This post is dedicated to the semester long course (Spring 2012) of EDTECH 502, Internet for Educators. Dann Mosteller’s EDtech 502 Web Page

When I started out this semester, I had never made a web page and I was not familiar with the XHTML code language and the Cascading Styles Sheet formatting.  This part of the learning process was a challenge in the beginning, but as the semester progressed, I became more familiar with the code and I was able to problem solve my way through many layout and design situations.

Also, as I went deeper into the course the tasks became more challenging, which required much planning, research, and development of the content.  This became the most time consuming part of the course, but as a result, I have satisfied more AECT standards based on the design of the content and the instruction.

The following AECT standards were met in this course:
  • 1.1.a Utilize and implement design principles which specify optimal conditions for learning.
  • 1.1.1.a Write appropriate objectives for specific content and outcome levels.
  • 1.1.1.b Analyze instructional tasks, content, and context.
  • 1.1.2.a Create a plan for a topic of a content area (e.g., a thematic unit, a text chapter, an interdisciplinary unit) to demonstrate application of the principles of macro-level design.
  • 1.1.2.b Create instructional plans (micro-level design) that address the needs of all learners, including appropriate accommodations for learners with special needs.
  • 1.1.2.c* Integrate information literacy skills into classroom and media center instruction.
  • 1.1.2.d Incorporate contemporary instructional technology processes in the development of interactive lessons that promote student learning.
  • 1.1.3.a Produce instructional materials which require the use of multiple media (e.g., computers, video, projection).
  • 1.1.3.b Demonstrate personal skill development with at least one: computer authoring application, video tool, or electronic communication application.
  • 1.1.4.d* Organize, classify, and maintain bibliographic records within the media center to ensure efficient access to resources for students and teachers.
  • 1.1.5.a Utilize a variety of assessment measures to determine the adequacy of learning and instruction.
  • 1.1.5.c Demonstrate congruency among goals/objectives, instructional strategies, and assessment measures.
  • 1.2.a Apply principles of educational psychology, communications theory, and visual literacy to the selection of media for macro- and micro-level design of instruction.
  • 1.2.b Apply principles of educational psychology, communications theory, and visual literacy to the development of instructional messages specific to the learning task.
  • 1.2.c Understand, recognize and apply basic principles of message design in the development of a variety of communications with their learners.
  • 1.3.a Select instructional strategies appropriate for a variety of learner characteristics and learning situations.
  • 1.3.d Select motivational strategies appropriate for the target learners, task, and learning situation.
  • 1.4.b Describe and/or document specific learner characteristics which influence the selection of instructional strategies.
  • 1.4.c Describe and/or document specific learner characteristics which influence the implementation of instructional strategies.
  • 2.0.1 Select appropriate media to produce effective learning environments using technology resources.
  • 2.0.3 Apply instructional design principles to select appropriate technological tools for the development of instructional and professional products.
  • 2.1.4 Produce instructional and professional products using various aspects of integrated application programs.
  • 2.2.1 Apply principles of visual and media literacy for the development and production of instructional and professional materials and products.
  • 2.3.1 Design and produce audio/video instructional materials which use computer-based technologies.
  • 2.3.2 Design, produce, and use digital information with computer-based technologies.
  • 2.3.3 Use imaging devices (e.g., digital cameras, video cameras, scanners) to produce computer-based instructional materials.
  • 2.3.4* Incorporate the use of the Internet, online catalogs and electronic databases to meet the reference and learning needs of students and teachers.
  • 2.4.1 Use authoring tools to create effective hypermedia/multimedia instructional materials or products.
  • 2.4.2 Develop and prepare instructional materials and products for various distance education delivery technologies.
  • 2.4.4 Use telecommunications tools such as electronic mail and browsing tools for the World Wide Web to develop instructional and professional products.
  • 2.4.5 Develop effective Web pages with appropriate links using various technological tools (e.g., print technologies, imaging technologies, and video).
  • 2.4.7 Use appropriate software for capturing Web pages, audio wave files, and video files for developing off-line presentations.
  • 2.4.8* Prepare instructional materials, bibliographies, resource lists for instructional units, and other materials as appropriate to support students and teachers.
  • 3.1.1 Identify key factors in selecting and using technologies appropriate for learning situations specified in the instructional design process. (KFS)
  • 3.4.1 Identify and apply standards for the use of instructional technology.
  • 3.4.3 Identify and apply copyright and fair use guidelines within practice.
  • 3.4.4 Identify and implement effective policies related to the utilization, application, and integration of instructional technologies. (KFS)
  • 3.4.7* Identify and apply contemporary laws related to copyright, fair use, and intellectual freedom in the school media program.