Department of Educational Technology Mission
The mission of the M.E.T. program at Boise State University is to promote the authentic use of technology within an educational setting. “The 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 resourced 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.”
College of Education’s Conceptual Framework
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 Addressed During the Spring 2014 Semester
Each assignment developed below contains specific characteristics affiliated with the AECT Standards of Design, Development, and Utilization. A complete list of assignments created during this semester and the corresponding AECT Standards is located below.
The standards were met through careful planning and numerous revisions. Continually referring to the vision statement created early in the course, I was able to focus on how to authentically integrate technology in the classroom. Remembering the importance of the relative advantage, the first objective of each activity was to identify whether or not the technology would positively impact the students. Secondly, I needed to recognize my Technological Pedagogical Content Knowledge (TPACK) making sure I was completely prepared to use the technology being introduced to the students in the specified content area.
Relative Advantage of Instructional Software
· 1.1 Instructional Systems Design (ISD)
· 1.2 Message Design
· 1.3 Instructional Strategies
· 1.4 Learner Characteristics
· 2.2 Audiovisual Technologies
· 2.3 Computer-Based Technologies
· 3.1 Media Utilization
· 3.2 Diffusion of Innovations
Networking Project
· 1.1 Instructional Systems Design (ISD)
· 1.2 Message Design
· 2.3 Computer-Based Technologies
· 2.4 Integrated Technologies
· 3.1 Media Utilization
· 3.2 Diffusion of Innovations
Instructional Software
· 1.1 Instructional Systems Design (ISD)
· 1.2 Message Design
· 1.3 Instructional Strategies
· 1.4 Learner Characteristics
· 2.3 Computer-Based Technologies
· 2.4 Integrated Technologies
· 3.1 Media Utilization
· 3.2 Diffusion of Innovations
Interactive Presentation Application
· 1.1 Instructional Systems Design (ISD)
· 1.2 Message Design
· 1.3 Instructional Strategies
· 2.1 Print Technologies
· 2.2 Audiovisual Technologies
· 2.3 Computer-Based Technologies
Spreadsheet/Database Lesson Plan
· 1.1 Instructional Systems Design (ISD)
· 1.2 Message Design
· 1.3 Instructional Strategies
· 1.4 Learner Characteristics
· 2.3 Computer-Based Technologies
· 2.4 Integrated Technologies
· 3.1 Media Utilization
Video Integration – Advantages of Hypermedia
· 1.2 Message Design
· 1.4 Learner Characteristics
· 2.2 Audiovisual Technologies
· 2.3 Computer-Based Technologies
· 2.4 Integrated Technologies
Social Networking and Community Building – VoiceThread
· 1.1 Instructional Systems Design (ISD)
· 1.2 Message Design
· 1.3 Instructional Strategies
· 1.4 Learner Characteristics
· 2.4 Integrated Technologies
· 3.1 Media Utilization
Integrating the Internet
· 1.1 Instructional Systems Design (ISD)
· 1.2 Message Design
· 1.3 Instructional Strategies
· 1.4 Learner Characteristics
· 2.1 Print Technologies
· 2.3 Computer-Based Technologies
· 2.4 Integrated Technologies
· 3.1 Media Utilization
· 3.2 Diffusion of Innovations
Internet Safety – Acceptable Use Policy
· 1.1 Instructional Systems Design (ISD)
· 1.2 Message Design
· 1.3 Instructional Strategies
· 1.4 Learner Characteristics
· 2.2 Audiovisual Technologies
· 2.3 Computer-Based Technologies
· 2.4 Integrated Technologies
· 3.2 Diffusion of Innovations
Integrating Technology into the Content Area – English/Language Arts
· 1.1 Instructional Systems Design (ISD)
· 1.2 Message Design
· 1.3 Instructional Strategies
· 1.4 Learner Characteristics
· 2.2 Audiovisual Technologies
· 2.3 Computer-Based Technologies
· 2.4 Integrated Technologies
Integrating Technology into the Content Area – Social Studies
· 1.1 Instructional Systems Design (ISD)
· 1.2 Message Design
· 1.3 Instructional Strategies
· 1.4 Learner Characteristics
· 2.2 Audiovisual Technologies
· 2.3 Computer-Based Technologies
· 2.4 Integrated Technologies
· 3.1 Media Utilization
Integrating Technology into the Content Area – Alternative for Mobile Learning
· 1.1 Instructional Systems Design (ISD)
· 1.2 Message Design
· 1.3 Instructional Strategies
· 1.4 Learner Characteristics
· 2.2 Audiovisual Technologies
· 2.3 Computer-Based Technologies
· 2.4 Integrated Technologies
· 3.1 Media Utilization
Adaptive/Assistive Technology
· 1.1 Instructional Systems Design (ISD)
· 1.2 Message Design
· 1.3 Instructional Strategies
· 1.4 Learner Characteristics
· 2.2 Audiovisual Technologies
· 2.3 Computer-Based Technologies
· 2.4 Integrated Technologies
· 3.1 Media Utilization
Please see AECT Standards for a complete definition of each standard addressed and the corresponding activity.
The mission of the M.E.T. program at Boise State University is to promote the authentic use of technology within an educational setting. “The 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 resourced 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.”
College of Education’s Conceptual Framework
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 Addressed During the Spring 2014 Semester
Each assignment developed below contains specific characteristics affiliated with the AECT Standards of Design, Development, and Utilization. A complete list of assignments created during this semester and the corresponding AECT Standards is located below.
The standards were met through careful planning and numerous revisions. Continually referring to the vision statement created early in the course, I was able to focus on how to authentically integrate technology in the classroom. Remembering the importance of the relative advantage, the first objective of each activity was to identify whether or not the technology would positively impact the students. Secondly, I needed to recognize my Technological Pedagogical Content Knowledge (TPACK) making sure I was completely prepared to use the technology being introduced to the students in the specified content area.
Relative Advantage of Instructional Software
· 1.1 Instructional Systems Design (ISD)
· 1.2 Message Design
· 1.3 Instructional Strategies
· 1.4 Learner Characteristics
· 2.2 Audiovisual Technologies
· 2.3 Computer-Based Technologies
· 3.1 Media Utilization
· 3.2 Diffusion of Innovations
Networking Project
· 1.1 Instructional Systems Design (ISD)
· 1.2 Message Design
· 2.3 Computer-Based Technologies
· 2.4 Integrated Technologies
· 3.1 Media Utilization
· 3.2 Diffusion of Innovations
Instructional Software
· 1.1 Instructional Systems Design (ISD)
· 1.2 Message Design
· 1.3 Instructional Strategies
· 1.4 Learner Characteristics
· 2.3 Computer-Based Technologies
· 2.4 Integrated Technologies
· 3.1 Media Utilization
· 3.2 Diffusion of Innovations
Interactive Presentation Application
· 1.1 Instructional Systems Design (ISD)
· 1.2 Message Design
· 1.3 Instructional Strategies
· 2.1 Print Technologies
· 2.2 Audiovisual Technologies
· 2.3 Computer-Based Technologies
Spreadsheet/Database Lesson Plan
· 1.1 Instructional Systems Design (ISD)
· 1.2 Message Design
· 1.3 Instructional Strategies
· 1.4 Learner Characteristics
· 2.3 Computer-Based Technologies
· 2.4 Integrated Technologies
· 3.1 Media Utilization
Video Integration – Advantages of Hypermedia
· 1.2 Message Design
· 1.4 Learner Characteristics
· 2.2 Audiovisual Technologies
· 2.3 Computer-Based Technologies
· 2.4 Integrated Technologies
Social Networking and Community Building – VoiceThread
· 1.1 Instructional Systems Design (ISD)
· 1.2 Message Design
· 1.3 Instructional Strategies
· 1.4 Learner Characteristics
· 2.4 Integrated Technologies
· 3.1 Media Utilization
Integrating the Internet
· 1.1 Instructional Systems Design (ISD)
· 1.2 Message Design
· 1.3 Instructional Strategies
· 1.4 Learner Characteristics
· 2.1 Print Technologies
· 2.3 Computer-Based Technologies
· 2.4 Integrated Technologies
· 3.1 Media Utilization
· 3.2 Diffusion of Innovations
Internet Safety – Acceptable Use Policy
· 1.1 Instructional Systems Design (ISD)
· 1.2 Message Design
· 1.3 Instructional Strategies
· 1.4 Learner Characteristics
· 2.2 Audiovisual Technologies
· 2.3 Computer-Based Technologies
· 2.4 Integrated Technologies
· 3.2 Diffusion of Innovations
Integrating Technology into the Content Area – English/Language Arts
· 1.1 Instructional Systems Design (ISD)
· 1.2 Message Design
· 1.3 Instructional Strategies
· 1.4 Learner Characteristics
· 2.2 Audiovisual Technologies
· 2.3 Computer-Based Technologies
· 2.4 Integrated Technologies
Integrating Technology into the Content Area – Social Studies
· 1.1 Instructional Systems Design (ISD)
· 1.2 Message Design
· 1.3 Instructional Strategies
· 1.4 Learner Characteristics
· 2.2 Audiovisual Technologies
· 2.3 Computer-Based Technologies
· 2.4 Integrated Technologies
· 3.1 Media Utilization
Integrating Technology into the Content Area – Alternative for Mobile Learning
· 1.1 Instructional Systems Design (ISD)
· 1.2 Message Design
· 1.3 Instructional Strategies
· 1.4 Learner Characteristics
· 2.2 Audiovisual Technologies
· 2.3 Computer-Based Technologies
· 2.4 Integrated Technologies
· 3.1 Media Utilization
Adaptive/Assistive Technology
· 1.1 Instructional Systems Design (ISD)
· 1.2 Message Design
· 1.3 Instructional Strategies
· 1.4 Learner Characteristics
· 2.2 Audiovisual Technologies
· 2.3 Computer-Based Technologies
· 2.4 Integrated Technologies
· 3.1 Media Utilization
Please see AECT Standards for a complete definition of each standard addressed and the corresponding activity.