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 * EDUC7900 Capstone Course**
 * Wiki Members: Donna Carroll, Tippi Clayborne, and Erin Mitchell**
 * = **Definition Concept** ||= **Learning Community Expert** ||= **Definition** ||
 * = Facilitating Learning, Chapter 2 ||= Donna || Facilitating learning refers to the learner taking control of his or her own learning through formal and informal situations. The teachers and designers become a facilitator rather than the one controlling the learning. Technology is used to help guide the students through the inquiry process of their learning.

 Januszewski, A., & Molenda, M. (Eds.). (2008). //Educational technology: A definition with commentary.// New York, NY: Routledge. ||
 * Improving Performance, Chapter 3 || Donna || The term improving performance refers to using technology during the learning process to improve or enhance a students' learning process when given a problem. Improving performance also addresses improving the performance of the teacher, the designer, and of organizations as well.

 Januszewski, A., & Molenda, M. (Eds.). (2008). //Educational technology: A definition with commentary.// New York, NY: Routledge. ||
 * = Creating, Chapter 4 ||= Erin ||= It was perceived the process of creating was to adhere to a model of "design, development, and evaluation." However many successfully created and implemented lessons do not follow this pattern. This relates to the development of technology. Specific technologies were once created to specifically help teachers instruct (i.e. overhead projectors) therefore guiding the teacher in creating lessons that centered around the use of that technology. Today it seems with the rapid evolution of technology, the relationship has switched; teachers are now reaching outside of their technology comfort zone with standard school equipment and trying new things with technologies not designed to be used in the classroom setting (i.e. cell phones, iPods, iPads, and so forth). Now creativity can be added to enhance this process because it is needed to incorporate new technologies while meeting the diverse needs of learners.

 Januszewski, A., & Molenda, M. (Eds.). (2008). //Educational technology: A definition with commentary.// New York, NY: Routledge. ||
 * = Using, Chapter 5 ||= Erin ||= Part of the consideration for using technology resources is keeping in mind where the using will be taking place. Budget concerns must be accounted for as not to expand a school's resources. In order to facilitate successful using, piloting and testing of the proposed resources must be found conducive to learning and evaluated for their effectiveness. This also addresses the need to take into account various learners abilities and needs.

 Januszewski, A., & Molenda, M. (Eds.). (2008). //Educational technology: A definition with commentary.// New York, NY: Routledge. ||  Januszewski, A., & Molenda, M. (Eds.). (2008). //Educational technology: A definition with commentary.// New York, NY: Routledge. || (1) __Commitment to the Individual__: protect the individual rights of access to materials, protect the privacy and maintain the personal integrity of the individual, protect the individual from conditions harmful to health and safety, and encourage the devlopment of programs and media that emphasize the diversity of our society as a multicultural community. (2) __Commitment to Society__: honestly represent the institution or organization with which that person is affiliated, accurately and truthfully represent educational matters directly and indirectly, engage in fair and equitable practices, promote positive and minimize negative environmental impacts of educational technologies, and NOT use institutional or Associational privileges for private gain. (3) __Commitment to the Profession__: being actively committed to providing opportunities for culturally and intellectually diverse points of view in publications and conferences, strive to continually improve professional knowledge and skill and to make available to patrons and colleagues the benefit of that person's professional attainments, inform users of the stipulations and interpretations of the copyright law and other laws affecting the profession and encourage compliance, and MUST AVOID commercial exploitation of membership in the Association.  Januszewski, A., & Molenda, M. (Eds.). (2008). //Educational technology: A definition with commentary.// New York, NY: Routledge. ||  Januszewski, A., & Molenda, M. (Eds.). (2008). //Educational technology: A definition with commentary.// New York, NY: Routledge. ||  Januszewski, A., & Molenda, M. (Eds.). (2008). //Educational technology: A definition with commentary.// New York, NY: Routledge. ||
 * = Managing, Chapter 6 ||= Tippi ||= Managing and leadership work together to accomplish meeting a pre-determined goal. Effective managing includes planning, monitoring, and controlling; whereas leading includes setting direction, aligning, and motivating. In Educational Technology, there are 4 main focal points of managing: Personnel Manager, Program Manager, Project Manager, and Resource Manager. The manager/leader must act as a change agent with innovative skills that will inspire others to work together to solve real world problems, practice effective planning, and clearly understand the needs of the customers in order to align products and services that resonate in the marketplace.
 * = Ethical Considerations, Chapter 11 ||= Tippi || The responsibility of the individual and the AECT to maintain a high level of professional conduct. The Code of Professional Ethics (AECT, 2001) focuses on three sections:
 * = Processes, Chapter 7 ||= All Members ||= A process is a series of meaningful activities constructed upon organizing themes; it is a series of propositions, based on verifiable evidence, which represents a systematic view of a subject and involves the application of principles or theories to achieve intended results. The processes associated with educational technology are interpreted as the methods used to facilitate learning and improve performance.
 * = Resources, Chapter 8 ||= All Members ||= Resources can be thought of as the tools, materials, devices, people, and settings that learners interact with to imporve learning and performance. The focus of the field of educational technology remains on the appropriate use of emerging technological resources to facilitate learning and improve performance.


 * Visual Representation of Educational Technology Definition**

