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從本科、研究生一路走來，早已習(xí)慣了外界對(duì)教育技術(shù)領(lǐng)域/學(xué)科的質(zhì)疑。參加過不少招聘會(huì)，解釋過無數(shù)遍什么是教育技術(shù)。在講臺(tái)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(duì)教育技術(shù)的了解、理解和熱愛。
人喜歡標(biāo)準(zhǔn)，在無序中找到秩序。確實(shí)，規(guī)矩成方圓。在一定程度上，標(biāo)準(zhǔn)能幫助外界理解和尊重教育技術(shù)的學(xué)習(xí)者和從業(yè)者。
瀏覽網(wǎng)頁時(shí)看到了美國普渡大學(xué)對(duì)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(yùn)用學(xué)習(xí)的原理和規(guī)則設(shè)計(jì)、開發(fā)、實(shí)現(xiàn)計(jì)算機(jī)、多媒體、超媒體和網(wǎng)絡(luò)應(yīng)用等的教學(xué)材料和項(xiàng)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(duì)今后的影響。
- 能將技術(shù)整合到課程中。
- 運(yùn)用系統(tǒng)方法設(shè)計(jì)、開發(fā)和評(píng)價(jià)教學(xué)單元。（比如：短期課程、教學(xué)模塊、學(xué)習(xí)活動(dòng)包、計(jì)算機(jī)教學(xué)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(duì)結(jié)果做出分析，并給出恰當(dāng)?shù)膶?duì)策。
- 能用績效的術(shù)語對(duì)目標(biāo)進(jìn)行清晰的表述。
- 對(duì)某個(gè)教學(xué)環(huán)境的特點(diǎn)進(jìn)行分析，測定相關(guān)的資源和約束條件，評(píng)估其教學(xué)的有效性。
- 用初始能力、前需技能、態(tài)度、動(dòng)機(jī)、知識(shí)等術(shù)語和常規(guī)特質(zhì)分析學(xué)習(xí)者的特征。
- 能描述在教育和培訓(xùn)活動(dòng)中運(yùn)用的各種教學(xué)策略（步驟、技術(shù)和方法）
- 能對(duì)現(xiàn)存事物提出改進(jìn)建議。
- 對(duì)學(xué)習(xí)者/受訓(xùn)者的成果、教學(xué)策略、學(xué)習(xí)活動(dòng)和學(xué)習(xí)資源進(jìn)行描述、選擇和排序。
- 計(jì)劃和實(shí)施形成性評(píng)價(jià)（比如：學(xué)習(xí)者追蹤、專家評(píng)定、實(shí)施分析、觀察報(bào)告）。
- 計(jì)劃和實(shí)施對(duì)學(xué)習(xí)者、教學(xué)材料核教/學(xué)環(huán)境的總結(jié)性評(píng)價(jià)。
- 管理教學(xué)研究和項(xiàng)目，進(jìn)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(jì)算機(jī)。
- 評(píng)估、選擇和使用計(jì)算機(jī)軟硬件。
- 設(shè)計(jì)、開發(fā)和管理教學(xué)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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