EDTC Alignment with AECT-SMETS

AECT standards domains for master's-level SMETS programs

University of Delaware's  Conceptual Framework Outcomes

EDTC Performance-Based Indicators

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.

4. Possess the content knowledge (including pedagogical content knowledge) essential for teaching the major concepts and intellectual processes of the discipline.

6. Design learning experiences and teach in ways that promote content knowledge, skill development, critical reflections, and problem solving according to the methods of inquiry and standards of evidence used in the discipline.

#1 National Standards Benchmark ePortfolio

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#3 Needs Assessment

#4 Curriculum Project

#5 Action Research Paper

#6 Instructional Design

#7 School or Workplace Technology Plan

#8 National Standards Capstone ePortfolio

1.1.1 Analyzing: process of defining what is to be learned and the context in which it is to be learned.

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1.1.2 Designing: process of specifying how it is to be learned.

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#6 Instructional Design

#7 School or Workplace Technology Plan

1.1.3 Developing: process of authoring and producing the instructional materials.

#1 National Standards Benchmark ePortfolio

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#4 Curriculum Project

#6 Instructional Design

#8 National Standards Capstone ePortfolio

1.1.4 Implementing: actually using the materials and strategies in context.

#1 National Standards Benchmark ePortfolio

#4 Curriculum Project

#7 School or Workplace Technology Plan

#8 National Standards Capstone ePortfolio

1.1.5 Evaluating: process of determining the adequacy of the instruction.

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#4 Curriculum Project

#5 Action Research Paper

#7 School or Workplace Technology Plan

1.2 Message Design: planning for the manipulation of the physical form of the message.

#1 National Standards Benchmark ePortfolio

#4 Curriculum Project

#6 Instructional Design

#8 National Standards Capstone ePortfolio

1.3 Instructional Strategies: specifications for selecting and sequencing events and activities within a lesson.

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#6 Instructional Design

1.4 Learner Characteristics: those facets of the learner's experiential background that impact the effectiveness of a learning process.

#3 Needs Assessment

#4 Curriculum Project

#5 Action Research Paper

#7 School or Workplace Technology Plan

AECT standards domains for master's-level SMETS programs

University of Delaware's  Conceptual Framework Outcomes

EDTC Performance-Based Indicators

2.  Development.  Candidates demonstrate the knowledge, skills, and dispositions to develop instructional materials and experiences using print, audiovisual, computer-based, and integrated technologies.

3. Incorporate the knowledge of human development into their practice to ensure developmentally appropriate learning experiences for learners of all ages and abilities.

9. Demonstrate respect for cultural diversity and individual differences by planning learning activities that are sensitive to issues of class, gender, race, ethnicity, family composition, sexual orientation, age and special needs.

#1 National Standards Benchmark ePortfolio

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#8 National Standards Capstone ePortfolio

2.1 Print Technologies: ways to produce or deliver materials, such as books and static visual materials, primarily through mechanical or photographic printing processes.

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2.2 Audiovisual Technologies: ways to produce or deliver materials by using mechanical devices or electronic machines to present auditory and visual messages.

#1 National Standards Benchmark ePortfolio

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#8 National Standards Capstone ePortfolio

2.3 Computer-Based Technologies: ways to produce or deliver materials using microprocessor-based resource.

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#7 School or Workplace Technology Plan

2.4 Integrated Technologies: ways to produce and deliver materials which encompass several forms of media under the control of a computer.

#1 National Standards Benchmark ePortfolio

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#8 National Standards Capstone ePortfolio

AECT standards domains for master's-level SMETS programs

University of Delaware's  Conceptual Framework Outcomes

EDTC Performance-Based Indicators

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.

5. Demonstrate reflective thought, critical thinking, and the speaking, writing, technical and problem-solving skills appropriate for the profession.

7. Use educational technology effectively throughout the teaching and learning process.

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#8 National Standards Capstone ePortfolio

3.1 Media Utilization: the decision-making process of implementation based on Instructional Design specifications.

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#8 National Standards Capstone ePortfolio

3.2 Diffusion of Innovations: the process of communicating through planned strategies for the purpose of gaining adoption.

#4 Curriculum Project

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#7 School or Workplace Technology Plan

#8 National Standards Capstone ePortfolio

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.

#4 Curriculum Project

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#7 School or Workplace Technology Plan

#8 National Standards Capstone ePortfolio

3.4 Policies and Regulations: the rules and actions of society (or its surrogates) that affect the diffusion and use of Instructional Technology.

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#7 School or Workplace Technology Plan

#8 National Standards Capstone ePortfolio

AECT standards domains for master's-level SMETS programs

University of Delaware's  Conceptual Framework Outcomes

EDTC Performance-Based Indicators

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.

2. Demonstrate commitment to the belief that learners of all ages and abilities can be educated, and toward the goal of developing citizens competent to live and work in a democratic society.

10. Demonstrate a disposition to work as partners with students, families, other professionals, and the wider community to provide a supportive, safe, caring learning environment to optimize every learner's educational attainment.

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#8 National Standards Capstone ePortfolio

4.1 Project Management: involves planning, monitoring, and controlling Instructional Design and development projects.

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#8 National Standards Capstone ePortfolio

4.2 Resource Management: involves planning, monitoring, and controlling resource support systems and services.

#5 Action Research Paper

#7 School or Workplace Technology Plan

#8 National Standards Capstone ePortfolio

4.3 Delivery System Management: involves planning, monitoring and controlling the method by which distribution of instructional materials is organized.

#5 Action Research Paper

#7 School or Workplace Technology Plan

#8 National Standards Capstone ePortfolio

4.4 Information Management: involves planning, monitoring, and controlling the storage, transfer, or processing of information in order to provide resources for learning.

#4 Curriculum Project

#5 Action Research Paper

#7 School or Workplace Technology Plan

#8 National Standards Capstone ePortfolio

AECT standards domains for master's-level SMETS programs

University of Delaware's  Conceptual Framework Outcomes

EDTC Performance-Based Indicators

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.

1. Demonstrate commitment to education as a scholarly profession that requires ethical standards, a continuing process of learning, and the reflective reexamination of knowledge to improve practice.

8. Plan and use a variety of approaches to assessment that are authentic, developmentally appropriate, and sensitive to the needs of different learners.

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#8 National Standards Capstone ePortfolio

5.1 Problem Analysis: determining the nature and parameters of the problem by using information-gathering and decision-making strategies.

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5.2 Criterion-Referenced Measurement: techniques for determining learner mastery of pre-specified content.

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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.

#4 Curriculum Project

#5 Action Research Paper

#7 School or Workplace Technology Plan

5.4 Long-Range Planning: managers are trying to decide in the present what must be done to ensure organizational success in the future.

#3 Needs Assessment

#5 Action Research Paper

#7 School or Workplace Technology Plan

#8 National Standards Capstone ePortfolio