Standards
Use the SDSU EDTEC Standards for the standards matrix in your professional e-portfolio. The eight standards marked with an asterisk(*) are required in your standards matrix.
SDSU EDTEC Standards
The MA in Education with a concentration in Educational Technology prepares professionals who can analyze needs and understand opportunities and who can develop, manage, and evaluate products and systems that enhance human learning and performance. The professional characteristics that underlie these capabilities include:
Values
- Pragmatism: Value the achievement of solutions that work within realistic constraints.
- *Data-based decision-making: Value the use of data as the starting point for professional work.
- Ethical: Respect ethical concerns in formulating solutions.
- Eclecticism: Draw from multiple sources to solve problems
- Commitment to Lifelong Learning: Value ongoing self-renewal in the profession
Skills
- *Technical: Use software and other tools appropriate to the task.
- *Cognitive: Analyze, synthesize, use inductive and deductive reasoning, solve problems effectively and creatively.
- *Communication: Communicate clearly to achieve professional goals using visual and verbal modes to explain and persuade.
- *Interpersonal: Interact effectively with others as peers, subordinates and leaders to accomplish goals.
- Intrapersonal: Understand his or her own strengths and limitations and actively relates prior knowledge to practice
Knowledge
- *Principles, Theories & Models: Understand many theories and models, choose from among them appropriately, and apply them effectively.
- Professional & Career: Describe the roots, personalities, trends and institutions of educational technology.
- *Processes: Understand processes such as change, design, development, and learning.
- *Systems: Understand that we live and work within systems of cause and effect in which actions may have multiple origins and consequences.
To see how the EDTEC standards align with course outcomes refer to the following course competencies:
ED 690, Methods of Inquiry
ED795A, Seminar
EDTEC 671, Learning Environment Design
Not all our websites are yet this explicit, but those for EDTEC 561 and EDTEC 671 depict how specific assignments connect to course objectives or outcomes and to specific standards associated with our program.
EDTEC 561: Advanced Web-based Multimedia Development
- Educational Video Workshop
http://edweb.sdsu.edu/courses/edtec561/key1/assignments/VideoWorkshop/index.htm - Educational Multimedia Workshop
http://edweb.sdsu.edu/courses/edtec561/key1/assignments/MultimediaWebPage/MMWP.htm
EDTEC 671: Learning Environment Design
- Individualized Instruction
http://edweb.sdsu.edu/courses/edtec671/key1/assign_ind_instr.htm - Informal Learning
http://edweb.sdsu.edu/courses/edtec671/key1/assign_inf_lrng.htm
For your own career purposes, you may also want to make a separate standards matrix relating your work to one or more of the following standards:
AECT Standards
See http://www.ncate.org/public/programStandards.asp?ch=4#AECT for full details.
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.
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.
Standard 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.
ISTE Standrads
The ISTE standards are particularly relevant to EDTEC Master's students involved in K-12 education; see in particular the set targeting Technology Facilitators and Leaders: http://www.iste.org/Content/NavigationMenu/NETS/ForTechnologyFacilitatorsandLeaders/Technology_Leadership_Standards.htm.
ASTD Standards
ASTD offers CPLP certification for learning/performance professionals. It is based on a tiered competency model that addresses nine specific areas of expertise: http://www.astd.org/content/ASTDcertification/CPLPFastFacts.htm
ISPI CPT Standards
ISPI offers the opportunity to become a Certified Performance Technologist. That program is predicated on 10 Performance Improvement Standards that (taken collectively) reflect systematic thinking and systemic action: http://www.ispi.org/content.aspx?id=418