Mission Accomplished
Throughout this course we have attended the objectives of the Boise State University Masters in Education Technology conceptual frameworks, missions and standards (listed below). I have developed several learning products that integrate appropriate technological processes and resources based on instructional design principles coupled with student-centered pedagogy.
For nearly all coursework products, I evaluated relative advantages of each technology tool to generate effective learning opportunities for my content area. I expanded my repertoire of current and emergent tools, gaining knowledge and skills, as I worked through standards-aligned lessons I designed for my students or reflected on how technology is shaping education in the world and in my own classroom. Probably the most valuable lessons for me center around social networking and diverse perspectives. I truly appreciate tapping the expertise and diverse resources outside of my classroom, expanding my students’ world view, and connecting them to possible solutions and actions. I grow when my students grow beyond me and my knowledge.
I have listed the AECT standards below and the EdTech541 projects associated with each standard. Interestingly, the classwork seemed to fall into two broad categories: technology-rich lessons for students and professional development for me. In the former are most of the products from this class. I am a teacher so I design lessons for students whenever feasible. One of my goals is to consistently provide students with the best opportunities to grow as individuals, and arm them with the knowledge and skills they will need to reach their own goals. Each lesson was designed with attention to instructional strategies, general learner traits, message delivery and development using the best matched level of technology for the objectives. Lessons were also aligned with state standards in tenth grade Biology, plus information technology and state common core. In the second category are projects that meet professional development goals for myself and others. The networking webquest, relative advantage chart, technology for special needs, instructional software products and blog entries helped me define how technology is shaping education, our students and the world. Through this research and writing, I also clarified my rationales for integrating technology in the classroom.
For nearly all coursework products, I evaluated relative advantages of each technology tool to generate effective learning opportunities for my content area. I expanded my repertoire of current and emergent tools, gaining knowledge and skills, as I worked through standards-aligned lessons I designed for my students or reflected on how technology is shaping education in the world and in my own classroom. Probably the most valuable lessons for me center around social networking and diverse perspectives. I truly appreciate tapping the expertise and diverse resources outside of my classroom, expanding my students’ world view, and connecting them to possible solutions and actions. I grow when my students grow beyond me and my knowledge.
I have listed the AECT standards below and the EdTech541 projects associated with each standard. Interestingly, the classwork seemed to fall into two broad categories: technology-rich lessons for students and professional development for me. In the former are most of the products from this class. I am a teacher so I design lessons for students whenever feasible. One of my goals is to consistently provide students with the best opportunities to grow as individuals, and arm them with the knowledge and skills they will need to reach their own goals. Each lesson was designed with attention to instructional strategies, general learner traits, message delivery and development using the best matched level of technology for the objectives. Lessons were also aligned with state standards in tenth grade Biology, plus information technology and state common core. In the second category are projects that meet professional development goals for myself and others. The networking webquest, relative advantage chart, technology for special needs, instructional software products and blog entries helped me define how technology is shaping education, our students and the world. Through this research and writing, I also clarified my rationales for integrating technology in the classroom.
AECT Standards Met During 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.
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.
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.
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.
Audiovisual technologies are generally linear in nature, represent real and abstract ideas, and
allow for learner interactivity dependent on teacher application.
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.
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.
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
Utilization is the decision-making process of implementation based on instructional design
specifications.
With an ultimate goal of bringing about change, the process includes stages such as awareness,
interest, trial, and adoption.
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.
- Computer Networks and the Cloud - Professional Development WebQuest
- Integrating the Internet - Genetic Testing Lesson
- Social Media and Applied Ecology Lesson
- Digital Stories for Science
- Letters from Darwin (History & Science)
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.
- Computer Networks and the Cloud - Professional Development WebQuest
- Integrating the Internet - Genetic Testing Lesson
- Social Media and Applied Ecology Lesson
- Digital Stories for Science
- Letters from Darwin (History & Science)
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.
- Computer Networks and the Cloud - Professional Development WebQuest
- Integrating the Internet - Genetic Testing Lesson
- Social Media and Applied Ecology Lesson
- Digital Stories for Science
- Letters from Darwin (History & Science)
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.
- Hypermedia Integration - DNA lesson
- Letters from Darwin (History & Science)
- Integrating the Internet - Genetic Testing Lesson
Audiovisual technologies are generally linear in nature, represent real and abstract ideas, and
allow for learner interactivity dependent on teacher application.
- Social Media and Applied Ecology Lesson
- Digital Stories for Science
- Letters from Darwin (History & Science)
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.
- Social Media and Applied Ecology Lesson
- Digital Stories for Science
- Letters from Darwin (History & Science)
- Hypermedia Integration - DNA lesson
- Computer Networks and the Cloud - Professional Development WebQuest
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.
- Social Media and Applied Ecology Lesson
- Digital Stories for Science
- Letters from Darwin (History & Science)
- Hypermedia Integration - DNA lesson
- Computer Networks and the Cloud - Professional Development WebQuest
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
Utilization is the decision-making process of implementation based on instructional design
specifications.
- Relative Advantages Chart
- Spreadsheets and Databases
- Instructional Software
- Computer Networks and the Cloud - Professional Development WebQuest
With an ultimate goal of bringing about change, the process includes stages such as awareness,
interest, trial, and adoption.
Department of Educational Technology Mission
"The Department of Educational Technology supports the study and practice of facilitating and improving learning of a diverse population by creating, using, managing, and evaluating appropriate technological processes and resources. Believing technology is a tool that enhances and expands the educational environment, we promote the use of current and emergent technologies for teaching and learning in a dynamic global society. Educational technologists are leaders and innovators, serving in institutions of higher education, public or private school settings, federal, state, or local educational agencies, and educational organizations in the private sector."
BSU College of Education, Conceptual Framework: The Professional Educator
"Boise State University strives to develop knowledgeable educators who integrate complex roles and dispositions in the service of diverse communities of learners. Believing that all children, adolescents, and adults can learn, educators dedicate themselves to supporting that learning. Using effective approaches that promote high levels of student achievement, educators create environments that prepare learners to be citizens who contribute to a complex world. Educators serve learners as reflective practitioners, scholars and artists, problem solvers, and partners."
"The Department of Educational Technology supports the study and practice of facilitating and improving learning of a diverse population by creating, using, managing, and evaluating appropriate technological processes and resources. Believing technology is a tool that enhances and expands the educational environment, we promote the use of current and emergent technologies for teaching and learning in a dynamic global society. Educational technologists are leaders and innovators, serving in institutions of higher education, public or private school settings, federal, state, or local educational agencies, and educational organizations in the private sector."
BSU College of Education, Conceptual Framework: The Professional Educator
"Boise State University strives to develop knowledgeable educators who integrate complex roles and dispositions in the service of diverse communities of learners. Believing that all children, adolescents, and adults can learn, educators dedicate themselves to supporting that learning. Using effective approaches that promote high levels of student achievement, educators create environments that prepare learners to be citizens who contribute to a complex world. Educators serve learners as reflective practitioners, scholars and artists, problem solvers, and partners."