AECT Standards
BSU EdTech Mission Statement: "Empower learners to be evolving digital citizens who advocate cultural understanding and global responsibility." (Boise State Department of Educational Technology's program mission)
BSU College of Education 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." (BSU's College of Education conceptual framework)
The projects in this course helped me achieve design, development, and utilization objectives surrounding technology integration opportunities in a K-12 educational setting. These projects required a careful look at the learners, the message, and the relative advantages of using specific technology-driven instructional strategies. These strategies incorporated print, audiovisual, computer-based, and integrated technologies. The learning materials I created were research-driven and based on trusted resources and current theories of best practices in education.
BSU College of Education 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." (BSU's College of Education conceptual framework)
The projects in this course helped me achieve design, development, and utilization objectives surrounding technology integration opportunities in a K-12 educational setting. These projects required a careful look at the learners, the message, and the relative advantages of using specific technology-driven instructional strategies. These strategies incorporated print, audiovisual, computer-based, and integrated technologies. The learning materials I created were research-driven and based on trusted resources and current theories of best practices in education.
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) (Hypermedia Integration, Internet-Enriched Lesson) These projects were created systematically to ensure they addressed appropriate subject matter material and authentic learning contexts, and included a learning process specifically designed to meet the stated goals. I created the instructional materials to aid in students' development of content area skills as well as technology skills. These projects are ready to implement and test in content.
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 (Networking Virtual Tour, Instructional Software, Hypermedia Integration, Internet-Enriched Lesson, Social Media Networking, Content-Area Activities) Selecting appropriate learning theories was required to ensure the message design maximized attention, perception, and retention. In all cases, the task and the instructional methods were selected to maximize student participation, understanding of new material, and development of 21st century skills.
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 (Relative Advantage Chart, Spreadsheet Activity, Hypermedia Integration, Internet-Enriched Lesson, Social Media Networking, Content-Area Activities, Assistive/Adaptive Technologies) These projects are diverse in their level of difficulty and learner objectives. The instructional strategies include scaffolding as much as possible so that students build confidence and skills to work independently or collaboratively with their peers.
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 (Instructional Software, Hypermedia Integration, Content-Area Activities, Assistive/Adaptive Technologies) When designing a technology-integrated lesson, it's important to know the target audience. These projects cater to fifth grade learners in a science class. The learner characteristics include motivation, interests, background knowledge in science, reading comprehension levels, and technology exposure and skill sets. All projects were developed with a consideration of the general characteristics of these students.
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 materials and experiences using print, audiovisual, computer-based, and integrated technologies. The materials for this course required me to design learning experiences that included a combination of print, audiovisual, computer-based, and integrated technologies using popular, effective, and trusted tools.
2.1 Print Technologies (Spreadsheet Activity, Content-Area Activities)
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 (Network Virtual Tour, Instructional Software, Spreadsheet Activity, Hypermedia Integration, Internet-Enriched Lesson, Social Media Networking, Content-Area Activities, Assistive/Adaptive 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 (Network Virtual Tour, Instructional Software, Interactive Presentation, Spreadsheet Activity, Hypermedia Integration, Internet-Enriched Lesson, Social Media Networking, Content-Area Activities, Assistive/Adaptive Technologies)
Computer-based technologies represent electronically stored information in the form of digital data. 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 (Network Virtual Tour, Instructional Software, Spreadsheet Activity, Hypermedia Integration, Internet-Enriched Lesson, Social Media Networking, Content-Area Activities)
Integrated technologies are typically hypermedia environments which allow for: (a) various levels of 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.
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) (Hypermedia Integration, Internet-Enriched Lesson) These projects were created systematically to ensure they addressed appropriate subject matter material and authentic learning contexts, and included a learning process specifically designed to meet the stated goals. I created the instructional materials to aid in students' development of content area skills as well as technology skills. These projects are ready to implement and test in content.
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 (Networking Virtual Tour, Instructional Software, Hypermedia Integration, Internet-Enriched Lesson, Social Media Networking, Content-Area Activities) Selecting appropriate learning theories was required to ensure the message design maximized attention, perception, and retention. In all cases, the task and the instructional methods were selected to maximize student participation, understanding of new material, and development of 21st century skills.
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 (Relative Advantage Chart, Spreadsheet Activity, Hypermedia Integration, Internet-Enriched Lesson, Social Media Networking, Content-Area Activities, Assistive/Adaptive Technologies) These projects are diverse in their level of difficulty and learner objectives. The instructional strategies include scaffolding as much as possible so that students build confidence and skills to work independently or collaboratively with their peers.
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 (Instructional Software, Hypermedia Integration, Content-Area Activities, Assistive/Adaptive Technologies) When designing a technology-integrated lesson, it's important to know the target audience. These projects cater to fifth grade learners in a science class. The learner characteristics include motivation, interests, background knowledge in science, reading comprehension levels, and technology exposure and skill sets. All projects were developed with a consideration of the general characteristics of these students.
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 materials and experiences using print, audiovisual, computer-based, and integrated technologies. The materials for this course required me to design learning experiences that included a combination of print, audiovisual, computer-based, and integrated technologies using popular, effective, and trusted tools.
2.1 Print Technologies (Spreadsheet Activity, Content-Area Activities)
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 (Network Virtual Tour, Instructional Software, Spreadsheet Activity, Hypermedia Integration, Internet-Enriched Lesson, Social Media Networking, Content-Area Activities, Assistive/Adaptive 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 (Network Virtual Tour, Instructional Software, Interactive Presentation, Spreadsheet Activity, Hypermedia Integration, Internet-Enriched Lesson, Social Media Networking, Content-Area Activities, Assistive/Adaptive Technologies)
Computer-based technologies represent electronically stored information in the form of digital data. 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 (Network Virtual Tour, Instructional Software, Spreadsheet Activity, Hypermedia Integration, Internet-Enriched Lesson, Social Media Networking, Content-Area Activities)
Integrated technologies are typically hypermedia environments which allow for: (a) various levels of 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 (Relative Advantage Chart, Network Virtual Tour, Instructional Software, Interactive Presentation, Spreadsheet Activity, Hypermedia Integration, Internet-Enriched Lesson, Social Media Networking, Content-Area Activities) All projects required a utilization of diverse forms of media, both print and internet-based (research/professional and social media).
Utilization is the decision-making process of implementation based on instructional design specifications.
3.2 Diffusion of Innovations (Relative Advantage Chart, Vision Statement, Instructional Software, Interactive Presentation, Spreadsheet Activity, Hypermedia Integration, Internet-Enriched Lesson, Social Media Networking, Content-Area Activities, Assistive/Adaptive Technologies) Experimentation was at the heart of project design for this course. The course materials offered resources that encouraged an awareness of potential tools. As instructional designer, I explored these tools and choose the most appropriate ones to address the students' needs and curricular objectives. In many cases, these will be new tools and methods for students.
With an ultimate goal of bringing about change, the process includes stages such as awareness, interest, trial, and adoption.
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 (Relative Advantage Chart, Network Virtual Tour, Instructional Software, Interactive Presentation, Spreadsheet Activity, Hypermedia Integration, Internet-Enriched Lesson, Social Media Networking, Content-Area Activities) All projects required a utilization of diverse forms of media, both print and internet-based (research/professional and social media).
Utilization is the decision-making process of implementation based on instructional design specifications.
3.2 Diffusion of Innovations (Relative Advantage Chart, Vision Statement, Instructional Software, Interactive Presentation, Spreadsheet Activity, Hypermedia Integration, Internet-Enriched Lesson, Social Media Networking, Content-Area Activities, Assistive/Adaptive Technologies) Experimentation was at the heart of project design for this course. The course materials offered resources that encouraged an awareness of potential tools. As instructional designer, I explored these tools and choose the most appropriate ones to address the students' needs and curricular objectives. In many cases, these will be new tools and methods for students.
With an ultimate goal of bringing about change, the process includes stages such as awareness, interest, trial, and adoption.