AECT Standards

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 Instructional Systems Design (ISD) is an organized procedure that includes the steps of analyzing, designing, developing, implementing, and evaluating instruction. [Netiquette] [Accessibility] [Concept Map] [Jigsaw Activity] [m-Learning] [CSS Templates] [Virtual Field Trip] [ID Analysis] [ID Concept Map] [English/LA Strategies] [Accessibility] [eBook] [Content Area] [Video integration] [Internet Activity] [Social Networking] [Spreadsheets] [Multimedia Presentations] [Instructional Software] [Instructional Software] [Periodic Table of Connectivism] [Relative Advantage Chart] [Vision Statement] [ID Project] [SME Review] [ARCS Model] [Assessment] [Learning Task Analysis] [ID Models] [Reading Quiz] [ID Reflections] [Evaluation Report] [Epistemology]
1.2 Message Design Message design involves planning for the manipulation of the physical form of the message. [English/LA Strategies] [Accessibility] [eBook] [Content Area] [Video integration] [Internet Activity] [Social Networking] [Curation Criteria] [Spreadsheets] [Multimedia Presentations] [Instructional Software] [Instructional Software] [Relative Advantage Chart] [Vision Statement] [Reading Quiz] [ID Analysis]
1.3 Instructional Strategies Instructional strategies are specifications for selecting and sequencing events and activities within a lesson. [Netiquette] [Accessibility] [Concept Map] [Jigsaw Activity] [m-Learning] [Virtual Field Trip] [Instructional Software] [ID Concept Map] [English/LA Strategies] [Accessibility] [eBook] [Content Area] [Video integration] [Internet Activity] [Social Networking] [Spreadsheets] [Multimedia Presentations] [Instructional Software] [Relative Advantage Chart] [Vision Statement] [ID Project] [ARCS Model] [Assessment] [ID Models] [Reading Quiz] [Webinars] [Connectivism] [Personal Growth and Connectivism] [Social Network Learning: Supporting Theory and Framework] [PLN and Footprint] [Epistemology] [Social Constructivism Theory]
1.4 Learner Characteristics Learner characteristics are those facets of the learner’s experiential background that impact the effectiveness of a learning process. [Netiquette] [Accessibility] [Concept Map] [Jigsaw Activity] [m-Learning] [Virtual Field Trip] [ID Analysis] [Instructional Software] [English/LA Strategies] [Accessibility] [eBook] [Content Area] [Video integration] [Internet Activity] [Social Networking] [Spreadsheets] [Multimedia Presentations] [Instructional Software] [Relative Advantage Chart] [Vision Statement] [ID Project] [SME Review] [ARCS Model] [Assessment] [Learning Task Analysis] [Reading Quiz] [ID Analysis] [Annotated Bibliography] [Epistemology]
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 are ways to produce or deliver materials, such as books and static visual materials, primarily through mechanical or photographic printing processes. [Grant Proposal] [Video integration] [English/LA Strategies] [Accessibility] [eBook] [Content Area] [Internet Activity] [Social Networking] [Spreadsheets] [Multimedia Presentations] [Instructional Software] [Instructional Software] [Relative Advantage Chart] [Vision Statement] [ID Project] [ARCS Model]
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. [Grant Proposal] [Video integration] [Content Area] [English/LA Strategies] [Accessibility] [eBook] [Content Area] [Internet Activity] [Social Networking] [Spreadsheets] [Multimedia Presentations] [Instructional Software] [Instructional Software] [Relative Advantage Chart] [Vision Statement] [Webinars] [PLN and Footprint] [Educational Technology]
2.3 Computer-Based Technologies Computer-based technologies are ways to produce or deliver materials using microprocessor-based resources. [Netiquette] [Accessibility] [Concept Map] [Jigsaw Activity] [m-Learning] [CSS Templates] [Virtual Field Trip] [Grant Proposal] [Computer Networking] [Instructional Software] [ID Concept Map] [Multimedia Presentations] [Social Networking] [Internet Activity] [Video integration] [Vodcast] [Content Area] [eBook] [English/LA Strategies] [Accessibility] [Content Area] [Spreadsheets] [Relative Advantage Chart] [Vision Statement] [ID Project] [ARCS Model] [ID Models] [Reading Quiz] [Webinars] [Connectivism] [Twitter Power] [NETS Curation] [Curation Criteria] [Social Network Learning Reflection] [Social Media Policy] [Growing my Personal Learning Environment] [Personal Growth and Connectivism] [Social Network Learning: Supporting Theory and Framework] [PLN and Footprint] [Educational Technology]
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. [Netiquette] [Accessibility] [Concept Map] [Jigsaw Activity] [m-Learning] [CSS Templates] [Virtual Field Trip] [Computer Networking] [Relative Advantage] [Instructional Software] [Multimedia Presentations] [Social Networking] [Internet Activity] [Video integration] [Vodcast] [Content Area] [eBook] [English/LA Strategies] [Accessibility] [Content Area] [Spreadsheets] [Vision Statement] [Reading Quiz] [Connectivism] [Webinars] [Twitter Power] [Periodic Table of Connectivism] [NETS Curation] [Curation Criteria] [Annotated Bibliography] [Social Network Learning Reflection] [Social Media Policy] [Growing my Personal Learning Environment] [Personal Growth and Connectivism] [Social Network Learning: Supporting Theory and Framework] [PLN and Footprint] [Educational Technology]
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 Media utilization is the systematic use of resources for learning. [Tech Trends] [RSS Feeds] [Tech Use Planning Overview] [Tech Use Plan Presentation] [Grant Proposal] [Computer Networking] [ID Concept Map] [Multimedia Presentations] [Social Networking] [Internet Activity] [Video integration] [Vodcast] [Content Area] [eBook] [English/LA Strategies] [Accessibility] [Content Area] [Spreadsheets] [Instructional Software] [Relative Advantage Chart] [Vision Statement] [ID Project] [ARCS Model] [ID Models] [Webinars] [Connectivism] [Growing my Personal Learning Environment] [Periodic Table of Connectivism] [Personal Growth and Connectivism] [Social Media Policy]  [Evaluation Report] [Social Network Learning: Supporting Theory and Framework] [PLN and Footprint]
3.2 Diffusion of Innovations Diffusion of innovations is the process of communicating through planned strategies for the purpose of gaining adoption. [Digital Inequality] [Tech Trends] [English/LA Strategies] [Accessibility] [eBook] [Content Area] [Video integration] [Internet Activity] [Social Networking] [Spreadsheets] [Multimedia Presentations] [Instructional Software] [Relative Advantage Chart] [Vision Statement] [Annotated Bibliography] [NETS Curation] [Curation Criteria] [Growing my Personal Learning Environment] [Personal Growth and Connectivism]  [Social Network Learning Reflection] [Social Media Policy] [Growing my Personal Learning Environment] [Connectivism] [Periodic Table of Connectivism] [Personal Growth and Connectivism] [Evaluation Report] [Social Network Learning: Supporting Theory and Framework]
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. [RSS Feeds] [ID Project] [ARCS Model] [Annotated Bibliography] [NETS Curation] [Connectivism] [Evaluation Report] [Twitter Power] [Personal Growth and Connectivism] [Social Network Learning: Supporting Theory and Framework]
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. [Elements] [Digital Inequality] [Grant Proposal] [Evaluation Report] [Social Media Policy] [Curation Criteria]
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. [Grant Proposal]
4.1 Project Management Project management involves planning, monitoring, and controlling instructional design and development projects.[School Evaluation Summary] [Evaluation Report]
4.2 Resource Management Resource management involves planning, monitoring, and controlling resource support systems and services. [Digital Inequality] [Grant Proposal]
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. [RSS Feeds] [PLN and Footprint] [Periodic Table of Connectivism]
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. [RSS Feeds] [Grant Proposal]
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.
5.1 Problem Analysis Problem analysis involves determining the nature and parameters of the problem by using information-gathering and decision-making strategies. [School Evaluation Summary] [ID Project] [ARCS Model] [Evaluation Report]
5.2 Criterion-Referenced Measurement Criterion-referenced measurement involves techniques for determining learner mastery of pre-specified content. [ID Project] [ARCS Model] [Evaluation Report]
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. [School Evaluation Summary] [Grant Proposal] [ID Project] [ARCS Model] [Reading Quiz] [Evaluation Report] [Periodic Table of Connectivism]
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. [Tech Use Plan Presentation] [Evaluation Report]

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