The MISSION of the Department of Educational Technology
MissionThe Department of Educational Technology is a diverse network of education scholars, professionals, and candidates who:
"Educational Technology is an innovative way to design, deliver, facilitate, and manage instruction for learners of all ages, whether it is face-to-face in a classroom, online, or a combination of methods. EdTech at Boise State is much more than multimedia add-ons. It’s a way of engaging learners to understand the implications of technology in today’s society, empowering them to think, supporting them to lead their own learning and career paths, as well as the learning of others."
"The Department of Educational Technology supports the study and practice of facilitating and improving learning of a diverse population by creating, using, managing, and evaluating appropriate technological processes and resources. Believing technology is a tool that enhances and expands the educational environment, we promote the use of current and emergent technologies for teaching and learning in a dynamic global society. Educational technologists are leaders and innovators, serving in institutions of higher education, public or private school settings, federal, state, or local educational agencies, and educational organizations in the private sector."
College of Education: The Professional Educator
"Boise State University strives to develop knowledgeable educators who integrate complex roles and dispositions in the service of diverse communities of learners. Believing that all children, adolescents, and adults can learn, educators dedicate themselves to supporting that learning. Using effective approaches that promote high levels of student achievement, educators create environments that prepare learners to be citizens who contribute to a complex world. Educators serve learners as reflective practitioners, scholars and artists, problem solvers, and partners."
MissionThe Department of Educational Technology is a diverse network of education scholars, professionals, and candidates who:
- Lead research and innovations in online teaching and learning,
- Model, promote, manage, and evaluate digital-age teaching and learning resources in K-higher education environments,
- Inspire creativity and expertise in digital media literacies,
- Design and develop imaginative learning environments ,
- Empower learners to be evolving digital citizens who advocate cultural understanding and global responsibility ,
- Promote and pattern participatory culture, professional practice, and lifelong learning , and
- Forge connections between research, policy, and practice in educational technology.
"Educational Technology is an innovative way to design, deliver, facilitate, and manage instruction for learners of all ages, whether it is face-to-face in a classroom, online, or a combination of methods. EdTech at Boise State is much more than multimedia add-ons. It’s a way of engaging learners to understand the implications of technology in today’s society, empowering them to think, supporting them to lead their own learning and career paths, as well as the learning of others."
"The Department of Educational Technology supports the study and practice of facilitating and improving learning of a diverse population by creating, using, managing, and evaluating appropriate technological processes and resources. Believing technology is a tool that enhances and expands the educational environment, we promote the use of current and emergent technologies for teaching and learning in a dynamic global society. Educational technologists are leaders and innovators, serving in institutions of higher education, public or private school settings, federal, state, or local educational agencies, and educational organizations in the private sector."
College of Education: The Professional Educator
"Boise State University strives to develop knowledgeable educators who integrate complex roles and dispositions in the service of diverse communities of learners. Believing that all children, adolescents, and adults can learn, educators dedicate themselves to supporting that learning. Using effective approaches that promote high levels of student achievement, educators create environments that prepare learners to be citizens who contribute to a complex world. Educators serve learners as reflective practitioners, scholars and artists, problem solvers, and partners."
AECT Standards
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.
Standard 2: Development Candidates demonstrate the knowledge, skills, and dispositions to develop instructional materials and experiences using print, audiovisual, computer-based, and integrated technologies.
Standard 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.
Standard 4: Management
Standard 5: Evaluation
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AECT Standards met through EDTECH 5411.1. Instructional System Design
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. Relative Advantage Chart Instructional Software Presentation Tool Spreadsheets in the Classroom Hypermedia Integration Social Networking in Education Using the Internet for Instruction Content Area Lessons Adaptive/Assistive Technologies 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. Relative Advantage Chart Instructional Software Spreadsheets in the Classroom Hypermedia Integration Social Networking in Education Using the Internet for Instruction Content Area Lessons Adaptive/Assistive Technologies 1.3. Instructional Strategies n 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. Relative Advantage Chart Presentation Tool Spreadsheets in the Classroom Hypermedia Integration Social Networking in Education Using the Internet for Instruction Content Area Lessons Adaptive/Assistive Technologies 1.4. Learner Characteristic 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. Vision Statement Hypermedia Integration Social Networking in Education Using the Internet for Instruction Content Area Lessons Adaptive/Assistive 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. Spreadsheets in the Classroom Hypermedia Integration Social Networking in Education Using the Internet for Instruction Content Area Lessons Adaptive/Assistive Technologies 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. Network Project Instructional Software Presentation Tool Hypermedia Integration Social Networking in Education Using the Internet for Instruction Content Area Lessons Adaptive/Assistive Technologies 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. Network Project Instructional Software Spreadsheets in the Classroom Social Networking in Education Using the Internet for Instruction Content Area Lessons Adaptive/Assistive Technologies 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. Network Project Instructional Software Spreadsheets in the Classroom Social Networking in Education Using the Internet for Instruction Content Area Lessons Adaptive/Assistive Technologies 3.1. Media Utilization Utilization is the decision-making process of implementation based on instructional design specifications. Network Project Instructional Software Presentation Software Spreadsheets in the Classroom Social Networking in Education Using the Internet for Instruction Content Area Lessons Adaptive/Assistive Technologies 3.2. Diffusion of Innovations With an ultimate goal of bringing about change, the process includes stages such as awareness, interest, trial, and adoption. Vision Statement Instructional Software Spreadsheets in the Classroom Hypermedia Integration Social Networking in Education Using the Internet for Instruction Content Area Lessons Adaptive/Assistive Technologies |