This page gives information on which artifacts show mastery of which 2012 AECT standards. There is also a link to each artifact, which will open in a new tab or window.
STANDARD 1 - CONTENT KNOWLEDGE
Candidates demonstrate the knowledge necessary to create, use, assess, and manage theoretical and practical applications of educational technologies and processes.
Indicators:
Creating- Candidates demonstrate the ability to create instructional materials and learning environments using a variety of systems approaches.
503- Final Instructional Design Project
Using- Candidates demonstrate the ability to select and use technological resources and processes to support student learning and to enhance their pedagogy.
533- Interactive Video Project
Assessing/Evaluating- Candidates demonstrate the ability to assess and evaluate the effective integration of appropriate technologies and instructional materials.
505- Final Evaluation Project
Managing- Candidates demonstrate the ability to effectively manage people, processes, physical infrastructures, and financial resources to achieve predetermined goals.
552- Assignment 6 (physical infrastructures)
and
551- Final Grant Project (financial resources)
and
554- Leadership Assignment (manage people and processes)
Ethics- Candidates demonstrate the contemporary professional ethics of the field as defined and developed by the Association for Educational Communications and Technology.
501- Digital Divide Presentation
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.
Indicators:
Creating- Candidates apply content pedagogy to create appropriate applications of processes and technologies to improve learning and performance outcomes.
541- Social Networking Assignment
Using- Candidates implement appropriate educational technologies and processes based on appropriate content pedagogy.
541- Interactive Presentation Assignment
Assessing/Evaluating- Candidates demonstrate an inquiry process that assesses the adequacy of learning and evaluates the instruction and implementation of educational technologies and processes grounded in reflective practice.
501- Evaluation Assignment
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.
554- Yearlong Professional Development Assignment
Ethics- Candidates design and select media, technology, and processes that emphasize the diversity of our society as a multicultural community.
502- Geometry in Architecture Assignment
STANDARD 3 - LEARNING ENVIRONMENTS
Candidates facilitate learning by creating, using, evaluating, and managing effective learning environments.
Indicators:
Creating- Candidates create instructional design products based on learning principles and research-based best practices.
503- Final Instructional Design Project
Using- Candidates make professionally sound decisions in selecting appropriate processes and resources to provide optimal conditions for learning based on principles, theories, and effective practices.
504- Final Research Paper
Assessing/Evaluating- Candidates use multiple assessment strategies to collect data for informing decisions to improve instructional practice, learner outcomes, and the learning environment.
501- Evaluation Assignment
Managing- Candidates establish mechanisms for maintaining the technology infrastructure to improve learning and performance.
552- Assignment 3
Ethics- Candidates foster a learning environment in which ethics guide practice that promotes health, safety, best practice, and respect for copyright, Fair Use, and appropriate open access to resources.
502- Copyright Scavenger Hunt
and
554- Rules for Internet Safety Blog Post
Diversity of Learners- Candidates foster a learning community that empowers learners with diverse backgrounds, characteristics, and abilities.
541- Content Area Project
STANDARD 4 - PROFESSIONAL KNOWLEDGE AND SKILLS
Candidates design, develop, implement, and evaluate technology-rich learning environments within a supportive community of practice.
Indicators:
Collaborative Practice- Candidates collaborate with their peers and subject matter experts to analyze learners, develop and design instruction, and evaluate its impact on learners.
504- Peer Review Assignment
Leadership- Candidates lead their peers in designing and implementing technology-supported learning.
554- Leadership Assignment
and
504- Peer Review Assignment
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.
505- Final Evaluation Project
Assessing/Evaluating- Candidates design and implement assessment and evaluation plans that align with learning goals and instructional activities.
554- Digital Learning Experience Assignment
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.
533- Captioned Video Project
(It may be necessary to click the "CC" icon on the video player to turn on the captions.)
STANDARD 5 - RESEARCH
Candidates explore, evaluate, synthesize, and apply methods of inquiry to enhance learning and improve performance.
Indicators:
Theoretical Foundations- Candidates demonstrate foundational knowledge of the contribution of research to the past and current theory of educational communications and technology.
504- Final Research Paper
Method- Candidates apply research methodologies to solve problems and enhance practice.
504- Annotated Bibliography
Assessing/Evaluating- Candidates apply formal inquiry strategies in assessing and evaluating processes and resources for learning and performance.
505- Final Evaluation Project
Ethics- Candidates conduct research and practice using accepted professional and institutional guidelines and procedures.
501- Annotated Bibliography
STANDARD 1 - CONTENT KNOWLEDGE
Candidates demonstrate the knowledge necessary to create, use, assess, and manage theoretical and practical applications of educational technologies and processes.
Indicators:
Creating- Candidates demonstrate the ability to create instructional materials and learning environments using a variety of systems approaches.
503- Final Instructional Design Project
Using- Candidates demonstrate the ability to select and use technological resources and processes to support student learning and to enhance their pedagogy.
533- Interactive Video Project
Assessing/Evaluating- Candidates demonstrate the ability to assess and evaluate the effective integration of appropriate technologies and instructional materials.
505- Final Evaluation Project
Managing- Candidates demonstrate the ability to effectively manage people, processes, physical infrastructures, and financial resources to achieve predetermined goals.
552- Assignment 6 (physical infrastructures)
and
551- Final Grant Project (financial resources)
and
554- Leadership Assignment (manage people and processes)
Ethics- Candidates demonstrate the contemporary professional ethics of the field as defined and developed by the Association for Educational Communications and Technology.
501- Digital Divide Presentation
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.
Indicators:
Creating- Candidates apply content pedagogy to create appropriate applications of processes and technologies to improve learning and performance outcomes.
541- Social Networking Assignment
Using- Candidates implement appropriate educational technologies and processes based on appropriate content pedagogy.
541- Interactive Presentation Assignment
Assessing/Evaluating- Candidates demonstrate an inquiry process that assesses the adequacy of learning and evaluates the instruction and implementation of educational technologies and processes grounded in reflective practice.
501- Evaluation Assignment
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.
554- Yearlong Professional Development Assignment
Ethics- Candidates design and select media, technology, and processes that emphasize the diversity of our society as a multicultural community.
502- Geometry in Architecture Assignment
STANDARD 3 - LEARNING ENVIRONMENTS
Candidates facilitate learning by creating, using, evaluating, and managing effective learning environments.
Indicators:
Creating- Candidates create instructional design products based on learning principles and research-based best practices.
503- Final Instructional Design Project
Using- Candidates make professionally sound decisions in selecting appropriate processes and resources to provide optimal conditions for learning based on principles, theories, and effective practices.
504- Final Research Paper
Assessing/Evaluating- Candidates use multiple assessment strategies to collect data for informing decisions to improve instructional practice, learner outcomes, and the learning environment.
501- Evaluation Assignment
Managing- Candidates establish mechanisms for maintaining the technology infrastructure to improve learning and performance.
552- Assignment 3
Ethics- Candidates foster a learning environment in which ethics guide practice that promotes health, safety, best practice, and respect for copyright, Fair Use, and appropriate open access to resources.
502- Copyright Scavenger Hunt
and
554- Rules for Internet Safety Blog Post
Diversity of Learners- Candidates foster a learning community that empowers learners with diverse backgrounds, characteristics, and abilities.
541- Content Area Project
STANDARD 4 - PROFESSIONAL KNOWLEDGE AND SKILLS
Candidates design, develop, implement, and evaluate technology-rich learning environments within a supportive community of practice.
Indicators:
Collaborative Practice- Candidates collaborate with their peers and subject matter experts to analyze learners, develop and design instruction, and evaluate its impact on learners.
504- Peer Review Assignment
Leadership- Candidates lead their peers in designing and implementing technology-supported learning.
554- Leadership Assignment
and
504- Peer Review Assignment
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.
505- Final Evaluation Project
Assessing/Evaluating- Candidates design and implement assessment and evaluation plans that align with learning goals and instructional activities.
554- Digital Learning Experience Assignment
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.
533- Captioned Video Project
(It may be necessary to click the "CC" icon on the video player to turn on the captions.)
STANDARD 5 - RESEARCH
Candidates explore, evaluate, synthesize, and apply methods of inquiry to enhance learning and improve performance.
Indicators:
Theoretical Foundations- Candidates demonstrate foundational knowledge of the contribution of research to the past and current theory of educational communications and technology.
504- Final Research Paper
Method- Candidates apply research methodologies to solve problems and enhance practice.
504- Annotated Bibliography
Assessing/Evaluating- Candidates apply formal inquiry strategies in assessing and evaluating processes and resources for learning and performance.
505- Final Evaluation Project
Ethics- Candidates conduct research and practice using accepted professional and institutional guidelines and procedures.
501- Annotated Bibliography