Personal learning Environment
A Personal Learning Environment (PLE) is a set of people and digital resources an individual can access for the specific intent of learning. For Dabbagh & Kitsantas (2012), a PLE consists of social media tools that allow students to gain competence or knowledge
STANDARDS FOR THE ACCREDITATION OF SCHOOL MEDIA SPECIALIST AND EDUCATIONAL TECHNOLOGY SPECIALIST PROGRAMS
These standards effectively govern the profession and practices within learning technologies. Their use is intended to demonstrate the competencies and skills of a student and professional in learning education technologies.
You will notice that in each project presented in the portfolio, it is established which standard is being met. In this way, the use of digital competencies is evidenced.
Association for Educational Communications and Technology
AECT Standard 1
(Content Knowledge)
Candidates demonstrate the knowledge necessary to create, use, assess, and manage theoretical and practical applications of educational technologies and processes.
Indicators:
• Creating - Candidates apply content pedagogy to create appropriate applications of processes and
technologies to improve learning and performance outcomes. (p. 1)
• Using - Candidates implement appropriate educational technologies and processes based on
appropriate content pedagogy. (p. 141)
• Assessing/Evaluating - Candidates demonstrate an inquiry process that assesses the adequacy of
learning and evaluates the instruction and implementation of educational technologies and
processes grounded in reflective practice. (p. 116-117)
AECT Standard 2
(Content pedagogy)
Candidates develop as reflective practitioners able to demonstrate effective implementation of educational technologies and processes based on contemporary content and pedagogy.
Indicators:
• Creating - Candidates apply content pedagogy to create appropriate applications of processes and
technologies to improve learning and performance outcomes. (p. 1)
• Using - Candidates implement appropriate educational technologies and processes based on
appropriate content pedagogy. (p. 141)
• Assessing/Evaluating - Candidates demonstrate an inquiry process that assesses the adequacy of
learning and evaluates the instruction and implementation of educational technologies and
processes grounded in reflective practice. (p. 116-117)
• Managing - Candidates manage appropriate technological processes and resources to provide
supportive learning communities, create flexible and diverse learning environments, and develop
and demonstrate appropriate content pedagogy. (p. 175-193)
• Ethics - Candidates design and select media, technology, and processes that emphasize the
diversity of our society as a multicultural community. (p. 296)
AECT Standard 3
(Learning Environments)
Candidates facilitate learning by creating, using, evaluating, and managing effective learning environments. (p. 1, 41)
Indicators:
• Creating - Candidates create instructional design products based on learning principles and
research-based best practices. (pp. 8, 243-245, 246)
• Using - Candidates make professionally sound decisions in selecting appropriate processes and
resources to provide optimal conditions for learning based on principles, theories, and effective
practices. (pp. 8-9, 122, 168-169, 246)
• Assessing/Evaluating - Candidates use multiple assessment strategies to collect data for
informing decisions to improve instructional practice, learner outcomes, and the learning
environment. (pp. 5-6, 53)
• Managing - Candidates establish mechanisms for maintaining the technology infrastructure to
improve learning and performance. (p. 190, 234, 238)
• Ethics - Candidates foster a learning environment in which ethics guide practice that promotes
health, safety, best practice, and respect for copyright, Fair Use, and appropriate open access to
resources. (p. 3, 246)
• Diversity of Learners - Candidates foster a learning community that empowers learners with
diverse backgrounds, characteristics, and abilities. (p. 10)
AECT Standard 4
(Professional Knowledge and Skills)
Candidates design, develop, implement, and evaluate technology-rich learning environments within a supportive community of practice.
Indicators:
• Collaborative Practice - Candidates collaborate with their peers and subject matter experts to
analyze learners, develop and design instruction, and evaluate its impact on learners.
• Leadership - Candidates lead their peers in designing and implementing technology-supported
learning.
• Reflection on Practice - Candidates analyze and interpret data and artifacts and reflect on the
effectiveness of the design, development and implementation of technology-supported instruction
and learning to enhance their professional growth.
• Assessing/Evaluating - Candidates design and implement assessment and evaluation plans that
align with learning goals and instructional activities.
• Ethics - Candidates demonstrate ethical behavior within the applicable cultural context during all
aspects of their work and with respect for the diversity of learners in each setting.
AECT Standard 5 (Research)
Candidates explore, evaluate, synthesize, and apply methods of inquiry to enhance learning and improve performance (pp. 4, 6-7).
Indicators:
• Theoretical Foundations - Candidates demonstrate foundational knowledge of the contribution
of research to the past and current theory of educational communications and technology. (p. 242)
• Method - Candidates apply research methodologies to solve problems and enhance practice. (p.
243)
• Assessing/Evaluating - Candidates apply formal inquiry strategies in assessing and evaluating
processes and resources for learning and performance. (p. 203)
• Ethics - Candidates conduct research and practice using accepted professional and institutional
guidelines and procedures. (p. 296-7)