AECT Standards

 

Standards

Artifacts

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)

Using tutorials, help sites, and help from Professor Haskell, I designed, modeled, and textured an observatory. Inside the observatory were panels with astronomical phenomena on them. When the images were touched the user was brought to a web page with information and questions. This artifact shows my ability to create instructional materials and learning environments in a very innovative and future reaching manner that I hope to continue with in my future teaching and instructional design. Second Life Astronomy Lesson.

Second Life Astronomy Lesson
Project #9: Worked Example Screencast
The Personalization Principal
Personal Graphic
Haiku Deck Presentation of the Fast for Nonviolence
Sketchnote on The Multimedia Principle
Design Process Models
Final Projects Done!
RSS Feeds

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) •

In my artifact Content Curation, I researched, used, and reviewed several online technologies and their use in supporting student learning. I reviewed Flipboard, Paper.li, and Pinterest finding each to be very useful for students to research, collect, organize, and reflect on their learning as well as show their results to others. Content Curation is an important skill to learn for students, teachers, or anyone interested in a subject. I’ve always thought that content curation is a great way to rise in the ranks of any profession or hobby. Your expertise in a subject can be shown by the useful things you find and share with others and your name can become well known in an area if you gather and share useful things. At the same time you share with others, you are also keeping up with the latest in your field, so the time is well spent for many reasons.

Content Curation
Organization
 EdTech Definition

1.3 Assessing/Evaluating – Candidates demonstrate the ability to assess and evaluate the effective integration of appropriate technologies and instructional materials. •

My Fast for Nonviolence Evaluation Report discusses the integration of technologies such as a new forum I created to foster cross-grade and cross-curricular collaboration on a major yearly project my multimedia academy students produce. Students used Google Sites, Docs, and Slides along with video production and graphics creation technology to create this multi-faceted project. The Fast for Nonviolence Evaluation Report evaluates the use of these technologies and their effectiveness using surveys, interviews, and observations.

Evaluation Report: San Leandro Academy for Multimedia Fast for Nonviolence
Whitespace, Unity Script, and Facebook Critiques
Physics and Programming using the Unity 3D Game Engine
Physics and Programming using the Unity 3D Game Engine
Universal Design and Visual Literacy

1.4 Managing – Candidates demonstrate the ability to effectively manage people, processes, physical infrastructures, and financial resources to achieve predetermined goals. (p. 178) •

This standard is a major part of my teaching life at school. I lead a team of teachers as well as 240 students in a multimedia academy program called the San Leandro Academy for Multimedia. Our website SLAMOnline.net, shows speakers that I have arranged to come speak to our students, procedures I have implemented on the use of everything from equipment checkout to studio use, and the management of people and equipment purchase and replacement to run such a program. The financial resources I manage to keep such a program functioning are not posted or available on the site but I hope that it is evident in everything we do from equipment purchase, repair, and checkout to studio maintenance, planning, and renovation. Procuring the needed funds and spending them wisely on planned future projects takes up much of my day.

 SLAMOnline.net
SLAMForum.net
(pswrd: slamforum)

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)

In my paper Professional Ethics of School District Use of Gaggle Filter and Monitoring of Student Accounts I found a local issue where the AECT Code of Ethics could be applied and discussed. My school district recently notified staff that it had decided to use a program called Gaggle that will sift through student emails, papers, and all online correspondence on District provided Google accounts and notify administrators if there was evidence of profanity, cyberbullying, or threats of violence. A teacher in my district spoke out against the use of Gaggle claiming it violated students’ right to privacy.

 

I thought this would be a perfect example where the Code of Ethics could be applied. In learning about the Code as well as researching this issue I came to understand that ethics is not always about who is right and who is wrong, it is more about weighing right vs. right. Often, both sides of an ethics argument feel and can claim to be right with equal evidence and examples to back up the claim. So often, these debates can get heated. This is opposed to a right vs. wrong argument where moral judgement comes into play and laws govern much of the debate

The Digital Divide at San Leandro High School
Code of Professional Ethics in Educational Technology
 

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) •

In my Shape Artifact I apply Cognitive Load Theory and prototypes with learner interaction to create and modify graphics explaining Newton’s first two laws of motion. This artifact shows the application of content pedagogy to graphic creation with the objective of improving learning. The use of graphics, such as the ones created in the artifact, along with text are my attempt to create more than just decorative eye-candy visuals but to spend the extra time and effort to create visuals that also explain the concept themselves. The graphics created show organizational relationships between concepts as explained by Levin (1981).

Minecraft in Education
EdTech 521: Fast for Nonviolence Topic Choice Activity
Shape

2.2 Using – Candidates implement appropriate educational technologies and processes based on appropriate content pedagogy. (p. 141) •

My project 9: Worked Example Screencast used “Fading” in a worked example screencast. I learned the content pedagogy involved in this lesson in my EdTech 513 Multimedia class that was very well infused with content pedagogy and educational theory and how it can improve multimedia education. Being able to see a need for explaining a concept in a better way and selecting the appropriate educational technology and process based on appropriate content pedagogy is one of the big reasons I decided I needed to get a Masters in Educational Technology from Boise State. I did not have the theoretical foundation to do this and was finding many limits in my teaching and in my book publishing because of this.

The screencast in the artifact explains a physics problem where you are given the time it takes for something to drop and you need to calculate how high the object fell in that time. I work the problem all the way through first, then do another problem where I do everything except the final calculation, then I do less and less until the final problem the viewer has to do the entire problem all on their own. This is what fading is.

Project #9: Worked Example Screencast
Project #6: Coherence Analysis
The Modality Times
Project #2: Static Multimedia Instruction
EdTech Definition

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. •

My Evaluation Report for San Leandro Academy for Multimedia’s Fast for Nonviolence is an artifact I am very proud of and will be linking to many standards. The inquiry process is a cyclical process of assessing, evaluating, reflection, gap analysis, changing strategy, and then back to assessing and it’s something I do yearly in our Fast for Nonviolence and other projects. This evaluation report demonstrates an inquiry process of the Fast using interviews, surveys, and observations.

Using learning strategies in F2F Classrooms
Project #6: Coherence Analysis
The Modality Times
Evaluation Report: San Leandro Academy for Multimedia Fast for Nonviolence

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) •

The Fast for Nonviolence Topic Choice Activity outlines an entire process of assessing, selecting, and managing technological processes and resources to create a multimedia presentation for our Fast for Nonviolence Kick-off Event. The kick-off event in project based learning is an important event and this is a major project our students participate in every year. The event included speakers, media slideshows, videos, and opportunities for students to provide input and suggestions for their topic choices. I also created an online forum specifically to create community among so many students working on different projects in groups that spanned grade levels.

 EdTech 521: Fast for Nonviolence Topic Choice Activity

2.5 Ethics – Candidates design and select media, technology, and processes that emphasize the diversity of our society as a multicultural community. (p. 296)

In my Haiku presentation titled The Digital Divide at San Leandro High School I address the problem of digital inequality I see among students today. The digital divide may be real in rural communities that lack the internet or computers but what I see in inner city youth is a divide in the ability to manipulate the digital world and to create rather than consume. Computer programming offering disparities between affluent schools and less affluent schools are just one of the indicators of this inequality.

The Digital Divide at San Leandro High School

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) •

I created a website called Game Coding and Physics where I used instructional design principles to build a lesson complete with lesson plans, student activities, and a justification paper outlining the design principles applied to the graphics created in the lesson and how each graphic exemplifies the principles. The project also includes an Instructional Design Project paper that details the entire process from starting with a learning goal, assessing and analyzing the learner needs, and the planning rationale and objectives.

Game Coding and Physics. Instructional Design Project

Second Life Astronomy Lesson
Do It Yourself Google Cardboard Classroom Set
Color and Depth
MIT App Inventor in Education
VR Avatars And Behavorial Changes
Minecraft in Education
Project #9: Worked Example Screencast
Using Worked Examples In Multimedia Education
The Personalization Principal
Project #2: Static Multimedia Instruction
Lesson Ideas for Synchronous Lesson Delivery
Organization
Color and Depth
Typography
Starting a New Adventure

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) •

Second Life Astronomy Lesson
Whack-A-Mole to Weeping Angel
MIT App Inventor in Education
Minecraft in Education
Lesson Ideas for Synchronous Lesson Delivery

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) •

The Selection Principle
Minecraft in Education
Three Augmented Reality Apps Reviewed
Blow Up The Gradebook
The Modality Times
Evaluation Report: San Leandro Academy for Multimedia Fast for Nonviolence
Self Evaluation of Asynchronous Lesson
The Selection Principle

3.4 Managing – Candidates establish mechanisms (p. 190) for maintaining the technology infrastructure (p. 234) to improve learning and performance. (p. 238) •

Do It Yourself Google Cardboard Classroom Set
Blow Up The Gradebook
My Experiences With a High School Student Chat

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) •

EdTech 521: Netiquette Rules
VR Avatars And Behavorial Changes
The Digital Divide at San Leandro High School

3.6 Diversity of Learners – Candidates foster a learning community that empowers learners with diverse backgrounds, characteristics, and abilities. (p. 10)

EdTech 521: Differentiated Instruction
Project #9: Worked Example Screencast
The Digital Divide at San Leandro High School

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. •

Do It Yourself Google Cardboard Classroom Set

4.2 Leadership – Candidates lead their peers in designing and implementing technology-supported learning. •

EdTech 521: Community Building Strategies

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. •

Blow Up The Gradebook
The Personalization Principal
Project #2: Static Multimedia Instruction
Reflection on the Blended Learning Competency Framework
My Experiences With a High School Student Chat
Shape
Typography
Redefining Grades, Degrees, and Schools with Badges

4.4 Assessing/Evaluating – Candidates design and implement assessment and evaluation plans that align with learning goals and instructional activities. •

Evaluation Report: San Leandro Academy for Multimedia Fast for Nonviolence
Shape

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.

Universal Design and Visual Literacy
EdTech 521: Netiquette Rules
The Digital Divide at San Leandro High School

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) •

Universal Design and Visual Literacy
The Personalization Principal
Sketchnote on The Multimedia Principle
Design Process Models
I Found My Dream Job!
Universal Design and Visual Literacy
Teaching Coding and Physics Using Game Creation: An Annotated Bibliography

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)

Blow Up The Gradebook
Evaluation Report: San Leandro Academy for Multimedia Fast for Nonviolence
School Evaluation Summary
Teaching Coding and Physics Using Game Creation: An Annotated Bibliography

Content Curation

5.4 Ethics – Candidates conduct research and practice using accepted professional (p. 296) and institutional (p. 297) guidelines and procedures.

Design Process Models
The Digital Divide at San Leandro High School

NOTE: Parenthetical page references are to Educational Technology: A Definition with Commentary (2008, A. Januszewski & M. Molenda, Eds., Lawrence Erlbaum Assoc.)