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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. 
 
  • 1.1 Instructional Systems Design (ISD) - Video Integration Lesson Plan
         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 - Social Studies in the Content Area
         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 - Instructional Software Presentation
         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 - Adaptive/Assistive Technology Presentation
         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 - Social Studies in The Content Area
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 - Presentations
        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  Community Building and Social Networking Project
        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 - Science in the Content Area
        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 - Community Building and Social Networking Project
        Utilization is the decision-making process of implementation based on instructional design 
        specifications. 
 
  • 3.2 Diffusion of Innovations - Acceptable Use Policy
        With an ultimate goal of bringing about change, the process includes stages such as awareness, 
        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.
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