AECT Standards, 2012 version (Retrieved from www.AECT.org)

AECT Standard 1 - Content Knowledge

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:

• Creating - Candidates demonstrate the ability to create instructional materials and learning environments using a variety of systems approaches. (p. 81)1

• 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

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:

• 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 grounded in reflective practice. (p. 116-117)

• 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

AECT Standard 3 (Learning Environments): Candidates facilitate learning by creating, using, evaluating, and managing effective learning environments. (p. 1, 41)

Indicators:

• 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 based on principles, theories, and effective practices. (pp. 8-9, 122, 168-169, 246)

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

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

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

• 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

AECT Standard 4 (Professional Knowledge and Skills): Candidates design, develop, implement, and evaluate technology-rich learning environments within a supportive community of practice.

Indicators:

• 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

AECT Standard 5 (Research): Candidates explore, evaluate, synthesize, and apply methods of inquiry to enhance learning and improve performance (pp. 4, 6-7).

Indicators:

• 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 and institutional guidelines and procedures. (p. 296-7)

How I have adhered to the BSU EdTech Mission Statement

Boise State University’s EdTech Mission statement is as follows: “Empower learners to be evolving digital citizens who advocate cultural understanding and global responsibility”. I have no doubt that I am adhering to this mission statement as I move through my Master’s program. The class I took (EdTech 554) has given me many chances to learn about new technology and teaching methods while enhancing my use of technology in my classroom. Through this course, I was to focus on a subject and build a website around lessons and tools that could be used while teaching that subject. It was also meant to demonstrate my abilities as an Educational Technologist. 

How I have adhered to the Conceptual Framework of the College of Education

The College of Education Conceptual Framework for the Professional educator indicates that this school “strives to integrate complex roles in the service of a diverse community of learners”.  EdTech 554 gave me many opportunities to do so, for I am teaching students and helping mold a new teacher. Moreover, my peers know that I am working on this degree, and I have led several staff development sessions regarding integrating technology in the classroom. Teachers from all disciplines have taken the knowledge I have provided and used it to integrate technology into their lessons as well.

AECT standards Met through My Project

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.

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.

AECT Standard 3 (Learning Environments): Candidates facilitate learning (p. 41) by creating,

using, evaluating, and managing effective learning environments.

AECT Standard 4 (Professional Knowledge and Skills): Candidates design, develop, implement, and evaluate technology-rich learning environments within a supportive community of practice.

AECT Standard 5 (Research): Candidates explore, evaluate, synthesize, and apply methods of

inquiry to enhance learning (p. 4) and improve performance (pp. 6-7).

The projects associated with EdTech 554 have helped me to become a better teacher and a better mentor. I have used the lesson I created for a History assignment, for example, with my students after we read literature from the WWII Era. This lesson gave my students a true appreciation of what our soldiers do for them, and they took a virtual tour of Auschwitz that I created. The web page truly helped me to articulate how greatful we should all be to those who serve.

With my Multimedia presentations, I was able to help the teacher that I mentor to better understand the power of multimedia. She has since taken what she learned in my presentation and incorporated multimedia into her own lesson plans.

My  assignment helped me to meet the first three AECT standards. I had to demonstrate content knowledge (Standard 1) across a wide range of types of technology.  I then led a staff development session with my peers to demonstrate how to use these tools in the classroom (Standard 2). I basically had to convince my peers that Digitial Learning Experiences can be used as an effective classroom tool and reflect upon what I was suggesting (Standard 3).

Many of the lessons I created in EdTech 554 can be used by teachers of any discipline. Still, I have been constantly assessing and evaluating the lessons to determine if they meet content expectations and adhere to best practice. This meets Standards 1-3.

Finally, EdTech 554 required me to evaluate my work using research-based principles. Again, my History lesson incorporates current principles, meeting Standards 4 and 5.