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.
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.
1.1 Instructional Systems Design (ISD)
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.
1.1.1 Analyzing: process of defining what is to be learned and the context in which it is
to be learned.
1.1.2 Designing: process of specifying how it is to be learned.
1.1.3 Developing: process of authoring and producing the instructional materials.
1.1.4 Implementing: actually using the materials and strategies in context.
1.2 Message Design
Message design involves planning for the manipulation of the physical form of the message.
1.3 Instructional Strategies
Instructional strategies are specifications for selecting and sequencing events and activities within a lesson.
1.4 Learner Characteristics
Learner characteristics are those facets of the learner's experiential background that impact the effectiveness of a learning process.
STANDARD 2 DEVELOPMENT
Candidates demonstrate the knowledge, skills, and dispositions to develop instructional materials and experiences using print, audiovisual, computer-based, and integrated 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.
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.
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.
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.
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.
3.1 Media Utilization
Utilization is the decision-making process of implementation based on instructional design specifications.
3.2 Diffusion of Innovations
With an ultimate goal of bringing about change, the process includes stages such as awareness, interest, trial, and adoption.