AECT Course Standards
Below is a list of AECT Standards met by the activities and products in 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.
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.
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.
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.
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.
photographic representation and reproduction. Print and visual materials provide a foundation for
the development and utilization of the majority of other instructional materials.
allow for learner interactivity dependent on teacher application.
data. Examples include computer-based instruction(CBI), computer-assisted instruction (CAI),
computer-managed instruction (CMI), telecommunications, electronic communications, and global
resource/reference access.
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.
specifications.
interest, trial, and adoption.
AECT Standards: 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.
Below is a list of AECT Standards met by the activities and products in 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) - Video Integration Lesson Plan
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 - Social Studies in the Content Area
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 - Instructional Software Presentation
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 - Adaptive/Assistive Technology Presentation
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 - Social Studies in The Content Area
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 - Presentations
allow for learner interactivity dependent on teacher application.
- 2.3 Computer-Based Technologies Community Building and Social Networking Project
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 - Science in the Content Area
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 - Community Building and Social Networking Project
specifications.
- 3.2 Diffusion of Innovations - Acceptable Use Policy
interest, trial, and adoption.
AECT Standards: 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.
