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從本科、研究生一路走來，早已習慣了外界對教育技術(shù)領(lǐng)域/學科的質(zhì)疑。參加過不少招聘會，解釋過無數(shù)遍什么是教育技術(shù)。在講臺上也曾向?qū)W生歷數(shù)該專業(yè)的種種。自己的解釋也一直在發(fā)生變化，這種變化源于對教育技術(shù)的了解、理解和熱愛。
人喜歡標準，在無序中找到秩序。確實，規(guī)矩成方圓。在一定程度上，標準能幫助外界理解和尊重教育技術(shù)的學習者和從業(yè)者。
瀏覽網(wǎng)頁時看到了美國普渡大學對教育技術(shù)的能力要求。貼在這里算是教育技術(shù)人的鏡子，也算教育技術(shù)人的話筒。
- 運用學習的原理和規(guī)則設(shè)計、開發(fā)、實現(xiàn)計算機、多媒體、超媒體和網(wǎng)絡(luò)應(yīng)用等的教學材料和項目。
- 甄別有關(guān)教育技術(shù)的信息資源。
- 了解教育技術(shù)的未來發(fā)展方向及對今后的影響。
- 能將技術(shù)整合到課程中。
- 運用系統(tǒng)方法設(shè)計、開發(fā)和評價教學單元。（比如：短期課程、教學模塊、學習活動包、計算機教學程序或網(wǎng)站）
- 能選擇合適的程序/方法開發(fā)、執(zhí)行需求分析。對結(jié)果做出分析，并給出恰當?shù)膶Σ摺?
- 能用績效的術(shù)語對目標進行清晰的表述。
- 對某個教學環(huán)境的特點進行分析，測定相關(guān)的資源和約束條件，評估其教學的有效性。
- 用初始能力、前需技能、態(tài)度、動機、知識等術(shù)語和常規(guī)特質(zhì)分析學習者的特征。
- 能描述在教育和培訓(xùn)活動中運用的各種教學策略（步驟、技術(shù)和方法）
- 能對現(xiàn)存事物提出改進建議。
- 對學習者/受訓(xùn)者的成果、教學策略、學習活動和學習資源進行描述、選擇和排序。
- 計劃和實施形成性評價（比如：學習者追蹤、專家評定、實施分析、觀察報告）。
- 計劃和實施對學習者、教學材料核教/學環(huán)境的總結(jié)性評價。
- 管理教學研究和項目，進行工作分配并監(jiān)督執(zhí)行。
- 開發(fā)一系列的信息采集技術(shù)（比如：調(diào)查問卷、訪談、測試、模擬、觀察記錄）。
- 在問題解決式情景中應(yīng)用計算機。
- 評估、選擇和使用計算機軟硬件。
- 設(shè)計、開發(fā)和管理教學設(shè)備。
Educational Technology Competencies
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- Apply rules and principles of learning to designing, developing, and implementing instructional materials and programs including computer, multimedia, hypermedia, and Web applications.
- Identify sources of information about instructional technology.
- Describe trends in and future impacts of educational technology.
- Integrate technology into the curriculum.
- Design, develop, and evaluate a unit of instruction (e.g., minicourse, module, learning activity package, computer program, or Web site) using a systematic approach.
- Develop and conduct a needs assessment including selection of procedures/instruments and interpretation of results to suggest appropriate actions.
- Prepare clear statements of objectives in performance terms.
- Analyze the characteristics of an instructional setting, determine relevant resources and constraints, and evaluate the potential contributions to effective instruction.
- Analyze learner characteristics in terms of entry skills, prerequisites, aptitude, motivation, knowledge of content, and general characteristics.
- Describe various instructional strategies (approaches, techniques, and methods) used in education and training.
- Prepare specifications for the modification of existing materials.
- Specify, select, and sequence learner/trainee outcomes, instructional strategies, learning activities, and learning resources.
- Plan and conduct a formative evaluation (e.g., trials with learners, expert review, and analysis of implementation, observations).
- Plan and conduct a summative evaluation of learners, instructional materials, and the teaching/learning situation.
- Manage instructional research and development projects, assigning and monitoring task responsibility and authority given to others.
- Develop a range of information-gathering techniques (e.g., questionnaires, interviews, tests, simulations, observations).
- Apply the computer in problem-solving situations
- Evaluate, select, and utilize computer software and hardware.
- Design, develop, and manage instructional computing facilities.
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cite from Purdue University
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