AECT Standards

This following table aligns artifacts completed during the MET program to AECT standards.

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)
Instructional systems design is an organized procedure that   includes the steps of analyzing, designing, developing, implementing, and   evaluating instruction.
1.2 Message Design
Message design involves planning for the manipulation of the   physical form of the message.
1.3 Instructional   Strategies
Instructional   strategies are specifications for selecting and sequencing events and   activities within a lesson.
1.4 Learner   Characteristics 
Learner characteristics are those facets of the learner’s   experiential background that impact the effectiveness of a learning process.

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 are ways to produce or deliver materials, such as books and   static visual materials, primarily through mechanical or photographic   printing processes.
2.2 Audiovisual   Technologies
Audiovisual   technologies are ways to produce or deliver materials by using mechanical   devices or electronic machines to present auditory and visual messages.
2.3 Computer-Based   Technologies
Computer-based technologies are ways to produce or deliver   materials using microprocessor-based resources.
2.4 Integrated Technologies
Integrated   technologies are ways to produce and deliver materials which encompass   several forms of media under the control of a computer.

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
Media utilization is the systematic use of resources for   learning.
3.2 Diffusion of Innovations
Diffusion   of innovations is the process of communicating through planned strategies for   the purpose of gaining adoption.
3.3 Implementation and   Institutionalization
Implementation   is using instructional materials or strategies in real (not simulated)   settings. Institutionalization is the continuing, routine use of the   instructional innovation in the structure and culture of an organization.
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.

Standard 4: Management

Candidates demonstrate knowledge, skills, and   dispositions to plan, organize, coordinate, and supervise instructional   technology by applying principles of project, resource, delivery system, and   information management.

4.1 Project Management
Project management involves planning, monitoring, and   controlling instructional design and development projects.
4.2 Resource   Management
Resource management involves planning, monitoring, and controlling   resource support systems and services.
4.3 Delivery System Management
Delivery system management involves planning, monitoring and   controlling ‘the method by which distribution of instructional materials is   organized’ . . . [It is] a combination of medium and method of usage that is   employed to present instructional information to a learner.
4.4 Information   Management
Information management involves planning, monitoring, and   controlling the storage, transfer, or processing of information in order to   provide resources for learning.

Standard 5: Evaluation

Candidates demonstrate knowledge, skills, and   dispositions to evaluate the adequacy of instruction and learning by applying   principles of problem analysis, criterion-referenced measurement, formative   and summative evaluation, and long-range planning.

5.1 Problem Analysis
Problem analysis involves determining the nature and parameters   of the problem by using information-gathering and decision-making strategies.
5.2   Criterion-Referenced Measurement
Criterion-referenced measurement involves techniques for   determining learner mastery of pre-specified content.
5.3 Formative and   Summative Evaluation
Formative evaluation involves gathering information on adequacy   and using this information as a basis for further development. Summative   evaluation involves gathering information on adequacy and using this   information to make decisions about utilization.
5.4 Long-Range Planning
Long-range   planning that focuses on the organization as a whole is strategic   planning….Long-range is usually defined as a future period of about three   to five years or longer. During strategic planning, managers are trying to   decide in the present what must be done to ensure organizational success in   the future.

Leave a Reply

Fill in your details below or click an icon to log in:

WordPress.com Logo

You are commenting using your WordPress.com account. Log Out / Change )

Twitter picture

You are commenting using your Twitter account. Log Out / Change )

Facebook photo

You are commenting using your Facebook account. Log Out / Change )

Google+ photo

You are commenting using your Google+ account. Log Out / Change )

Connecting to %s