Department of Educational Technology Mission
"The Department of Educational Technology supports the study and practice of facilitating and improving learning of a diverse population by creating, using, managing, and evaluating appropriate technological processes and resources. Believing technology is a tool that enhances and expands the educational environment, we promote the use of current and emergent technologies for teaching and learning in a dynamic global society. Educational technologists are leaders and innovators, serving in institutions of higher education, public or private school settings, federal, state, or local educational agencies, and educational organizations in the private sector."
College of Education: 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."
Reflection
Below, I have listed the AECT standards that I have met through completing my course assignments. On my learning log, I chart which standard is specifically met by each assignment, but here I want to expound on how I met these standards in the context of the statements above.
As noted above, BSU's EdTech department supports "creating, using, managing, and evaluating appropriate technological processes and resources." I feel I have done each one of these throughout the course. I have had to think through the relative advantage of each tool we have used. I have created complete lessons that integrate multiple technologies and strategies. I have tried to find the best technological fit to meet a given need. I have explored the complex issues surrounding emerging technologies and created material that can be used for professional development and in the classroom. Appropriate use of these tools truly contributes to a "dynamic global society." Aligning with the College of Education's conceptual framework, I feel better prepared to serve "diverse communities of learners" by promoting "high levels of student achievement." After this course I am equipped with better skills to "prepare learners to be citizens who contribute to a complex world."
As noted above, BSU's EdTech department supports "creating, using, managing, and evaluating appropriate technological processes and resources." I feel I have done each one of these throughout the course. I have had to think through the relative advantage of each tool we have used. I have created complete lessons that integrate multiple technologies and strategies. I have tried to find the best technological fit to meet a given need. I have explored the complex issues surrounding emerging technologies and created material that can be used for professional development and in the classroom. Appropriate use of these tools truly contributes to a "dynamic global society." Aligning with the College of Education's conceptual framework, I feel better prepared to serve "diverse communities of learners" by promoting "high levels of student achievement." After this course I am equipped with better skills to "prepare learners to be citizens who contribute to a complex world."
AECT Standards met through this course
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 materials
and 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 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
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
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.
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 materials
and 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 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
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
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.