Boise State University Educational Technology Mission Statement
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."
College of Education: 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."
Reflection
The Educational Technology Department at Boise State University outlines in their mission statement that they "support the study and practice of facilitating and improving learning of a diverse population by creating, using, managing, and evaluating appropriate technological processes and resources". This course, EdTech541, has provided me with the tools and knowledge necessary to meet this goal. Throughout this semester I have "created, used, managed, and evaluated" many technological tools as they relate to "improving learning of a diverse population". Below are the current standards for Professional Education Programs outlined by the Association for Educational Communications and Technology and how they relate to each of my projects created in this course.
This course has not only allowed me to develop my instructional practice, it has encouraged me to improve as a professional educator. I have learned how to "integrate complex roles" in order to support "high levels of student achievement" and utilize online professional connections in order to prepare students to "contribute to a complex world".
"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."
College of Education: 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."
Reflection
The Educational Technology Department at Boise State University outlines in their mission statement that they "support the study and practice of facilitating and improving learning of a diverse population by creating, using, managing, and evaluating appropriate technological processes and resources". This course, EdTech541, has provided me with the tools and knowledge necessary to meet this goal. Throughout this semester I have "created, used, managed, and evaluated" many technological tools as they relate to "improving learning of a diverse population". Below are the current standards for Professional Education Programs outlined by the Association for Educational Communications and Technology and how they relate to each of my projects created in this course.
This course has not only allowed me to develop my instructional practice, it has encouraged me to improve as a professional educator. I have learned how to "integrate complex roles" in order to support "high levels of student achievement" and utilize online professional connections in order to prepare students to "contribute to a complex world".
Association for Educational Communications and Technology Standards
STANDARDS
AECT Standard 1 (Content Knowledge): Candidates demonstrate the knowledge necessary to create, use, assess, and manage theoretical and practical applications of educational technologies and processes. 1.1 Creating – Candidates demonstrate the ability to create instructional materials and learning environments using a variety of systems approaches. (p. 81) 1.2 Using – Candidates demonstrate the ability to select and use technological resources and processes to support student learning and to enhance their pedagogy. (p. 141) 1.3 Assessing/Evaluating – Candidates demonstrate the ability to assess and evaluate the effective integration of appropriate technologies and instructional materials. 1.4 Managing – Candidates demonstrate the ability to effectively manage people, processes, physical infrastructures, and financial resources to achieve predetermined goals. (p. 178) 1.5 Ethics – Candidates demonstrate the contemporary professional ethics of the field as defined and developed by the Association for Educational Communications and Technology. (p. 284) AECT Standard 2 (Content Pedagogy): Candidates develop as reflective practitioners able to demonstrate effective implementation of educational technologies and processes based on contemporary content and pedagogy. 2.1 Creating – Candidates apply content pedagogy to create appropriate applications of processes and technologies to improve learning and performance outcomes. (p. 1) 2.2 Using – Candidates implement appropriate educational technologies and processes based on appropriate content pedagogy. (p. 141) 2.3 Assessing/Evaluating – Candidates demonstrate an inquiry process that assesses the adequacy of learning and evaluates the instruction and implementation of educational technologies and processes (p. 116-117) grounded in reflective practice. 2.4 Managing – Candidates manage appropriate technological processes and resources to provide supportive learning communities, create flexible and diverse learning environments, and develop and demonstrate appropriate content pedagogy. (p. 175-193) 2.5 Ethics – Candidates design and select media, technology, and processes that emphasize the diversity of our society as a multicultural community. (p. 296) AECT Standard 3 (Learning Environments): Candidates facilitate learning (p. 41) by creating, using, evaluating, and managing effective learning environments. (p. 1) 3.1 Creating – Candidates create instructional design products based on learning principles and research-based best practices. (pp. 8, 243-245, 246) 3.2 Using – Candidates make professionally sound decisions in selecting appropriate processes and resources to provide optimal conditions for learning (pp. 122, 169) based on principles, theories, and effective practices. (pp. 8-9, 168-169, 246) 3.3 Assessing/Evaluating – Candidates use multiple assessment strategies (p. 53) to collect data for informing decisions to improve instructional practice, learner outcomes, and the learning environment. (pp. 5-6) 3.4 Managing – Candidates establish mechanisms (p. 190) for maintaining the technology infrastructure (p. 234) to improve learning and performance. (p. 238) 3.5 Ethics – Candidates foster a learning environment in which ethics guide practice that promotes health, safety, best practice (p. 246), and respect for copyright, Fair Use, and appropriate open access to resources. (p. 3) 3.6 Diversity of Learners – Candidates foster a learning community that empowers learners with diverse backgrounds, characteristics, and abilities. (p. 10) AECT Standard 4 (Professional Knowledge and Skills): Candidates design, develop, implement, and evaluate technology-rich learning environments within a supportive community of practice. 4.1 Collaborative Practice – Candidates collaborate with their peers and subject matter experts to analyze learners, develop and design instruction, and evaluate its impact on learners. 4.2 Leadership – Candidates lead their peers in designing and implementing technology-supported learning. 4.3 Reflection on Practice – Candidates analyze and interpret data and artifacts and reflect on the effectiveness of the design, development and implementation of technology-supported instruction and learning to enhance their professional growth. 4.4 Assessing/Evaluating – Candidates design and implement assessment and evaluation plans that align with learning goals and instructional activities. 4.5 Ethics – Candidates demonstrate ethical behavior within the applicable cultural context during all aspects of their work and with respect for the diversity of learners in each setting. AECT Standard 5 (Research): Candidates explore, evaluate, synthesize, and apply methods of inquiry to enhance learning (p. 4) and improve performance (pp. 6-7). 5.1 Theoretical Foundations – Candidates demonstrate foundational knowledge of the contribution of research to the past and current theory of educational communications and technology. (p. 242) 5.2 Method – Candidates apply research methodologies to solve problems and enhance practice. (p. 243) 5.3 Assessing/Evaluating – Candidates apply formal inquiry strategies in assessing and evaluating processes and resources for learning and performance. (p. 203) 5.4 Ethics – Candidates conduct research and practice using accepted professional (p. 296) and institutional (p. 297) guidelines and procedures.NOTE: Parenthetical page references are to Educational Technology: A Definition with Commentary (2008, A. Januszewski & M. Molenda, Eds., Lawrence Erlbaum Assoc.) |
ARTICLES
Standard 1 Content Knowledge 1.1 - Instructional Software Presentation 1.2 - Relative Advantage Chart 1.3 - Video Integration Lesson Using the Internet for Instruction Community Building and Social Media Lesson 1.4 - Community Building and Social Media Lesson - ? 1.5 - Standard 2 Content Pedagogy 2.1 - Spreadsheet and Database Project 2.2 - Relative Advantage Chart Assistive Technology 2.3 - 2.4 - Community Building and Social Media Lesson 2.5 - Content Area Unit Relative Advantage Chart Standard 3 Learning Environment 3.1 - Instructional Software Presentation 3.2 - Instructional Software Presentation Relative Advantage Chart 3.3 - 3.4 - 3.5 - 3.6 - Assistive Technology Standard 4 Professional Knowledge and Skills 4.1 - 4.2 - 4.3 - Learning Log 4.4 - 4.5 - Standard 5 Research 5.1 - 5.2 - 5.3 - 5.4 - |