After watching the videos, reflect on the current practices of instructors in your educational institution. What is different in the way they are planning and executing lessons, as compared to the ASSURE model provisions? What are the drivers and barriers to adopting this model in your educational setting?

Paulette Williams
28 September 2015

The ASSURE model of instructional design is an attractive option for teachers who desire to move away from the traditional methodologies and towards integrating technology into their lesson planning and delivery. At my institution, Thomas Saunders Secondary School, the traditional one-size-fits-all or most is the prevailing lesson planning, approach. A few teachers, however, have experimented with ASSURE, though in a piecemeal fashion. There are several factors which act as drivers and barriers to the adoption of this model in my school. These include, but are not limited to, inconsistency on the part of leadership, a resistance to change on the part of teachers, lack resources and of relevant support structures on the one hand, and a commitment by government to the adoption of the one laptop per child initiative, on the other. A typical lesson at my school involves the teacher presenting information, getting students to complete worksheets or answering worksheet-type questions orally or in written format. At the end of the lesson homework is usually given. In a context where the government has provided teachers and students with netbooks and the former with smartphones, TSSS has not capitalized on the opportunity to add a new dimension to the teaching-learning experience. Provision was also made for the teachers to be trained in utilizing the model with the new technology, and although there is an ICT Policy document which states that the institution promises to “...provide resources that will