I have met the AECT STANDARDS specific to this course (see below) through the successful and timely completion of all projects in this class and through timely contributions to my reflective blog. Further, I offered timely, fair and honest feedback to my cohorts throughout this course.
AECT STandards
Standard 1: DESIGN
Candidates demonstrate the knowledge, skills, and dispositions to design conditions for learning by applying principles of instructional systems design, message design, instructional strategies,and learner characteristics.
1.1 Instructional Systems Design (ISD)*
Within the application of this definition, ‘design’ is interpreted at both a macro-and micro-level in that it describes the systems approach and is a step within the systems approach. The importance of process, as opposed to product, is emphasized in ISD.
1.1.1 Analyzing: process of defining what is to be learned and the context in which it is to be learned.
1.1.2 Designing: process of specifying how it is to be learned.
1.1.3 Developing: process of authoring and producing the instructional materials.
1.1.4 Implementing: actually using the materials and strategies in context.
1.2 Message Design*
Message design is embedded within learning theories (cognitive, psychomotor, behavioral,perceptual, affective, constructivist) in the application of known principles of attention,perception, and retention which are intended to communicate with the learner. This sub-domain is specific to both the medium selected and the learning task.
1.3 Instructional Strategies*
In practice, instructional strategies interact with learning situations. The results of these interactions are often described by instructional models. The appropriate selection of instructional strategies and instructional models depends upon the learning situation (including learner characteristics), the nature of the content, and the type of learner objective.
1.4 Learner Characteristics*
Learner characteristics impact specific components of instruction during the selection and implementation of instructional strategies. For example, motivation research influences the selection and implementation of instructional strategies based upon identified learner characteristics. Learner characteristics interact with instructional strategies, the learning situation, and the nature of the content.
Standard 2: DEVELOPMENT
Candidates demonstrate the knowledge, skills, and dispositions to develop instructional materialsand experiences using print, audiovisual, computer-based, and integrated technologies.
2.1 Print Technologies*
Print technologies include verbal text materials and visual materials; namely, text, graphic and photographic representation and reproduction. Print and visual materials provide a foundation for the development and utilization of the majority of other instructional materials.
2.2 Audiovisual Technologies*
Audiovisual technologies are generally linear in nature, represent real and abstract ideas, and allow for learner interactivity dependent on teacher application.
2.3 Computer-Based Technologies*
Computer-based technologies represent electronically stored information in the form of digitaldata. Examples include computer-based instruction (CBI), computer-assisted instruction (CAI), computer-managed instruction (CMI), telecommunications, electronic communications, and global resource/reference access.
2.4 Integrated Technologies*
Integrated technologies are typically hypermedia environments which allow for: (a) various levelsof learner control, (b) high levels of interactivity, and (c) the creation of integrated audio, video,and graphic environments. Examples include hypermedia authoring and telecommunications tools such as electronic mail and the World Wide Web.
Standard 3: UTILIZATION
Candidates demonstrate the knowledge, skills, and dispositions to use processes and resources for learning by applying principles and theories of media utilization, diffusion, implementation,and policy-making.
3.1 Media Utilization*
Utilization is the decision-making process of implementation based on instructional design specifications.
3.2 Diffusion of Innovations*
With an ultimate goal of bringing about change, the process includes stages such as awareness, interest, trial, and adoption.
3.3 Implementation and Institutionalization
Implementation is using instructional materials or strategies in real(not simulated) settings. Institutionalization is the continuing, routine use of the instructional innovation in the structure and culture of an organization.
3.4 Policies and Regulations
Policies and regulations are the rules and actions of society (or its surrogates) that affect the diffusion and use of Instructional Technology.
Standard 4: Management
Candidates demonstrate knowledge, skills, and dispositions to plan, organize, coordinate, and supervise instructional technology by applying principles of project, resource, delivery system, and information management.
4.1 Project Management
Project management involves planning, monitoring, and controlling instructional design and development projects.
4.2 Resource Management
Resource management involves planning, monitoring, and controlling resource support systems and services.
4.3 Delivery System Management
Delivery system management involves planning, monitoring and controlling 'the method by which distribution of instructional materials is organized' . . . [It is] a combination of medium and method of usage that is employed to present instructional information to a learner.
4.4 Information Management
Information management involves planning, monitoring, and controlling the storage, transfer, or processing of information in order to provide resources for learning.
Standard 5: Evaluation
Candidates demonstrate knowledge, skills, and dispositions to evaluate the adequacy of instruction and learning by applying principles of problem analysis, criterion-referenced measurement, formative and summative evaluation, and long-range planning.
5.1 Problem Analysis
Problem analysis involves determining the nature and parameters of the problem by using information-gathering and decision-making strategies.
5.2 Criterion-Referenced Measurement
Criterion-referenced measurement involves techniques for determining learner mastery of pre-specified content.
5.3 Formative and Summative Evaluation
Formative evaluation involves gathering information on adequacy and using this information as a basis for further development. Summative evaluation involves gathering information on adequacy and using this information to make decisions about utilization.
5.4 Long-Range Planning
Long-range planning that focuses on the organization as a whole is strategic planning. Long-range is usually defined as a future period of about three to five years or longer. During strategic planning, managers are trying to decide in the present what must be done to ensure organizational success in the future.
Candidates demonstrate the knowledge, skills, and dispositions to design conditions for learning by applying principles of instructional systems design, message design, instructional strategies,and learner characteristics.
1.1 Instructional Systems Design (ISD)*
Within the application of this definition, ‘design’ is interpreted at both a macro-and micro-level in that it describes the systems approach and is a step within the systems approach. The importance of process, as opposed to product, is emphasized in ISD.
1.1.1 Analyzing: process of defining what is to be learned and the context in which it is to be learned.
1.1.2 Designing: process of specifying how it is to be learned.
1.1.3 Developing: process of authoring and producing the instructional materials.
1.1.4 Implementing: actually using the materials and strategies in context.
1.2 Message Design*
Message design is embedded within learning theories (cognitive, psychomotor, behavioral,perceptual, affective, constructivist) in the application of known principles of attention,perception, and retention which are intended to communicate with the learner. This sub-domain is specific to both the medium selected and the learning task.
1.3 Instructional Strategies*
In practice, instructional strategies interact with learning situations. The results of these interactions are often described by instructional models. The appropriate selection of instructional strategies and instructional models depends upon the learning situation (including learner characteristics), the nature of the content, and the type of learner objective.
1.4 Learner Characteristics*
Learner characteristics impact specific components of instruction during the selection and implementation of instructional strategies. For example, motivation research influences the selection and implementation of instructional strategies based upon identified learner characteristics. Learner characteristics interact with instructional strategies, the learning situation, and the nature of the content.
Standard 2: DEVELOPMENT
Candidates demonstrate the knowledge, skills, and dispositions to develop instructional materialsand experiences using print, audiovisual, computer-based, and integrated technologies.
2.1 Print Technologies*
Print technologies include verbal text materials and visual materials; namely, text, graphic and photographic representation and reproduction. Print and visual materials provide a foundation for the development and utilization of the majority of other instructional materials.
2.2 Audiovisual Technologies*
Audiovisual technologies are generally linear in nature, represent real and abstract ideas, and allow for learner interactivity dependent on teacher application.
2.3 Computer-Based Technologies*
Computer-based technologies represent electronically stored information in the form of digitaldata. Examples include computer-based instruction (CBI), computer-assisted instruction (CAI), computer-managed instruction (CMI), telecommunications, electronic communications, and global resource/reference access.
2.4 Integrated Technologies*
Integrated technologies are typically hypermedia environments which allow for: (a) various levelsof learner control, (b) high levels of interactivity, and (c) the creation of integrated audio, video,and graphic environments. Examples include hypermedia authoring and telecommunications tools such as electronic mail and the World Wide Web.
Standard 3: UTILIZATION
Candidates demonstrate the knowledge, skills, and dispositions to use processes and resources for learning by applying principles and theories of media utilization, diffusion, implementation,and policy-making.
3.1 Media Utilization*
Utilization is the decision-making process of implementation based on instructional design specifications.
3.2 Diffusion of Innovations*
With an ultimate goal of bringing about change, the process includes stages such as awareness, interest, trial, and adoption.
3.3 Implementation and Institutionalization
Implementation is using instructional materials or strategies in real(not simulated) settings. Institutionalization is the continuing, routine use of the instructional innovation in the structure and culture of an organization.
3.4 Policies and Regulations
Policies and regulations are the rules and actions of society (or its surrogates) that affect the diffusion and use of Instructional Technology.
Standard 4: Management
Candidates demonstrate knowledge, skills, and dispositions to plan, organize, coordinate, and supervise instructional technology by applying principles of project, resource, delivery system, and information management.
4.1 Project Management
Project management involves planning, monitoring, and controlling instructional design and development projects.
4.2 Resource Management
Resource management involves planning, monitoring, and controlling resource support systems and services.
4.3 Delivery System Management
Delivery system management involves planning, monitoring and controlling 'the method by which distribution of instructional materials is organized' . . . [It is] a combination of medium and method of usage that is employed to present instructional information to a learner.
4.4 Information Management
Information management involves planning, monitoring, and controlling the storage, transfer, or processing of information in order to provide resources for learning.
Standard 5: Evaluation
Candidates demonstrate knowledge, skills, and dispositions to evaluate the adequacy of instruction and learning by applying principles of problem analysis, criterion-referenced measurement, formative and summative evaluation, and long-range planning.
5.1 Problem Analysis
Problem analysis involves determining the nature and parameters of the problem by using information-gathering and decision-making strategies.
5.2 Criterion-Referenced Measurement
Criterion-referenced measurement involves techniques for determining learner mastery of pre-specified content.
5.3 Formative and Summative Evaluation
Formative evaluation involves gathering information on adequacy and using this information as a basis for further development. Summative evaluation involves gathering information on adequacy and using this information to make decisions about utilization.
5.4 Long-Range Planning
Long-range planning that focuses on the organization as a whole is strategic planning. Long-range is usually defined as a future period of about three to five years or longer. During strategic planning, managers are trying to decide in the present what must be done to ensure organizational success in the future.
* Standards addressed in EdTech 541 - Integrating Technology in the Classroom
Mission of BSU's Department of Educational TEchnology
Empower learners to be evolving digital citizens who advocate cultural understanding and global responsibility.
Department of Educational TEchnology's Conceptual Framework
The Professional Educator
Boise State University strives to develop knowledgeable educators who integrate complex roles and dispositions in the service of diverse communities of learners. Believing that all children, adolescents, and adults can learn, educators dedicate themselves to supporting that learning. Using effective approaches that promote high levels of student achievement, educators create environments that prepare learners to be citizens who contribute to a complex world. Educators serve learners as reflective practitioners, scholars and artists, problem solvers, and partners.
Boise State University strives to develop knowledgeable educators who integrate complex roles and dispositions in the service of diverse communities of learners. Believing that all children, adolescents, and adults can learn, educators dedicate themselves to supporting that learning. Using effective approaches that promote high levels of student achievement, educators create environments that prepare learners to be citizens who contribute to a complex world. Educators serve learners as reflective practitioners, scholars and artists, problem solvers, and partners.