AECT Artifacts
Standards | Links to Artifacts |
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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. |
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1.1 Instructional Systems Design |
ED TECH 503 Instructional Design Report |
1.2 Message Design Message design involves planning for the manipulation of the physical form of the message. |
ED TECH 506 World History Wrap Up |
1.3 Instructional Strategies Instructional strategies are specifications for selecting and sequencing events and activities within a lesson. |
ED TECH 502 Virtual Fieldtrip ED TECH 541 Networking Fieldtrip |
1.4 Learner Characteristics Learner characteristics are those facets of the learner's experiential background that impact the effectiveness of a learning process. |
ED TECH 506 World History Wrap Up |
STANDARD 2 DEVELOPMENT Candidates demonstrate the knowledge, skills, and dispositions to develop instructional materials and experiences using print, audiovisual, computer-based, and integrated technologies. |
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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. |
ED TECH 506 Bulletin Board wording |
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. |
ED TECH 533 YouTube Channel ED TECH 541 |
2.3 Computer-Based Technologies Computer-based technologies are ways to produce or deliver materials using microprocessor-based resources. |
ED TECH 541 Holocaust Unit ED TECH 502 What's in a name? |
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. |
ED TECH 541 Spreadsheet lesson |
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. |
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3.1 Media Utilization Media utilization is the systematic use of resources for learning. |
ED TECH 502 Ancient Greece Concept Map |
3.2 Diffusion of Innovations Diffusion of innovations is the process of communicating through planned strategies for the purpose of gaining adoption. |
ED TECH 501 Technology Usage Plan Collaborative Assignment |
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. |
ED TECH 541 Assistive Technology within Social Science Classrooms |
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. |
ED TECH 502 Netiquite website ED TECH 541 Internet Safety |
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. |
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4.1 Project Management Project management involves planning, monitoring, and controlling instructional design and development projects. |
ED TECH 505 Evaluation Proposal |
4.2 Resource Management Resource management involves planning, monitoring, and controlling resource support systems and services. |
ED TECH 501 |
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. |
ED TECH 541 |
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. |
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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. |
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5.1 Problem Analysis Problem analysis involves determining the nature and parameters of the problem by using information-gathering and decision-making strategies. |
ED TECH 541 Relative Advantage Chart |
5.2 Criterion-Referenced Measurement Criterion-referenced measurement involves techniques for determining learner mastery of pre-specified content. |
ED TECH 502 Webquest |
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. |
ED TECH 505 Evaluation Proposal |
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. |
ED TECH 551 |