Friday, June 15, 2018

The ASSURE Model

In the 21st century classroom, students anticipate varied learning experiences and are more engaged when multiple technologies are introduced into the learning process. Traditional instructional techniques are still warranted in some cases – lectures offer a powerful forum for learning and are more conducive to certain learning contexts than others. Time is frequently one of the more critical issues that teachers face when contemplating integration of a technology and with so many options and pedagogical considerations, the task often appears too daunting and complex. These perceived insurmountable obstacles makes returning to older, more comfortable methods of instruction tempting for many teachers and therefore, a more structured approach to technology implementation can be useful.

The ASSURE model (Heinich, Molenda, Russell, & Smaldino, 1999) is a student-centered approach designed to guide teachers through this multi-faceted process and provide a roadmap for the effective integration of technology into the classroom. The model consists of a six-step process: 1. Analyze learners, 2. State standards, and objectives; 3. Select strategies, technology, media, and materials; 4. Utilize technology, media and materials; 5. Require learner participation; and 6. Evaluate and revise. Through these six steps, the model demonstrates how to select, use, and evaluate technology and instructional resources as important parts of a systematic instructional design process (Daesang & Downey, 2016).  

The framework summons teachers to initially assess the learning styles of individual students, which directs the path towards designing learning activities that will be more conducive to learning. Teachers are encouraged to allocate objectives for learning, so that outcomes can be adequately addressed through the content and chosen technology. Selecting an appropriate technology will depend on the aforementioned factors, taking into consideration the outcomes of the initial assessments and corresponding student profiles alongside the learning goals identified in the second step. Following the selection of the technology is the incorporation of that technology; will it enhance what is to be learned and how will the technology be introduced? For example, will the teacher be utilizing an application and an accompanying activity that the entire class will be participating in simultaneously or, will students be working with an application in small groups? Upon completion of the learning activity, teachers should assess if the technology selected was effective and the learning outcomes were met.

A study conducted by Daesang, & Downey, 2016, measured the effectiveness of the ASSURE model for K-12 teachers and determined that it is a practical, easy-to-implement approach that teachers found useful and flexible.  The study further documented that the ASSURE model helped teachers to guide, plan, and develop lessons systematically and symmetrically to effectively integrate the appropriate instructional strategies, technology and media for learning (Daesang, & Downey, 2016).

Please view the following video for more information.


Bahar, B. (2010). Experiences from the process of designing lessons with interactive whiteboard: ASSURE as a road map. Contemporary Educational Technology, 1(4), 367-380.

Daesang, K., Downey, S. (2016). Examining the use of the ASSURE model by K–12 teachers. Interdisciplinary Journal of Practice, Theory, and Applied Research, 33(3), 153-168.

Heinich, R., Molenda, M., Russell, J. D., & Smaldino, S. (1999). Instructional media and technologies for learning (6th ed.). Englewood Cliffs, NJ: Merrill/Prentice Hall.

Karakis, H., Karamete, A., Okęu, A. (2016). The effects of computer-assisted teaching materials, designed according to the ASSURE instructional design and the ARCS model of motivation, on students’ achievement levels in a mathematics lesson and their resulting attitudes. European Journal of Contemporary Education, 15(1), 105-113.

Weidmer, B. (2015, June 11). The ASSURE Model. [Video File]. Retrieved from

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