AECT Standards - EDTECH 541
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)
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
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
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
1.4 Learner Characteristics
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
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
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
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
2.4 Integrated Technologies
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
3.1 Media Utilization
Utilization is the decision-making process of implementation based on instructional design
3.2 Diffusion of Innovations
With an ultimate goal of bringing about change, the process includes stages such as awareness,
interest, trial, and adoption.
Personal Narrative on Achieving the Standards
The Weebly website that I created for my course project and the weekly lesson activities all address Standard 1 Design of the AECT standards. The course itself was designed encompassing these standards. For me, viewing the course as a model helped guide me in the creation of my own materials. This was the first time I have worked with Weebly, and I have to say it is one of my new favorite tools. Having struggled with teaching myself how to use Google sites at work, Weebly is a nice change of pace. I enjoy designing my site and exploring the different features that Weebly has to offer.
In addition to designing a website for my course project, I also had to keep the AECT standards in mind when designing my learning activities throughout the course. Standard 2 addresses the Development of activities, and in this case specifically the multimedia technologies embedded throughout the activities. I explored, navigated, researched, and developed a diverse collection of cross curricular lessons that are meant to be dynamic. While a teacher may find one particular technology that they particularly like, say using YouTube in the classroom, it would be a misstep to use the technology over and over and over. Students will tire of the same routine regardless of the type of technology. To address AECT 3, utilizing technology in a dynamic way, and using different types of technology in the classroom, will keep the learning environment fresh and engaging.
As a school library media specialist, I have always been very concerned with how the face of the school library is changing. While it is true that I still see the advantages of having a solid and current collection of books on hand for students to check out, especially to promote reading and literacy, mobile learning is becoming mainstream. Having access to materials wherever and whenever is important for the 21st century learners of any age and discovering and promoting the various resources available on the Internet to students is a professional goal that meets various technology and information literacy skills standards.
I see a direct connection with my professional goals and Boise State University Ed Tech’s mission statement in the sense that I strive to locate, evaluate, and integrate digital literacies in my lessons that I create. I believe my assignments are a solid example of using, modeling, and promoting digital technologies. Another aspect of the mission statement that is very important to me is promoting the ethical use of technology. Proper citation of resources, images, videos, and music is a necessary component of teaching digital literacies.
As a professional educator, I will be remiss to say that my project is perfect. I worked very hard on it, and I am quite pleased with my work. However, it does not mean that over the course of time and instructional practice there is no need for improvement. My goal is take the knowledge learned and materials created and constantly revise and reflect on how I can improve my classroom for the students. Education is a dynamic field that should not be composed of static curriculum.