standardsconnection

In this class we addressed multiple AECT standards, which I will list below. I personally met these standards by designing various systems to address various students. We discussed in-depth learner characteristics and the most beneficial instructional strategies for each one of these students. In this class, we developed every possible type of lesson based around multiple types of technology, all listed in standard 2. Finally, each week I connected these lesson to my subject matter and curriculum to prepare for this coming year of instruction. Further, these connect to the Education Technology Department's mission because the mission states that successful students will "lead research and innovation in online teaching and learning; model, promote, manage, and evaluate digital-age teaching and learning resources in K-higher education environment; inspire creativity and expertise in digital media literacies; design and develop imaginative learning environments". All of these statement correspond directly with the standards below. These standards also connect to the Conceptual Framework laid out by the College of Education by attain "complex roles for educators" and will allow teachers to teach in a diverse manner to reach as many students as possible (as discussed in a previous blog). This class also helped me prepare to teach in a more broad sense, to prepare my students for the real work world anxiously awaiting them after their four short years of undergraduate studies.

**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)  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 subdomain 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 objective.

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.

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">**Standard 2: DEVELOPMENT** <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;"> Candidates demonstrate the knowledge, skills, and dispositions to develop instructional materials and experiences using print, audiovisual, computer-based, and integrated technologies.

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;"> 2.1 Print Technologies <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;"> 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.

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;"> 2.2 Audiovisual Technologies <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;"> Audiovisual technologies are generally linear in nature, represent real and abstract ideas, and allow for learner interactivity dependent on teacher application.

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;"> 2.3 Computer-Based Technologies <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;"> 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.

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;"> 2.4 Integrated Technologies <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;"> 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.

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;"> **Standard 3: UTILIZATION** <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;"> 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. <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;"> 3.1 Media Utilization <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;"> Utilization is the decision-making process of implementation based on instructional design specifications.

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;"> 3.2 Diffusion of Innovations <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;"> With an ultimate goal of bringing about change, the process includes stages such as awareness, interest, trial, and adoption.