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Higher education institutions seek to employ learning management systems (LMS) to achieve their educational goals effectively. However, the current use of these systems is characterized by a uniform approach for all students, despite their different abilities and preferences. This research aims to study the effectiveness of an adaptive learning environment based on the Blackboard in improving the academic achievement of female students at the College of Education, Qassim University, and to measure their attitudes towards this adaptive educational environment. The Educational Technology course was selected and designed as an adaptive learning environment using the ASSURE instructional design model and the Felder and Silverman Learning Styles Index. The research employed a quasi-experimental method on a sample of 20 students from the Early Childhood Program Department, divided into two groups: an experimental group (12 students) who studied in the adaptive learning environment, and a control group (8 students) who studied in a traditional electronic learning environment. The study used a pre-test and post-test to measure the academic improvement of the students, in addition to an attitude scale to measure their attitudes towards the adaptive learning environment. The results indicated that the adaptive learning environment did not improve the student's academic achievement. However, it significantly helped form positive attitudes among the students toward its effectiveness and efficiency, enhancing positive attitudes toward learning in the adaptive environment. In light of the results, further research and study are needed to design and implement adaptive learning environments through the LMS provided by universities. [ABSTRACT FROM AUTHOR]

With the emergence of the Industrial Revolution 4.0, modern technologies such as cloud computing, artificial intelligence, and big data are profoundly transforming the education ecosystem. The development of education is not only faced with huge challenges but also contains rare opportunities. New concepts such as deep learning, adaptive learning, and blended learning do not break through the inherent barriers of learning theory, and they also expedite the restoration of the educational technology ecosystem. Based on the ASSURE model, this paper systematically discusses the new development concept of educational technology. Heinich, Russell, and Molenda proposed the ASSURE model in 1989. The "A" stands for Analyze Learner, the first "S" is assumed as Objectives and State Standards; the second "S" for Selecting Media, Strategies, Materials, and Technology; the "U" for Utilizing Materials, Media, and Technology; the "R" stands for Required Learner Participation; and the "E" is assigned for Revise and Evaluate. It is widely used in classroom instruction, online learning, and organizational training. Educational technology must embrace new technology, renew the concept of educational development, shape the new pattern of educational ecology, and better serve the needs of cultivating innovative talents. [ABSTRACT FROM AUTHOR]

This study aims to develop digital-based learning media instruments for first graders on beginner reading materials. This method of research used research and development that uses the ASSURE model. The instrument used questionnaire and validation sheet. Data analysis techniques are performed by calculating the value of the validity test results. The results showed that; 1) A digital-based learning media in the form of audio-visual has been developed using the kinemaster application for beginning reading material for grade I elementary schools which uses 3 stages of the model, namely: Analyze Learning; State Standards and Objectives; Select Strategic Technology, Media and Materials; 2) The results of the validity test on digital-based beginning reading learning media products that have been developed, as a whole are assessed by the material validator and media design. The results of the score by material experts are 89% in the "Very Valid" category, for media design experts it is obtained with 94% in the "Very Valid" category. Thus, it can be concluded that digital-based early reading learning media in Indonesian lessons for grade I elementary schools is very valid to be used as one of the media in Indonesian subjects.

The learning process determines student success in learning, so teachers need to build effective learning that supports these achievement goals. This study aims to analyze the evaluation of the application of the ASSURE model based on the Countenance Stake model on rukhsah material in building effective learning at SMP Hikmah Teladan. This research uses a qualitative approach using a descriptive analysis method. The results and conclusions of this study show that the application of the ASSURE model to rukhsah material in SMP Hikmah is exemplary based on the results of evaluation using the countenance stake model has been applied very well and supports building effective learning; the average good student learning outcomes show this.

The purpose of this paper is to present and discuss pedagogical frameworks and approaches to developing, delivering, and evaluating a new interdisciplinary course within the domain of energy informatics at both Master's and PhD levels. This study is needed because many papers on sustainable energy engineering education concentrate on course content but provide very little information on the pedagogical methods employed to deliver that content. The proposed new course is called "smart energy and power systems modelling" and is aimed at discussing how mathematical optimization, in the context of computer science, can contribute to more effectively managing smart energy and power systems. Different pedagogical frameworks are discussed and adapted for the specific domain of energy informatics. An ASSURE model coupled with Bloom's taxonomy is presented for the design of the course and identification of learning objectives; self-regulated learning strategies are discussed to enhance the learning process; a novel model called GPD (Gaussian Progression of Difficulty) for lecture planning was proposed; a teaching-research nexus is discussed for the course planning and enhancement. Adopting qualitative analyses and an inductive approach, this paper offers a thorough reflection on the strengths and weaknesses of the new course, together with improvement possibilities based on fieldwork and direct experience with the students and colleagues. Opportunities and challenges of interdisciplinary teaching are presented in light of real-world experience, with a particular focus on the interaction between mathematics and computer science to study the specific application of energy and power systems. [ABSTRACT FROM AUTHOR]

This study, carried out during COVID-19, aimed at evaluating the effects of music lesson activities prepared with blended learning and the ASSURE instructional design model on both students and music teachers. 10th grade students (n=30) in a public school participated in the study. An action research design was prepared with a combination of learning at stations method, mobile games (Rhythm Cat, NoteWorks) and Web 2.0 tools (Thinglink, Plickers, Kahoot). "Teacher diary" and "semi-structured interview protocol" were used as data collection tools. The data were analyzed by content analysis with Maxqda software. Interrater reliability of the two experts asked to code the qualitative data was calculated to increase the reliability of the study. Following the implementation, the findings showed that the students' independent learning, motivation, collaboration, making learning fun, interaction, communication, competition, socialization and productivity improved intensively. It was understood that the emerged negativities were not related to the teaching tools used in the action research procedure but were generally related to the negative learning conditions due to the pandemic. The most notable negative aspects were difficulty in technological competence, difficulties in self-regulation, temporary anxiety, digital access and some short-term technological malfunctions. The study concludes with several recommendations and highlights the points that need further attention in such innovative research. [ABSTRACT FROM AUTHOR]

The Chinese culture (music) module, which is part of a Chinese culture course designed to solve the main problems faced by freshmen, has not achieved good pedagogical outcomes. This study conducted one-on-one interviews with two Chinese culture course teachers and twelve freshmen to collect information on the related cultural backgrounds of freshmen from "Belt and Road" countries, teaching contents, teaching methods, and problems with earlier Chinese culture (music) modules. Additionally, the study used three questionnaires to collect information from forty-two freshmen from Belt and Road countries in two higher vocational colleges in China on the current situation of Chinese culture cognition, learning motivations, and cross-cultural adaptability. The ASSURE Model was applied to develop the Chinese culture (music) module to enhance pedagogy in ways that help freshmen adapt to school and life in China. [ABSTRACT FROM AUTHOR]

The purpose of this research is to describe the ASSURE learning model assisted by animated videos in learning Al-Qur'an Hadith in the QS ad-Duhâ class VI material at MI Darul Ulum Sidoarjo. This research is in the form of a qualitative descriptive. The results of interviews and observations are a way to get implementation data in ASSURE learning with video. Based on the results of this research, it shows that the ASSURE learning design with video is very suitable to be applied to Al-Qur'an Hadith learning so that it can realize interesting, efficient, and effective teaching and learning activities. Thus, the application of a learning system using animated videos that was applied to students in class VI MI Darul Ulum Sidoarjo resulted in an increase in student learning activity, an increase in student learning outcomes, an increase in student motivation, and an increase in student memorization. [ABSTRACT FROM AUTHOR]

This research seeks to answer to the challenge of online learning lecturers to plan their lessons more systematically by adopting ASSURE model. The change from face-to-face conventional learning to online requires more consideration and preparation, especially in learning planning. The ASSURE model is one of the instructions and learning plans that can be adopted in planning, identifying, determining goals, choosing media and material methods, and evaluating the course. The data collection technique was carried out by processing and analyzing documents from the literature, interview results, and questionnaires answered by respondents via links distributed to lecturers of the Architecture Department, Faculty of Civil Engineering and Planning, National Institute of Technology Malang. The results show that the six components of the ASSURE model of the learning planning uploaded in SPADA LMS had not been implemented optimally. Therefore, the researcher recommends for the improvement of the Semester Lesson Plan (RPS) based on the ASSURE Model to promote continuous improvements.

Introduction. The active integration of digital technologies into the modern educational process is an urgent task for the global education ecosystem. In this paper, within the framework of the joint international educational project “Digital Toolbox for Innovation in Nursing Education (I-BOX)”, conducted under the Erasmus+ Programme of the European Union, we present a new instructional design of the educational process using digital technologies on an electronic platform, based on the ASSURE model. The aim of the study is to design digital educational process using the ASSURE model with a view of its integration into electronic platforms. Materials and Methods. The development of the ASSURE model for instructional design was based on three stages. The first stage involved the analysis of available instructional models in order to determine the feasibility of application for the project. The second stage included the adaptation of the ASSURE model for instructional design as consistent with the project objectives. The third stage covered the definition and integration of modern digital technologies in the process of instructional design following the ASSURE model. Results. Based on the results of the study, the participants of the I-BOX Strategic Partnership Consortium developed an ASSURE model that can be applied for the instructional design in educational process when the use of digital technologies (video, audio, podcasts) and the placement of learning materials on an electronic platform are required. Project participants developed a guide “ASSURE MODEL: Conceptual Structure of the Project and Assessment” based on the results of the study with a step-by-step description of the ASSURE model for the e-learning process. The developed educational and audiovisual e-learning materials based on the ASSURE model will be available on the electronic platform. Discussion and Conclusion. The materials of the paper will be useful when designing the educational process on an electronic platform or in an online format. The presented ASSURE model will increase the possibilities and effectiveness of teaching students from different countries using digital technologies on electronic platforms.

The purpose of this paper is to present and discuss pedagogical frameworks and approaches to developing, delivering, and evaluating a new interdisciplinary course within the domain of energy informatics at both Master’s and PhD levels. This study is needed because many papers on sustainable energy engineering education concentrate on course content but provide very little information on the pedagogical methods employed to deliver that content. The proposed new course is called “smart energy and power systems modelling” and is aimed at discussing how mathematical optimization, in the context of computer science, can contribute to more effectively managing smart energy and power systems. Different pedagogical frameworks are discussed and adapted for the specific domain of energy informatics. An ASSURE model coupled with Bloom’s taxonomy is presented for the design of the course and identification of learning objectives; self-regulated learning strategies are discussed to enhance the learning process; a novel model called GPD (Gaussian Progression of Difficulty) for lecture planning was proposed; a teaching-research nexus is discussed for the course planning and enhancement. Adopting qualitative analyses and an inductive approach, this paper offers a thorough reflection on the strengths and weaknesses of the new course, together with improvement possibilities based on fieldwork and direct experience with the students and colleagues. Opportunities and challenges of interdisciplinary teaching are presented in light of real-world experience, with a particular focus on the interaction between mathematics and computer science to study the specific application of energy and power systems.

The aim of this quantitative research is to design, build and analyze the use of the web application for the teaching-learning process on bank savings. This web application builds creative educational virtual spaces where students learn and analyze the mathematical procedure related to monthly interest rate, initial balance, final balance, interest and savings account. Also, data simulation of the web application for the teaching-learning process on bank savings allows that students have an active role in the learning process through the interaction and control of the contents about bank savings. The ASSURE model facilitates the planning, organization and construction of the web application for the teaching-learning process on bank savings through the stages of analysis, setting, selection, use, requirement and evaluation. The participants are 43 students who took the Financial Mathematics course during the 2018 school year. The results of linear regressions (machine learning) indicate that the construction of creative educational virtual spaces through the web application for the teaching-learning process on bank savings influences positively the assimilation of knowledge about the bank savings, simple interest and financial mathematics. The decision tree technique identifies 3 predictive models about the use of the web application for the teaching-learning process on bank savings in the educational field. The implications of this research allow that teachers analyze the impact of information and communications technology during the realization of school activities. Therefore, educational institutions can promote the construction and use new technological tools. Finally, the web application for the teaching-learning process on bank savings is a web application that allows the construction of creative educational virtual spaces where students personalize the learning and have flexibility of time and space during the educational process on bank savings. [ABSTRACT FROM AUTHOR]

The blockchain education program based on the ASSURE model proposed in this article is of value because it can be applied in blended learning during the COVID-19 pandemic, using learning games to facilitate self-directed learning. We developed the education program in accordance with the six steps of the education design process of the ASSURE model. Firstly, we assessed learners to identify digital literacy issues of South Korean elementary students and jobs desired by them. Secondly, the objective of blockchain education was defined as improving awareness of and attention to blockchain technology by elementary students. Thirdly, gamification applied lessons were used as a teaching method, with educational media and data developed as worksheets and materials that can be used both online and offline. Fourthly, the educational contents and teaching aids were tested to evaluate the developed learning materials. Fifthly, the learning games were designed to offer rewards. Last, we designed the program to teach the principles of consensus mechanisms, private blockchain, and public blockchain. Education experts' feedback was analyzed using technical statistics and LDA-based topic modeling to assess and modify the program. The education program design approach incorporating gamification elements was effective but needed expansion in coverage to include level-based teaching elements. [ABSTRACT FROM AUTHOR]

The aim of this quantitative research is to design, build and analyze the use of the web application for the teaching-learning process on bank savings. This web application builds creative educational virtual spaces where students learn and analyze the mathematical procedure related to monthly interest rate, initial balance, final balance, interest and savings account. Also, data simulation of the web application for the teaching-learning process on bank savings allows that students have an active role in the learning process through the interaction and control of the contents about bank savings. The ASSURE model facilitates the planning, organization and construction of the web application for the teaching-learning process on bank savings through the stages of analysis, setting, selection, use, requirement and evaluation. The participants are 43 students who took the Financial Mathematics course during the 2018 school year. The results of linear regressions (machine learning) indicate that the construction of creative educational virtual spaces through the web application for the teaching-learning process on bank savings influences positively the assimilation of knowledge about the bank savings, simple interest and financial mathematics. The decision tree technique identifies 3 predictive models about the use of the web application for the teaching-learning process on bank savings in the educational field. The implications of this research allow that teachers analyze the impact of information and communications technology during the realization of school activities. Therefore, educational institutions can promote the construction and use new technological tools. Finally, the web application for the teaching-learning process on bank savings is a web application that allows the construction of creative educational virtual spaces where students personalize the learning and have flexibility of time and space during the educational process on bank savings.

Teaching experience of speaking skills tends to be underestimated by the teacher. Because speaking, especially in Bahasa Indonesia, is considered as the mother tongue used in pupil's daily communication. In general, madrasas ibtidaiyah teachers assume that speaking skills in Bahasa Indonesia are not so essential compared to reading and writing. Speaking skills considered to be something that has been studied by pupils since birth at home so that speaking skills are not emphasized to be taught more on the primary level. When designing the learning process, the teacher only focuses on material and students' cognitive without paying attention to student skills in conveying the context or conversation. This study aims to develop a learning activities model of speaking with the content of character building and a multicultural perspective. The researchers applied the ASSURE model as the approach to developing the learning model. The findings of this study showed that the learning model is carried out by analyzing the characteristics of students, setting learning objectives, choosing media, learning methods, and teaching materials, utilizing teaching materials, involving students in learning activities, evaluating and revising learning programs. The content of character education and multiculturalism perspective are applied as teaching material.

Copyright of Journal of Inquiry Based Activities (JIBA) / Araştırma Temelli Etkinlik Dergisi (ATED) is the property of Journal of Inquiry Based Activities and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Scholars are aware of the fact that there have been many instances of teaching with no learning. One plausible reason for learning not to have taken place is when a teacher fails to design and creates conducive learning environments where changes in psychomotor, cognitive and affective behaviours can be accomplished effectively. But this can be corrected using the ASSURE model. Thus, the ASSURE model was investigated in this study as a method of lesson delivery to assess how far primary school teachers have gone in analyzing learners' characteristics, stating lesson objectives and utilizing instructional media. Three research questions guided the study. Fifty primary school teachers were purposively sampled and responded to a questionnaire during the 2016 FGN-UBEC/OYO-SUBEB Teacher Professional Development Capacity Building workshop. An appraisal of the sit-in-observations of this workshop shows the need for assessing the use of integrating the ASSURE model in lesson delivery. Results show that primary school teachers were below the average in terms of analyzing their pupils' characteristics before beginning their lessons and slightly above averages in the areas of systematically defining the lesson objectives and utilization of instructional media. It is recommended that the FGN-UBEC/OYO-SUBEB Teacher Professional Development Capacity Building workshops be extended to all categories of teachers in the UBEC scheme to update their knowledge to ensure effective teaching and learning situations. [ABSTRACT FROM AUTHOR]

Copyright of Ajman Journal of Studies & Research is the property of Association of Arab Universities and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Background: Child pedestrian injury is a global public health concern. Our aim in the present study was to investigate the effects of active learning-based educational intervention on street crossing behavior among male primary school students in Mehriz county, Iran.Methods: In this randomized controlled trial, 90 first grade elementary school students(experiment = 50, control group = 48) participated. The "ASSURE Model" was applied to design the template of this active learning-based educational program, which was implemented for the experiment group in eight sessions. Behaviors of the students about ‘’looking for vehicles on the street’’, "being cautious of dangers’’ and ‘’crossing from safe places’’ were observed and documented in actual traffic environments before, 1 week, and 6 months after intervention.Results: One week and 6 months after the intervention, the experiment group’s performance in all 3 behaviors were significantly improved (P < 0.001). Distraction-adjusted differences in the mean scores of behaviors between the experiment (Mean = 2.62) and control (Mean = 3.19)groups before and 6 months after intervention (Mean in experiment groups = 6.3, Mean in control group = 4.24) were also statistically significant (P < 0.001).Conclusion: Our educational intervention was found to be helpful in promoting the street crossing behaviors of primary school-aged children. School healthcare professionals may apply active learning education as the core category of their interventional programs to promote street-crossing behaviors among primary school students.

When instructional design is evaluated as a process, it is to use the learning and teaching theories and to carry out the system systematically in order to increase the quality of teaching. When the literature is examined, it is possible to meet many Instructional Design Models that are structured with different steps and contents. This study was carried out with the ASSURE Model, one of the Instructional Design Models. ASSURE model is a model that aims to increase efficiency in systematic planning of teaching and selection and use of materials. In this study, the reason why ASSURE model is included in the scope; it is one of the most appropriate models that provides technology support in order to make a systematic plan for course designers who want to use materials and technologies effectively and efficiently. Converging parallel method was used as a method in the research. Within the scope of this purpose, in the fall semester of the 2019-2020 academic year, a part of a technical university vocational school was studied with 28 first year undergraduate students who took the Information and Communication Technologies course. For this purpose, 28 first grade vocational high school of tecnical sciences students who studied Information and Communication Technologies in a department of a Technical University Vocational School in the fall semester of 2019-2020 academic year were studied. As a data collection tool; The "Computer Anxiety Scale", "Attitude Scale for the use of Information and Communication Technologies" and an interview form was used. At the end of the study, it was seen that there was a statistically significant difference between the attitudes, anxiety and self-confidence pre-test and post-test scores of the independent variables. The quantitative dimension of the study was carried out with single group pretest-posttest experimental design. Different studies can be carried out with the pretest-posttest experimental control group pattern. Based on the results of the research, the courses can be designed and conducted with different instructional design models. In addition, a similar study can be carried out in different lessons with a larger sample group. [ABSTRACT FROM AUTHOR]

Copyright of Journal of Educational & Psychological Sciences is the property of Arab Journal of Sciences & Research Publishing (AJSRP) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This study aims to evaluate the effect of employing infographics in higher education, specifically with regard to students’ interactions and their perception of the meaning of transferred information. This evaluation was presented through lectures at Applied Sciences Private University in Jordan and two other selected colleges (one scientific and the other humanistic) to compare the two variables applied in this study. To achieve this object infographic materials were developed by researcher and guided by (ASSURE) instructional model to present the lectures to the two experimental groups by infographic method through two selected courses from Information Technology College and Business College. Meanwhile, two control groups were taking the same courses in deferent class by conventional method. In addition, the total of participants was (138 students) and that includes all students of the experimental and control groups. Furthermore, a post-test questionnaire was involved to experimental groups to measure their interaction and perception after presenting lectures by infographic materials. The findings of this study show that infographics have a positive and strong impact on students’ interaction and perception. Furthermore, a comparison shows that the students of the scientific and humanistic colleges had different effect of interaction. However, infographics have a similar effect on perception in both colleges. [ABSTRACT FROM AUTHOR]

Background: Child pedestrian injury is a global public health concern. Our aim in the present study was to investigate the effects of active learning-based educational intervention on street-crossing behavior among male primary school students in Mehriz county, Iran. Methods: In this randomized controlled trial, 90 first grade elementary school students(experiment = 50, control group = 48) participated. The "ASSURE Model" was applied to design the template of this active learning-based educational program, which was implemented for the experiment group in eight sessions. Behaviors of the students about ''looking for vehicles on the street", "being cautious of dangers" and ''crossing from safe places" were observed and documented in actual traffic environments before, 1 week, and 6 months after intervention. Results: One week and 6 months after the intervention, the experiment group's performance in all 3 behaviors were significantly improved (P < 0.001). Distraction-adjusted differences in the mean scores of behaviors between the experiment (Mean = 2.62) and control (Mean = 3.19)groups before and 6 months after intervention (Mean in experiment groups = 6.3, Mean in control group = 4.24) were also statistically significant (P < 0.001). Conclusion: Our educational intervention was found to be helpful in promoting the street crossing behaviors of primary school-aged children. School healthcare professionals may apply active learning education as the core category of their interventional programs to promote street-crossing behaviors among primary school students. [ABSTRACT FROM AUTHOR]

Penelitian ini bertujuan untuk menghasilkan media pembelajaran IPA interaktif materi Tata Surya Di SDN Banyuajuh Kamal Madura yang valid, praktis, dan efektif sebagai upaya untuk meningkatkan hasil belajar siswa SD. Pengembangan media pembelajaran IPA interakstif menggunakan model ASSURE dan diujicobakan di kelas VI SD SDN Banyuajuh Kamal Madura tahun ajaran 2015/2016 dengan One-Group Pretest-Posttest Design. Adapun tahapan kegiatan penelitian ini sebagai berikut: (1) Analyze Learners, (2) Menentukan Tujuan Umum Pembelajaran (State objectives), (3) Memilih metode, media dan materi (Select method, media and material), Memanfaatkan Media (Utilize Media, and Materials), (4) Pelajar Memerlukan Partisipasi (Require Learner Participation), dan (5) Evaluasi dan Revisi (Evaluate and Revise). Kemudian media pembelajaran IPA yang dihasilkan diujicobakan melalui uji pertama pada sampel kecil (5 siswa) dan uji kedua pada sampel besar dengan replikasi dua kali/kelas. Instrumen pengumpulan data menggunakan metode observasi, tes, dan angket. Data yang dihasilkan akan dianalisis dengan menggunakan analisis deskriptif kualitatif, analisis deskriptif kuantitatif. Target luaran hasil penelitian berupa: (1) media pembelajaran IPA yang dikembangkan dengan mengadaptasi Model ASSURE , (2) publikasi hasil penelitian berupa artikel pada jurnal nasional. This study aims to produce interactive science learning media material Solar System In SDN Banyuajuh Kamal Madura valid, practical, and effective as an effort to improve student learning outcomes in elementary school. Development of science teaching media interakstif use ASSURE models and tested in sixth grade elementary school SDN Banyuajuh Kamal Madura academic year 2015/2016 with the One-group pretest-posttest design. The stages of the research activities is as follows: (1) Analyze Learners, (2) Determining the General Purpose Learning (State objectives), (3) Selecting methods, media and materials (Select method, medium and material), Utilizing Media (Utilize Media, and Materials), (4) Requires Student Participation (Require Learner Participation), and (5) Evaluation and Revision (Evaluate and Revise). Then the resulting media science learning piloted through the first test on a small sample (5 students) and the second test on large samples with replication twice / class. Data collection instrument using the method of observation, tests and questionnaires. The resulting data will be analyzed using descriptive qualitative analysis, quantitative descriptive analysis. Target outcomes research results include: (1) media learning science developed by adapting ASSURE Model, (2) the publication of research results in the form of articles in national journals.

Pre-service teachers have shifted successfully from their identity as learners of mathematics to teachers of mathematics due to their TPACK development (Ozgun-Koca, Meagher, & Edwards, 2010), but there is not abundant information about how to guide pre-service teachers to integrate TPACK into their lesson design and teaching. The purpose of this study was to investigate how the ASSURE model can increase pre-service teachers' capacity for integrating technology, pedagogy, and content knowledge into math classrooms. The outcome of this study shows that PSTs are able to design TPACK math lessons sufficiently by applying the ASSURE model. [ABSTRACT FROM AUTHOR]

The paper presents different kind of examples for instructional design, applied into the learning process without the intention to be exhaustive or to promote a hierarchy. [ABSTRACT FROM AUTHOR]

The aim of this research is to examine the behaviours of the high school teachers of Curriculum Laboratory Schools about the systematical usage of instructional technologies. The research was done in the frame of general research model and the data were collected by means of survey. The population of the research consists of 4127 teachers working in 61 schools within the scope of Curriculum Laboratory Schools. The sample consists of 1705 teachers working at 34 high schools determined by random method from 61 high schools. The data collected by the survey were analyzed by descriptive statistics (frequency (f), percentage (%)) and chi-square (X²) technique via SPSS for Windows package program. At the end of the analyzes, it is determined that women, the ones who have a university degree, the ones who had education in educational technologies, the ones who have 10-30 students in their classroom and the ones who have been working in Anatolian High Schools and Anatolian Teacher High Schools benefit from instructional technologies compared to other teachers. [ABSTRACT FROM AUTHOR]