ASSURE MODELİ İLE TASARLANMIŞ BİR DERSİN ÖĞRENCİLERİN BİLGİ İLETİŞİM TEKNOLOJİLERİ KULLANIMINA YÖNELİK TUTUM VE BİLGİSAYAR KAYGI DÜZEYLERİNE ETKİSİ

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]