Assignment one: Design a Technology-Integrated Lesson Using the ASSURE Model

Objectives:

By the end of the activity, each trainee will be able to:

1. Identify the six stages of the ASSURE model and explain the purpose of each stage.
2. Analyze the characteristics, prior knowledge, learning needs, and technological readiness of the
learners and use these findings to inform instructional decisions.
3. Design a technology-integrated lesson plan for a 40–60 minute lesson by applying all six stages of
the ASSURE model
4. Select and integrate at least one appropriate digital technology/tool and justify its selection in
relation to the learning objectives, learner characteristics, content, accessibility, and available
resources.
5. Design at least two learner-centred activities in which technology supports active participation,
collaboration, problem-solving, communication, or higher-order thinking rather than merely
presenting information.
6. Develop appropriate assessment strategies that measure whether the stated learning objectives
have been achieved and include at least one formative and one summative assessment.
7. Plan how to evaluate and revise their technology-integrated lesson using an ASSURE-based peer-
review rubric and make at least three evidence-based improvements to the original lesson plan.

Purpose

The purpose of this assignment is to enable you to apply the ASSURE instructional design model to the
design of a technology-integrated lesson. You will move beyond simply describing technology tools and
demonstrate how technology can be deliberately selected and used to improve learning.

Task

Select one topic from a subject you teach or are preparing to teach. Design a 40 minute technology-
integrated lesson for a clearly identified group of learners using all six stages of the ASSURE model.

Your lesson should demonstrate that technology is being used because it supports the learning
objectives and learner needs, not simply because technology is available.

Part A: Analyze the Learners

Provide a brief profile of your target learners.

Address:

 Who are the learners?

 What is their age/educational level?
 What prior knowledge or experience do they have?
 What relevant skills do they already possess?
 What are their learning needs or difficulties?
 What is their level of access to technology?
 What digital skills do they possess?
  What language, accessibility, or contextual considerations should be considered?
 What constraints might affect technology use?

Expected output: Approximately ½–1 page learner analysis.

Part B: State the Learning Objectives

Develop 3–5 SMART learning objectives for your lesson.

Each objective should specify:

 What learners will do

 The conditions under which they will perform
 The expected level or standard of performance

Avoid vague verbs such as understand, know, learn, or be familiar with. Use appropriate action verbs from
Bloom’s taxonomy

Your objectives should guide your choice of instructional methods, technology, learning activities, and
assessment.

Part C: Select Methods, Media and Materials

Select the instructional methods, media, and learning materials needed to achieve your objectives.

You must select at least one digital technology/tool.

Examples may include:

 Learning Management Systems

 Interactive presentation tools
 online discussion forums
 Collaborative tools like telegram
 Educational videos from YouTube or other sources
 Simulations
 Virtual laboratories
 Digital concept-mapping tools
 Online quizzes
 Mobile applications
 Generative AI tools, where pedagogically appropriate

For each technology, explain:

1. What technology/tool will you use?

2. Which learning objective does it support?
3. Why is it appropriate for these learners?
4. What learning activity will it enable?
5. What alternative could be used if the technology is unavailable?
Important: Do not select technology simply because it is interesting or popular. Your choice must have a
clear pedagogical justification.

Part D: Utilize the Media and Materials

Explain how you will prepare and use the selected technology and materials.

Address the five practical steps:

1. Preview the technology/materials – What will you check before the lesson?
2. Prepare the technology/materials – What needs to be prepared in advance?
3. Prepare the learning environment – How will learners access and use the technology?
4. Prepare the learners – What instructions or orientation will learners need?
5. Use the technology/materials – At what point in the lesson will each resource be used?

Include a brief contingency plan explaining what you will do if:

 the internet is unavailable;

 electricity fails;
 learners cannot access the digital tool; or
 the technology does not function as expected.

Part E: Require Learner Participation

Design at least two active learning activities.

Learners should not simply watch a presentation or listen to the teacher.

The activities may involve:

 individual problem-solving;
 collaborative work;
 peer discussion;
 analysis of digital resources;
 creation of a digital product;
 simulation;
 inquiry;
 debate;
 peer assessment;
 collaborative knowledge construction;
 responsible use of generative AI.

For each activity, specify:

Element Description
Activity What will learners do?
Time How long will it take?
Technology What technology will be used?
Learner role What will learners actually do?
 Teacher role What will the teacher do?
Expected output What will learners produce?
Feedback How will learners receive feedback?

Part F: Evaluate and Revise

Develop an assessment plan showing how you will determine whether the learning objectives have been
achieved.

Include: Formative assessment, At least one formative assessment during the lesson.

Examples:

 questioning;
 polling;
 online quiz;
 peer feedback;
 observation;
 exit ticket;
 discussion;
 digital response activity.

Summative assessment

At least one assessment that determines achievement of the lesson objectives.

Explain:

 What will be assessed?

 How will it be assessed?
 What criteria will be used?
 How will learners receive feedback?

Finally, explain how you will evaluate the lesson itself and identify at least three aspects that could be
improved after implementation.

Required Lesson Plan Structure

Submit your final lesson plan using the following structure:

1. Lesson Information

 Subject/course:
 Topic:
 Learner level:
 Number of learners:
 Duration:
  Learning environment:
 Required resources:

2. Analyze Learners

Learner characteristics, prior knowledge, needs, digital readiness, and contextual considerations.

3. State Objectives

3–5 SMART learning objectives.

4. Select Methods, Media and Materials

Instructional methods, technologies, materials, and pedagogical justification.

5. Utilize Media and Materials

Preparation, implementation procedures, learner orientation, and contingency plan.

6. Require Learner Participation

Detailed description of learner-centred activities.

7. Evaluate and Revise

Assessment strategy, feedback mechanisms, lesson evaluation, and proposed revisions.

8. Complete Lesson Sequence

Present the lesson as a chronological sequence:

Tim Teacher Activity Learner Activity Technology/ Assessment

e Materials

Submission Requirements

Your submission should include:

 A completed ASSURE-based lesson plan

 At least 3–5 SMART learning objectives
 At least one appropriately justified digital technology
 At least two learner-centred technology-integrated activities
 At least one formative and one summative assessment
  A technology contingency plan
 A brief explanation of how the lesson will be evaluated and revised

Recommended length: 5–6 pages, excluding appendices.

3. Assessment rubric

Criterion Weight
Learner analysis 15%
Quality of SMART objectives 15%
Alignment of technology with objectives and learners 20%
Quality of learner-centred activities 20%
Assessment and feedback 15%
Evaluation, revision and contingency planning 10%
Presentation and coherence 5%
Total 100%