Adopted by the AECT Board of Directors, July 16, 2012
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.
Indicators:
• Creating - Candidates demonstrate the ability to create instructional materials and learning environments using a variety of systems approaches. (p. 81)
• Using - Candidates demonstrate the ability to select and use technological resources and processes to support student learning and to enhance their pedagogy. (p. 141)
• Assessing/Evaluating - Candidates demonstrate the ability to assess and evaluate the effective integration of appropriate technologies and instructional materials.
• Managing - Candidates demonstrate the ability to effectively manage people, processes, physical infrastructures, and financial resources to achieve predetermined goals. (p. 178)
• 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.
Indicators:
• Creating - Candidates apply content pedagogy to create appropriate applications of processes and technologies to improve learning and performance outcomes. (p. 1)
• Using - Candidates implement appropriate educational technologies and processes based on appropriate content pedagogy. (p. 141)
• 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.
• 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)
• 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
AECT Standard 3 (Learning Environments): Candidates facilitate learning (p. 41) by creating, using, evaluating, and managing effective learning environments. (p. 1)
Indicators:
• Creating - Candidates create instructional design products based on learning principles and research-based best practices. (pp. 8, 243-245, 246)
• 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)
• 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)
• Managing - Candidates establish mechanisms (p. 190) for maintaining the technology infrastructure (p. 234) to improve learning and performance. (p. 238)
• 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)
• 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.
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.
• Leadership - Candidates lead their peers in designing and implementing technology-supported learning.
• 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.
• Assessing/Evaluating - Candidates design and implement assessment and evaluation plans that align with learning goals and instructional activities.
• 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).
Indicators:
• Theoretical Foundations - Candidates demonstrate foundational knowledge of the contribution of research to the past and current theory of educational communications and technology. (p. 242)
• Method - Candidates apply research methodologies to solve problems and enhance practice. (p.243)
• Assessing/Evaluating - Candidates apply formal inquiry strategies in assessing and evaluating processes and resources for learning and performance. (p. 203)
• 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.)
This matrix is a second way to think of how the Indicators cut across the Standards:
AECT Standard 1 - Content Knowledge
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.
Indicators:
• Creating - Candidates demonstrate the ability to create instructional materials and learning environments using a variety of systems approaches. (p. 81)
• Using - Candidates demonstrate the ability to select and use technological resources and processes to support student learning and to enhance their pedagogy. (p. 141)
• Assessing/Evaluating - Candidates demonstrate the ability to assess and evaluate the effective integration of appropriate technologies and instructional materials.
• Managing - Candidates demonstrate the ability to effectively manage people, processes, physical infrastructures, and financial resources to achieve predetermined goals. (p. 178)
• 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
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.
Indicators:
• Creating - Candidates apply content pedagogy to create appropriate applications of processes and technologies to improve learning and performance outcomes. (p. 1)
• Using - Candidates implement appropriate educational technologies and processes based on appropriate content pedagogy. (p. 141)
• 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.
• 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)
• 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)
Indicators:
• Creating - Candidates create instructional design products based on learning principles and research-based best practices. (pp. 8, 243-245, 246)
• 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)
• 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)
• Managing - Candidates establish mechanisms (p. 190) for maintaining the technology infrastructure (p. 234) to improve learning and performance. (p. 238)
• 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)
• 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
AECT 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.
• Leadership - Candidates lead their peers in designing and implementing technology-supported learning.
• 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.
• Assessing/Evaluating - Candidates design and implement assessment and evaluation plans that align with learning goals and instructional activities.
• 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
AECT Standard 5 (Research): Candidates explore, evaluate, synthesize, and apply methods of inquiry to enhance learning (p. 4) and improve performance (pp. 6-7).
Indicators:
• Theoretical Foundations - Candidates demonstrate foundational knowledge of the contribution of research to the past and current theory of educational communications and technology. (p. 242)
• Method - Candidates apply research methodologies to solve problems and enhance practice. (p.243)
• Assessing/Evaluating - Candidates apply formal inquiry strategies in assessing and evaluating processes and resources for learning and performance. (p. 203)
• 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.)
This matrix is a second way to think of how the Indicators cut across the Standards:
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