v3)
Language Arts (e.g., reading fluency, persuasive writing)
A1, B5, C2, C3, C5,
C7, C8, D2, D6,
D11, D12, D15
(12/39)
A4, A6, B2, B3, C1,
D3 (6/39)
B1, C9, D7, D9, D10
(5/39)
Social Studies (e.g., voting and citizenship) A2, A7, D13 (3/39) B7, D1 (2/39)
Science (e.g., electricity and magnetism) A3 (1/39) B4, C10, D5 (3/39)
Special Education (e.g., functional grocery word
identification)
C6 (1/39) C4 (1/39)
Research/library media (e.g., how to use primary and
secondary sources in research)
D8, D14 (2/39)
Math (e.g., working with exponents) A5 (1/39)
Character (e.g., character in real life) B6 (1/39)
Business Tech (e.g., mail merge in Word) D4 (1/39)

25. Table 5
Learner characteristics and needs, instructional strategies, and technology and instructional resources
Variable / Category Report ID
Learner
characteristics
andneeds(v4)
Variety of learning styles
(e.g., visual, auditory, kinesthetic, etc.)
A4, A6, A7, B3, B4, B6, C1, C2, C7, C10, D2, D3, D6, D13
(14/39)
Hands-on A2, B1, B2, B3, B4, B5, C3, C4, C8, D4, D8, D12, D13 (13/39)
Cooperative grouping A4, A5, A6, B2, B3, C8, D1, D4, D11, D12, D15 (11/39)
Technology (e.g., computers, iPads, etc.) A2, A4, A7, B1, B7, D5, D9, D14 (8/39)
Motivation needed A1, A3, C5, D7, D10 (5/39)
Etc. (e.g., special needs and independence) A3, C6, C4, C9, D4 (5/39)
Instructionalstrategies(v5)
Teacher-
centered
Presentation with technology
(e.g., smartboard, projector, etc.)
A1, A2, A3, A4, A5, A6, A7, B1, B2, B3, B4, B5, B6, B7, C1, C2,
C3, C4, C5, C9, C10, D1, D2, D3, D4, D5, D7, D8, D9, D10, D11,
D12, D13, D14, D15 (35/39)
Demonstration with technology
A1, A5, A6, B5, B6, C3, C4, C6, C7, C10, D1, D5, D6, D8, D12,
D14 (16/39)
Etc. (e.g., drill-and-practice) C5, D11 (2/39)
Student-centered
Learning activities with technology
(e.g., iPad, Web sites, games, etc.)
A1, A2, A3, A4, A5, A6, A7, B1, B2, B3, B4, B5, B6, B7, C1, C2,
C3, C4, C5, C6, C7, C8, C9, C10, D1, D2, D3, D4, D5, D6, D7,
D8, D9, D10, D11, D12, D13, D15, D14 (39/39)
Group activities (Cooperative grouping)
A1, A3, A5, B2, B3, B6, B7, C1, C2, C3, C4, C5, C10, D1, D3,
D2, D8, D11, D14, D15 (20/39)
Discussion
A2, A3, A4, A6, A7, B1, B3, B5, B7, C1, C2, C3, C5, C9, D1, D3,
D7, D10, D11 (19/39)
Miscellaneous
(e.g., discovery, role-play, simulation)
A1, A2, A4, B4, B5, B6, C5, D1, D6, D9, D12, D14, D15 (13/39)
Technologyand
instructional
resources(v6)
Instructional tools
(e.g., Kidblog, wiki, Edmodo, games, etc.)
A1, A2, A3, A4, A5, A6, A7, B1, B2, B3, B4, B5, B6, B7, C1, C2,
C3, C4, C5, C6, C7, C8, C9, C10, D1, D2, D3, D4, D5, D6, D7,
D8, D9, D10, D11, D12, D13, D14 , D15 (39/39)
Computer/projector
A1, A2, A3, A4, A6, A7, B1, B2, B3, B4, B5, B6, B7, C1, C2, C3,
C5, C6, C7, C8, C9, C10, D1, D3, D4, D5, D7, D8, D9, D10, D11,
D12, D13, D14, D15 (35/39)
Tablet (e.g., iPad) A5, C3, C4, D2, D3, D6, D11, D12, D15 (9/39)
25

26. Lessons Learned
How do teachers use the ASSURE model to integrate technology into
their instruction?
“The results demonstrate that all teachers were successful in making
technology a central component of their instruction (100%) and
instructional tools (100%) in their lessons to support student learning
as a part of the ASSURE model.”
26
1

27. 27
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
2
3-1
“Having enough time for learning has been shown to be a key variable in student outcomes.”

28. 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)
28
Table 9
Participants’ comments on recommended minor or major changes
Variable
Required minor change
(from the report D3)
Required major change
(from the report D1)
Were the instructional
strategies effective?
(v11)
“…Several students admitted that they do not like to
write regardless of the medium or the topic, and
those were the same students who did not show
progress”
“… the instructional strategies utilized within this project
had to be modified a great deal from my original plan to
what the students were able to do. As well, the strategies,
technology, and media were more of a burden on the
learning process rather than helpful and effective”
Did the technology and media
assist students in meeting the
learning objectives? (v13)
“Many students learned quickly to add images to
their blog posts, realizing the added aesthetic touch
that they provide. Others never embraced this”
“… the media and technology also caused distractions
with the students staying focused on their work. The
students didn’t do detailed research due to them trying to
rush through the projects”
Were they effective in
arousing student interest
(v14)
“When this unit was first introduced, many students
were excited to get started and continued to blog
enthusiastically, growing in their writing gradually.
Even those students who are least interested in
reading and discussing books showed some interest”
“Surprisingly, the students were not aroused by the project
at all…Again, I feel that the students were initially
intimidated and overwhelmed by the project. This is
because the students have not been challenged to this
capacity before and allowed to ‘think outside the box”
3-2
3-3

29. Reference
1. Kim, D. & Downey, S. (2016). Examining the use of the ASSURE model by
K-12 teachers. Computers in the Schools.
2. Smaldino, S. E., Lowther, D. L., Mims, C., & Russell, J. D., (2015). (11th
ed.). Instructional technology and media for learning. New Jersey:
Pearson Education.
3. http://www.computerhistory.org/timeline/computers/
29

30. Q & A
감사합니다.
30