AECT Standards

Updated AECT Standards (2012)

Dr. Thompson sent a message with the updated AECT standards.  Click on the link above to see them.  Now begins the process of figuring out how to change the standards listed in the “categories” section to link to my assignments.  I also need to begin the process of changing the standard that is attached to each assignment.

The “new” 2012 AECT Standards

AECT Standard 1 Content Knowledge

Candidates demonstrate the knowledge necessary to create, use, assess, and manage theoretical and practical applications of educational technologies and processes.  

Indicators Links to Artifacts
Creating –

Candidates demonstrate the ability to create instructional materials and learning environments using a variety of systems approaches. (p. 81)

Using –

Candidates demonstrate the ability to select and use technological resources and processes to support student learning and to enhance their pedagogy.  (p. 141)

Assessing/Evaluating –

Candidates demonstrate the ability to assess and evaluate the effective integration of appropriate technologies and instructional materials.

Managing –

Candidates demonstrate the ability to effectively manage people, processes, physical infrastructures, and financial resources to achieve predetermined goals.  (p. 178)

Ethics –

Candidates demonstrate the contemporary professional ethics of the field as defined and developed by the Association for Educational Communications and Technology. (p. 284)

AECT Standard 2 Content Pedagogy

Candidates develop as reflective practitioners able to demonstrate effective implementation of educational technologies and processes based on contemporary content and pedagogy.

Indicators Links to Artifacts
Creating –

Candidates apply content pedagogy to create appropriate applications of processes and technologies to improve learning and performance outcomes. (p. 1)

Using –

Candidates implement appropriate educational technologies and processes based on appropriate content pedagogy. (p. 141)

Assessing/Evaluating

Candidates demonstrate an inquiry process that assesses the adequacy of learning and evaluates the instruction and implementation of educational technologies and processes (p. 116-117) grounded in reflective practice.

Managing –

Candidates manage appropriate technological processes and resources to provide supportive learning communities, create flexible and diverse learning environments, and develop and demonstrate appropriate content pedagogy. (p. 175-193)

Ethics –

Candidates design and select media, technology, and processes that emphasize the diversity of our society as a multicultural community. (p. 296)

AECT Standard 3 Learning Environments

Candidates facilitate learning (p. 41) by creating, using, evaluating, and managing effective learning environments. (p. 1)

Indicators Links to Artifacts
Creating –

Candidates create instructional design products based on learning principles and research-based best practices.  (pp. 8, 243-245, 246)

Using –

Candidates make professionally sound decisions in selecting appropriate processes and resources to provide optimal conditions for learning (pp. 122, 169) based on principles, theories, and effective practices. (pp. 8-9, 168-169, 246)

Assessing/Evaluating –

Candidates use multiple assessment strategies (p. 53) to collect data for informing decisions to improve instructional practice, learner outcomes, and the learning environment. (pp. 5-6)

Managing –

Candidates establish mechanisms (p. 190) for maintaining the technology infrastructure (p. 234) to improve learning and performance. (p. 238)

Ethics –

Candidates foster a learning environment in which ethics guide practice that promotes health, safety, best practice (p. 246), and respect for copyright, Fair Use, and appropriate open access to resources. (p. 3)

Diversity of Learners –

Candidates foster a learning community that empowers learners with diverse backgrounds, characteristics, and abilities. (p. 10)

AECT Standard 4 Professional Knowledge and Skills

Candidates design, develop, implement, and evaluate technology-rich learning environments within a supportive community of practice.

Indicators Links to Artifacts
Collaborative Practice –

Candidates collaborate with their peers and subject matter experts to analyze learners, develop and design instruction, and evaluate its impact on learners.

Leadership –

Candidates lead their peers in designing and implementing technology-supported learning.

Reflection on Practice –

Candidates analyze and interpret data and artifacts and reflect on the effectiveness of the design, development and implementation of technology-supported instruction and learning to enhance their professional growth.

Assessing/Evaluating –

Candidates design and implement assessment and evaluation plans that align with learning goals and instructional activities.

Ethics –

Candidates demonstrate ethical behavior within the applicable cultural context during all aspects of their work and with respect for the diversity of learners in each setting.

AECT Standard 5 Research

Candidates explore, evaluate, synthesize, and apply methods of inquiry to enhance learning (p. 4) and improve performance (pp. 6-7).

Indicators Links to Artifacts
Theoretical Foundations –

Candidates demonstrate foundational knowledge of the contribution of research to the past and current theory of educational communications and technology. (p. 242)

Method –

Candidates apply research methodologies to solve problems and enhance practice. (p. 243)

Assessing/Evaluating –

Candidates apply formal inquiry strategies in assessing and evaluating processes and resources for learning and performance. (p. 203)

Ethics –

Candidates conduct research and practice using accepted professional (p. 296) and institutional (p. 297) guidelines and procedures.

Parenthetical page references are to Educational Technology: A Definition with Commentary (2008, A. Januszewski & M. Molenda, Eds., Lawrence Erlbaum Assoc.)

The “old”  AECT Standards

AECT STANDARDS COURSE ARTIFACTS
STANDARD 1 DESIGNCandidates 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
Instructional Systems Design (ISD) is an organized procedure that includes the steps of analyzing, designing, developing, implementing, and evaluating instruction.
1.2 Message Design
Message design involves planning for the manipulation of the physical form of the message.
1.3 Instructional Strategies
Instructional strategies are specifications for selecting and sequencing events and activities within a lesson.
1.4 Learner Characteristics
Learner characteristics are those facets of the learner’s experiential background that impact the effectiveness of a learning process.
STANDARD 2 DEVELOPMENTCandidates demonstrate the knowledge, skills, and dispositions to develop instructional materials and experiences using print, audiovisual, computer-based, and integrated technologies.
2.1 Print Technologies
Print technologies are ways to produce or deliver materials, such as books and static visual materials, primarily through mechanical or photographic printing processes.
2.2 Audiovisual Technologies
Audiovisual technologies are ways to produce or deliver materials by using mechanical devices or electronic machines to present auditory and visual messages.
2.3 Computer-Based Technologies
Computer-based technologies are ways to produce or deliver materials using microprocessor-based resources.
2.4 Integrated Technologies
Integrated technologies are ways to produce and deliver materials which encompass several forms of media under the control of a computer.
STANDARD 3 UTILIZATIONCandidates 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
Media utilization is the systematic use of resources for learning.
3.2 Diffusion of Innovations
Diffusion of innovations is the process of communicating through planned strategies for the purpose of gaining 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 MANAGEMENTCandidates 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 EVALUATIONCandidates 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.

Here is a link the AECT standards in more detail.

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