AECT Standards

AECT Standards For EdTech 541

Consistent with the mission of Boise State’s EdTech Department to “Empower learners to be evolving digital citizens who advocate cultural understanding and global responsibility,” its conceptual framework is designed to produce professional educators whose knowledge and skills meet or exceed the standards put forth by the AECT, the Association for Educational Communications and Technology.  This class focused on designing, developing and utilizing a variety of technologies for my high school chemistry classroom, the essential skills emphasized in AECT Standards 1, 2 and 3. 

The theoretical and practical aspects of technology integration were typically explored first in our textbook, Roblyer & Doering’s
Integrating Educational Technology into Teaching (2013), followed by the creation of the technology-enabled projects found on this site. While several projects only had us utilize existing technology (Standard 3), others required us to design (Standard 1) and develop (Standard 2) instructional material relevant to our specified content and grade level.  All three are essential skills for teachers and educational technologists seeking to maximize learning and outcomes.  Perhaps the most powerful lesson learned through the creation of these projects is that the selection, evaluation, design, development and utilization of technology are not capricious endeavors, but deliberate ones in which the relative advantages of each available technology must be matched to the desired learning outcomes and learner characteristics.  The essential attributes of highly effective and engaging educational technologies were explored and integrated into original projects; the advantages of communication and collaboration with peers and professionals across the globe were studied and utilized; and the learning needs of students with challenges (cognitive, physical, sensory and at-risk) and advantages (gifted & talented) were examined and appropriate technologies were employed to meet their unique learning requirements.

The table below links the artifacts on this site to the appropriate AECT Standard. 

 Course Artifact  
 AECT Standard
 Relative Advantage Chart         
 Networking Project
 Instructional Software Project
 3.1, 3.2
 Interactive Presentation
 2.2, 2.3, 2.4
 Spreadsheets In The Classroom
 1.1.1, 1.1.2, 1.1.3, 1.1.4, 1.3, 2.3, 2.4, 3.1
 Video Enhanced Lesson Plan
 1.1.1, 1.1.2, 1.1.3, 1.1.4, 1.3, 2.2, 2.3
 Internet-Enriched Lesson
 1.1.1, 1.1.2, 1.1.3, 1.1.4, 1.3, 3.1, 2.3, 2.4
 Social Networking Lesson
 1.1.1, 1.1.2, 1.1.3, 1.1.4, 1.2, 1.3, 1.4, 2.2, 2.3, 2.4, 3.1
 Science Learning Activities Review
 3.1, 3.2
 Arts Learning Activity    
 1.1.1, 1.1.2, 1.1.3, 1.1.4, 1.2, 1.3, 1.4, 2.1, 2.2, 2.3, 2.4, 3.1
 Language Arts Learning Activity
 1.1.1, 1.1.2, 1.1.3, 1.1.4, 1.2, 1.3, 2.1, 2.3, 3.1
 Assistive Technology In Science
 1.1.1, 1.1.2, 1.1.3, 1.1.4, 1.3, 1.4, 3.1, 3.2

AECT Standards
The following AECT Standards were covered in this course:

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)
Within the application of this definition, ‘design’ is interpreted at both a macro- and micro-level in
that it describes the systems approach and is a step within the systems approach. The
importance of process, as opposed to product, is emphasized in 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 sub-domain
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.

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

2.1 Print Technologies
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.

2.2 Audiovisual Technologies
Audiovisual technologies are generally linear in nature, represent real and abstract ideas, and
allow for learner interactivity dependent on teacher application.

2.3 Computer-Based Technologies
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.

2.4 Integrated Technologies
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.

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

3.1 Media Utilization
Utilization is the decision-making process of implementation based on instructional design

3.2 Diffusion of Innovations
With an ultimate goal of bringing about change, the process includes stages such as awareness,
interest, trial, and adoption.


Roblyer, M.D. & Doering, A.H.  (2013). Integrating educational technology into teaching (6th ed.). Boston: Pearson Education, Inc.