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dc.contributor.authorSezer, Barış
dc.contributor.authorKaraoğlan Yılmaz, Fatma Gizem
dc.contributor.authorYılmaz, Ramazan
dc.date.accessioned2019-03-13T10:19:52Z
dc.date.available2019-03-13T10:19:52Z
dc.date.issued2013-10-01
dc.identifier.citationSEZER, B., KARAOĞLAN YILMAZ, F. G., & YILMAZ, R. (2013). Integrating technology into classroom the learner centered instructional design. International Journal on New Trends in Education and Their Implications (IJONTE), 4(4), 134–144.en_US
dc.identifier.urihttp://hdl.handle.net/11772/957
dc.description.abstractIn this study, to present an instructional model by considering the existing models of instructional design (ARCS, ADDIE, ASSURE, Dick and Carey, Seels and Glasgow, Smith and Ragan etc.) with the nature of technology-based education and to reveal analysis, design, development, implementation, evaluation, and to revise levels with lower levels of the instructional design model were aimed. The ASSURE model is extremely learner centered. Unlike many design models, it was created using cognitive theories of learning as its foundation. The directions of Assure Model are characteristic features of learners, getting stated objectives and selecting the best media and materials for the instruction program. In this study, document analysis method were used. As a result, two example lesson plans given can be updated according to all grades and lessons. With the use of these example plans are expected to perform more effective learning.en_US
dc.publisherInternational Journal on New Trends in Education and Their Implications (IJONTE)en_US
dc.rightsinfo:eu-repo/semantics/openAccessen_US
dc.subjectTechnology
dc.subjectIntegration
dc.subjectInstructional design
dc.titleIntegrating technology into classroom: the learner centered instructional designen_US
dc.typearticleen_US
dc.relation.journalInternational Journal on New Trends in Education and Their Implications (IJONTE)en_US
dc.contributor.departmentBİLGİSAYAR VE ÖĞRETİM TEKNOLOJİLERİ EĞİTİMİ BÖLÜMÜen_US
dc.contributor.authorID119771en_US
dc.identifier.volume4en_US
dc.identifier.issue4en_US
dc.identifier.startpage134en_US
dc.identifier.endpage144en_US


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