Professional Associations

by
Rebekah Wright
EDD 8008
Principles of Instructional Technology

Nova Southeastern University

February 1, 2016

Professional associations, or professional homes, are pivotal in the development of any

field. These associations offer leadership opportunities, producing and influencing professional
development, and contributing resources specifically relating to the field (Berger, 2014). In the
field of instructional technology, there are a variety of professional associations which
contributes to the overall development and advancement of the field. Specifically, the
Association of Educational Communications and Technology (AECT) is an association directed
towards the improvement of education via technology (AECT, 2001).
History
The history of the AECT began in 1923, when a group of passionate educators sought to
find a way to teach others how to learn through the utilization of new technologies and media.
The AECT began as the National Education Association (NEA) Division of Visual Instruction
(DVI) headquartered in Washington, DC. The interest for the use of visual media, specifically,
motion picture and slides had been rapidly increasing among school administrators. To cater to
this interest, the National Education Association (NEA) decided to establish the Division of
Visual Instruction (DVI) in 1923 (AECT in the 20th Century, 2001).
The DVI was not the only organization geared towards visual instruction. There were two
other competing organizations who were striving to meet the need of the growing movement. In
1932, DVI merged with the National Academy of Visual Instruction (NAVI) and the Visual
Instruction Association of America (VIAA) and this merger was known as the coalition of
1932 (Consolidation Period, 2001, para 1). During this period, the membership of the
organization continued to grow upward to around 600, however, most of the responsibilities were
still restricted to primary office holders.
The mid 1930s brought visual instruction courses to pre and in service teachers and

began branching out to institutions of higher education and collections of film equipment and
materials were growing at an unprecedented rate. The DVI decided that centralizing services
would be the best way to house and distribute visual instruction media (Consolidation Period,
2001).
A year after the war ended, the membership of DVI doubled and in 1945 a new
administrative unit, the Division of Audio-Visual Instructional (DAVI) Services was formed in an
effort to provide counseling and technical services to the organization (Post War, 2001, para 3).
In 1952, the division broke away from tradition and held its first conference outside of the NEA
in the spring for audio visual trade professionals. In 1953, DAVI published its first journal
publication known as the Audio Visual Communications Review edited by William Allen. In
1956, a new publication titled Audio Visual Instruction was published as a response to the
associations need for a practitioners magazine (Post War, 2001).
Tension began to mount as the focus of the association shifted towards instructional
systems. In the summer of 1969, the Board of Directors met in response to the reorganization of
the NEA. In 1970, the NEA was changed to the Association for Educational Communications
and Technology (AECT) (Federal Aid, 2001). By 1970, the AECT had obtained nine divisions
and by 1980 the associations membership had taken a sharp decline from 11,000 to 5,600 and
reduced the Board of Directors from 17 to 11 members (Independence and Dispersion, 2001).
By the mid 1980s, the membership of the AECT leveled out to about 5000 and the association
continued to struggle through its financial difficulties.
In 1999, the associations headquarters had relocated to Bloomington, Indiana under the
leadership of James Pershing and Carthell Everett. By the end of 1999, Phillip Harris took charge
and led the association with a selected 3000 member pool to fulfill its true mission of helping

people learn more efficiently and effectively through the use of the best technologies available at
the time (Computer Impact, 2001, para 31).
Headquarters and Members
The AECT was originally headquartered in Washington, DC in 1923 when it began its
roots as the National Education Association (NEA). The association resided in Washington, DC
until 1999 when it was relocated to Bloomington, Indiana (AECT in the 20th Century, 2001). The
current membership in good standing is 2,250 (P. Harris, personal communication, January 20,
2016).
Mission
According to the Association for Educational Communications and Technology (2001),
the mission is to provide international leadership by promoting scholarship and best practices in
the creation, use, and management of technologies for effective teaching and learning in a wide
range of settings (AECT Strategic Plan, 2015).
Annual Conferences
The AECT typically holds its annual conference in the fall. This year, the AECT Annual
International Convention will be held October 17, 2016 through October 21, 2016. The
conference will take place in Las Vegas at the Westgate Resort and Casino. The theme for this
years convention is Learning from Las Vegas. The focus of the 2016 AECT Annual
Conference is creativity in teaching, research, and design within the field of educational
technology (AECT Call for Proposals, 2001).
Offices
The AECT 2015-2016 Board Offices are as follows:
Kay Persichitte (2017), President

Brad Hokinson (2017), President elect

Robert Branch (2016), Past President
Michael Grant (2017), Executive Secretary
There are eleven divisions of the AECT each bearing its own set of divisional officers.
The table below lists each division with current holding offices.
AECT Division
Culture, Learning, and Technology
Design and Development
Distance Learning
Emerging Learning Technologies
Graduate Student Assembly
International
Organizational Training and Performance

Research and Theory

School Media and Technology
Systematic Thinking and Change
Teacher Education

AECT Offices/Officers
Dr. Peggy Lumpkin, President
Dr. Angela Benson, President Elect
Dr. Akesha Horton, V.P. Communications
Deri Draper, President
Zahira Merchant, President Elect
Albert Ritzhaupt, V.P. for Communications
Anthony Pina, President
Tonia Dousay, President Elect
Yu-Hui Ching, Treasurer
Scott Warren, President
Pam Ponners, President Elect
Jonlee Anderle, President
Yu Chang Hsu, President
Hsin-Te Yeh, President Elect
Szu-Yueh Justine Chien, Secretary
Nancy Hastings, President
Tim Boileau, President Elect
Jenny Bauman, V.P. Communications
Holley Langille, Secretary
E-Ling Hsiao, President
Enilda Romero-Hall, President Elect
Wendy Gentry, Secretary
Dennis Beck, President
Valerie Page Hale, President Elect
Christina Cucci, Secretary
Beth Sockman, President
Eugene Kowch, President Elect
Anthony Chow, Secretary
Jesse Strycker, President
Kristin Brynteso, President Elect

(Divisions, 2001)

Member Benefits

There are several benefits to joining professional associations. Specifically, being a

member of the Association for Educational Communications and Technology would provide the
opportunity for professional growth and development as well as research and collaboration
opportunities within the field. Additionally, the chance to become published in one of the
AECTs prestigious journals is very desirable. The AECT fits my overall professional goal of
becoming a practitioner in the field of instructional design, technology, and distance education.
Additional member benefits of the AECT include access to online publications such as
Tech Trends, Educational Technology Research and Development, as well as a variety of online
books, journals, and newsletters. There is also an opportunity to join one or more of the AECTs
eleven divisions. I am currently a member of the design and development, distance learning,
graduate student assembly, training and performance, and teacher education divisions. Finally
one of the most rewarded benefits of membership is access to and attendance of the AECT
Annual Conference. The annual conference provides an opportunity for collaboration with
industry leaders and professionals in the field thereby promoting my development and
advancement as a future professional.

References

AECT in the 20th Century. (2001). Retrieved from http://www.aect.org/newsite/

AECT Strategic Plan 2015 Edition. (2015). Retrieved from http://c.ymcdn.com/sites/aect.siteym.com/resource/resmgr/AECT_Documents/AECT_Strategic_Plan_(2015)_1.pdf
Berger, J. I. (2014). Role of professional development associations in the future of our field.
Adult Learning, 25(1), 31-33. Retrieved from
http://search.proquest.com.ezproxylocal.library.nova.edu/docview/1651832212?
accountid=6579
Call for Proposals. (2001). Association for Educational Communications and Technology.
Retrieved from http://www.aect.org/events/call/
Computer Impact and Downsizing Period, 1983 1999. (2001). Association for Educational
Communications and Technology. Retrieved from http://www.aect.org/newsite/
Consolidation Period, 1932 1945. (2001). Association for Educational Communications and
Technology. Retrieved from http://www.aect.org/newsite/
Divisions. (2001). Association for Educational Communications and Technology. Retrieved from
http://aect.site-ym.com/?page=divisions
Federal Aid Boom Period, 1958 1970. (2001). Association for Educational Communications
and Technology. Retrieved from http://www.aect.org/newsite/
Formative Period, 1923 1931. (2001). Association for Educational Communications and
Technology. Retrieved from http://www.aect.org/newsite/
Independence and Dispersion Period, 1971 1982. (2001). Association for Educational
Communications and Technology. Retrieved from http://www.aect.org/newsite/

Post-War Growth Period, 1946 1957. (2001). Association for Educational Communications and

Technology. Retrieved from http://www.aect.org/newsite/