KENNESAW STATE UNIVERSITY
GRADUATE COURSE PROPOSAL OR REVISION,
Cover Sheet
Course Number/Program Name ITEC XXXX/Education Specialist in Instructional Technology
Department
Instructional Technology
Degree Title (if applicable)
Education Specialist
Proposed Effective Date
Fall 2006
Check one or more of the following and complete the appropriate sections:
X New Course Proposal
Course Title Change
Course Number Change
Course Credit Change
Course Prerequisite Change
Course Description Change
Sections to be Completed
II, III, IV, V, VII
I, II, III
I, II, III
I, II, III
I, II, III
I, II, III
Notes:
If proposed changes to an existing course are substantial (credit hours, title, and description), a new course with a
new number should be proposed.
A new Course Proposal (Sections II, III, IV, V, VII) is required for each new course proposed as part of a new
program. Current catalog information (Section I) is required for each existing course incorporated into the
program.
Minor changes to a course can use the simplified E-Z Course Change Form.
Submitted by:
Faculty Member
Approved
_____
Date
Not Approved
Department Curriculum Committee Date
Approved
Approved
Approved
Approved
Approved
Approved
Not Approved
Department Chair
Date
School Curriculum Committee
Date
School Dean
Date
GPCC Chair
Date
Dean, Graduate Studies
Date
Not Approved
Not Approved
Not Approved
Not Approved
Not Approved
Vice President for Academic Affairs Date
Approved
Not Approved
President
Date
KENNESAW STATE UNIVERSITY
GRADUATE COURSE/CONCENTRATION/PROGRAM CHANGE
I.
Current Information (Fill in for changes)
Page Number in Current Catalog
Course Prefix and Number
Course Title
Credit Hours
Prerequisites
Description (or Current Degree Requirements)
II.
Proposed Information (Fill in for changes and new courses)
Course Prefix and Number _XXX______________________
Course Title ____ Evaluating K-12 Instructional Technologies_____________
Credit Hours
3
Prerequisites
Admission to EDS or Ed.D. Program or Permission of
Instructor
Description (or Proposed Degree Requirements)
This course addresses processes for evaluating the potential of existing and emerging K-12 technology
products for recommended purchase. The course also addresses evaluating the implementation of
technologies in K-12 classrooms and the impact of those implementations on learning.
III.
Justification
Technology professionals have often struggled with evaluating the impact of technology purchases and
implementations. This difficulty often stems from weaknesses in selection and implementation.
Technologies are often selected without proper evaluation, coordination, and alignment to learning goals.
For these reasons, this course prepares technology facilitators to lead collaborative processes in selecting
technologies, to articulate expected outcomes, and to implement an evaluation plan that illustrates whether
there was a return on investment.
IV.
Additional Information (for New Courses only)
GOALS AND OBJECTIVES: (Aligned to Content Standards)
Candidates will be able to lead collaborative selection processes; set goals for technology implementations; and
evaluate the impact of technology implementations. (ISTE/NCATE TF Standards III, IV, V, VI, and VIII).
In pursuit of these goals, the learning objectives of this course include:
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
21.
22.
Selecting and promoting the use of instructional technologies that support learner-centered strategies that
address the diverse needs of students, including adaptive and assistive technology. (TF III)
Selecting and promoting the use of instructional technologies that encourage problem solving, creativity
and the development of students’ higher order thinking skills and creativity (TF III)
Selecting and promoting the use of technologies that are aligned with district/region/state/ national content
and technology standards and that are designed according to research-based instructional principles (TF III)
Examining the validity and reliability of technology resources to collect and analyze data, interpret results,
and communicate findings to improve instructional practice and maximize student learning.
Applying multiple methods of evaluation to determine students' appropriate use of technology resources
for learning, communication, and productivity (TF IV)
Recommending evaluation strategies for improving students' use of technology resources for learning,
communication, and productivity (TF IV)
Analyzing data from a research project that includes evaluating the use of a specific technology in a P-12
environment (TF IV)
Using resources and professional development activities/information available from professional
technology organizations to locate and evaluate K-12 instructional technology solutions (TF V)
Implement policies that encourage collaborative review and selection decisions about instructional
technologies in order to provide district-wide professional growth opportunities for staff, faculty, and
administrator (TFV)
Continually evaluating and reflecting on professional practice to make informed decisions regarding the
selection and use of technology in support of student learning (TF V)
Testing and supporting the integration of advanced features of word processing, desktop publishing,
graphics programs, and utilities to demonstrate professional products (TFV)
Selecting and testing software to help others in locating, selecting, capturing, and integrating video and
digital images, in varying formats for use in presentations, publications and/or other products (TF V)
Testing, selecting, and facilitating the use of specific-purpose electronic devices (such as graphing
calculators, languages translators, scientific probeware, or electronic thesaurus) in content areas (TF V)
Selecting and supporting the integration of appropriate tools for communicating concepts, conducting
research, and solving problems for an intended audience and purpose (TF V)
Selecting and supporting the integration of emerging programming, authoring or problem solving
environments that support personal/professional development (TF V)
Setting and manipulating preferences and defaults of operating systems and productivity tool programs, and
troubleshooting problems associated with their operation (TF V)
Staying abreast of current telecommunications tools and resources for information sharing, remote
information access, and multimedia/hypermedia publishing in order to nurture student learning (TF V)
Selecting and supporting the adoption of collaborative learning tools, such electronic mail, online
conferencing and web browsers (TF V)
Analyzing and recommending appropriate technology resources to enable and empower learners with
diverse backgrounds, characteristics, and abilities (TF V)
Analyzing and recommending appropriate adaptive/assistive hardware and software for students and
teachers with special needs and assist in procurement and implementation (TF V)
Recommending appropriate technology resources to affirm diversity and address cultural and language
differences (TF VI)
Recommending appropriate technology resources to promote safe and healthy use of technology.
23. Considering how instructional technologies recommended for purchase would be best implemented in
classroom environments (TF VIII)
24. Staying abreast of local mass storage devices and media to store and retrieve information and resources.
25. Differentiating among issues related to selecting, installing, and maintaining wide area networks (WAN)
for school districts, and facilitate integration of technology infrastructure with the WAN (TF VIII)
26. Analyzing software used in classroom and administrative settings including productivity tools, information
access /telecommunication tools, multimedia/hypermedia tools, school management tools,
evaluation/portfolio tools, and computer-based instruction (TF VIII)
27. Evaluating instructional software to support and enhance the school curriculum and demonstrate
recommendations for purchase (TF VIII)
28. Staying abreast of current procedures related to troubleshooting and preventive maintenance on technology
infrastructure (TF VIII)
29. Locating and disseminating current research on product availability, design, and use in educational
technology (TF VIII)
30. Understanding the history of development and availability of instructional technology tools (TF VIII)
31. Applying effective group process skills to support the selection and evaluation of instructional technologies
in school settings (TF VIII)
32. Disseminating best practices in effective group process skills to support the selection and evaluation of
instructional technologies in school settings (TF VIII)
GOALS AND OBJECTIVES – aligned to Program Standards
The Professional Teacher Education Unit prepares learning facilitators who understand their disciplines and
principles of pedagogy, who reflect on their practice, and who apply these understandings to making instructional
decisions that foster the success of all learners. As a result of the satisfactory fulfillment of the requirements of
these courses, the candidate will demonstrate the following outcomes:
Course objective
1. Selecting and promoting the use of instructional
technologies that support learner-centered
strategies that address the diverse needs of
students, including adaptive and assistive
technology
2. Selecting and promoting the use of instructional
technologies that encourage problem solving,
creativity and the development of students’ higher
order thinking skills and creativity
Doctoral
KSDs
4e
Distributed School
Leadership Roles*
Curriculum, Instruction
& Assessment Leader
PSC/NCATE
Standard
1.2, 1.5, 1.8
4d
Curriculum, Instruction
& Assessment Leader
1.2, 1.5, 1.8
Learning &
Development Leader
Curriculum, Instruction
& Assessment Leader
3. Selecting and promoting the use of technologies
that are aligned with district/region/state/ national
content and technology standards and that are
designed according to research-based instructional
principles
4. Examining the validity and reliability of
technology resources to collect and analyze data,
interpret results, and communicate findings to
improve instructional practice and maximize
student learning.
4e
5. Applying multiple methods of evaluation to
determine students' appropriate use of technology
resources for learning, communication, and
productivity
6. Recommending evaluation strategies for
4b
Curriculum, Instruction
& Assessment Leader
1.2, 1.5, 1.8
4b
Curriculum, Instruction
1.2, 1.5, 1.8
4f
Learning &
Development Leader
Data Analysis
1.2, 1.5, 1.8
1.8
improving students' use of technology resources
for learning, communication, and productivity
7. Analyzing data from a research project that
includes evaluating the use of a specific
technology in a P-12 environment
8. Using resources and professional development
activities/information available from professional
technology organizations to locate and evaluate K12 instructional technology solutions
9. Implement policies that encourage collaborative
review and selection decisions about instructional
technologies in order to provide district-wide
professional growth opportunities for staff, faculty,
and administrator
10. Continually evaluating and reflecting on
professional practice to make informed decisions
regarding the selection and use of technology in
support of student learning
11. Testing and supporting the integration of
advanced features of word processing, desktop
publishing, graphics programs, and utilities to
demonstrate professional products
12. Selecting and testing software to help others in
locating, selecting, capturing, and integrating video
and digital images, in varying formats for use in
presentations, publications and/or other products
13. Testing, selecting, and facilitating the use of
specific-purpose electronic devices (such as
graphing calculators, languages translators,
scientific probeware, or electronic thesaurus) in
content areas
14. Selecting and supporting the integration of
appropriate tools for communicating concepts,
conducting research, and solving problems for an
intended audience and purpose
15. Selecting and supporting the integration of
emerging programming, authoring or problem
solving environments that support
personal/professional development
16. Setting and manipulating preferences and
defaults of operating systems and productivity tool
programs, and troubleshooting problems associated
with their operation
17. Staying abreast of current telecommunications
tools and resources for information sharing, remote
information access, and multimedia/hypermedia
publishing in order to nurture student learning
18. Selecting and supporting the adoption of
collaborative learning tools, such electronic mail,
online conferencing and web browsers
19. Analyzing and recommending appropriate
technology resources to enable and empower
learners with diverse backgrounds, characteristics,
and abilities
& Assessment Leader
5a
Learning &
Development Leader
1.2, 1.5
5f
Learning &
Development Leader
1.2, 1.5
1b
Process Improvement
Leader
1.5
Operations
4b
Learning &
Development Leader
1.2, 1.5
3c
Learning &
Development Leader
1.2, 1.5
3c
Learning &
Development Leader
1.2, 1.5
3c
Learning &
Development Leader
1.2, 1.5
3c
Learning &
Development Leader
1.2, 1.5
3c, 5f
Learning &
Development Leader
1.2, 1.5
3c
Operations
1.5
5f
Learning &
Development Leader
1.2, 1.5
2c
Learning &
Development Leader
1.2, 1.5
6a, 6c, 6d
Curriculum, Instruction
& Assessment Leader
1.2, 1.5, 1.8
Learning &
Development Leader
20. Analyzing and recommending appropriate
adaptive/assistive hardware and software for
students and teachers with special needs and assist
in procurement and implementation
21. Recommending appropriate technology
resources to affirm diversity and address cultural
and language differences
22. Recommending appropriate technology
resources to promote safe and healthy use of
technology.
23. Considering how instructional technologies
recommended for purchase would be best
implemented in classroom environments
24. Staying abreast of local mass storage devices
and media to store and retrieve information and
resources.
6a, 6c, 6d
Curriculum, Instruction
& Assessment Leader
1.2, 1.5, 1.8
6a, 6c, 6d
Curriculum, Instruction
& Assessment Leader
1.2, 1.5, 1.8
4e
Operations
1.5
4e
Curriculum, Instruction
& Assessment Leader
1.2, 1.5, 1.8
5f
Operations
1.5
25. Differentiating among issues related to
selecting, installing, and maintaining wide area
networks (WAN) for school districts, and facilitate
integration of technology infrastructure with the
WAN
26. Analyzing software used in classroom and
administrative settings including productivity
tools, information access /telecommunication
tools, multimedia/hypermedia tools, school
management tools, evaluation/portfolio tools, and
computer-based instruction
27. Evaluating instructional software to support
and enhance the school curriculum and
demonstrate recommendations for purchase
4e
Operations
1.5
4e
Curriculum, Instruction
& Assessment Leader
1.2, 1.5, 1.8
4e
Curriculum, Instruction
& Assessment Leader
1.2, 1.5, 1.8
28. Staying abreast of current procedures related to
troubleshooting and preventive maintenance on
technology infrastructure
5f
29. Locating and disseminating current research on
product availability, design, and use in educational
technology
30. Understanding the history of development and
availability of instructional technology tools
31. Applying effective group process skills to
support the selection and evaluation of
instructional technologies in school settings
32. Disseminating best practices in effective group
process skills to support the selection and
evaluation of instructional technologies in school
settings
1a
1b
2c, 4e
1a, 4e
Learning &
Development Leader
Operations Leader
Learning &
Development Leader
Learning &
Development Leader
1.2, 1.5
1.2, 1.5
Learning &
Development Leader
Relationship Leader
1.2, 1.5
Learning &
Development Leader
1.2, 1.5
1.6
*Georgia’s Leadership Institute for School Improvement & Georgia Committee on Educational Leadership
Preparation’s Distributed School Leadership Roles
COURSE OUTLINE:
1. Taxonomies of available tools
2. Trends in classroom uses of technology
a. 1:1 initiatives
b. wireless learning environments
c. handheld devices
d. online/virtual learning
e. e-texts
f. parent/school communications
g. student assessment systems
3.
4.
5.
6.
7.
8.
9.
Critical evaluation components
a. content standards
b. technical support
c. interface
d. affective considerations
e. robustness
f. features
g. pedagogy
h. supplementary materials
i. interoperability
j. digital safety
Building evaluation tools
Selecting and training evaluators
Principles of field testing
Evaluating emerging technologies
Researching specifications
Evaluating implementation
COURSE REQUIREMENTS/ASSIGNMENTS:
1.
2.
3.
4.
5.
Candidates will participate in a series of online discussion forums and in-class activities responding to
assigned readings, recommended websites, and critical issues related to the professional learning and
instructional technology. Candidate responses should relate not only to the question(s), but also to the
comments made by classmates and/or instructor. These responses should clearly demonstrate that
candidates have read the required articles, thoroughly examined recommended websites, and participated
fully in course assignments and exercises. Responses should be relevant to the topic and should serve to
move the discussion forward—not simply agree or disagree with what has already been stated. Candidates
should interact with classmates constructively and respectively, allowing for everyone to participate.
Candidates should follow the rules of netiquette to be provided in class.
In small groups, candidates will evaluate a group of comparable instructional technology products as if they
were being considered for purchase. Groups will develop a rubric for evaluating the products and they will
use this rubric to conduct an evaluation of products as if they were a selection committee.
The group will also develop field test instruments for their selected technology products. Instruments will
depend on the type of the product. They may include observation guides, interview protocols, focus group
questions, or another type of information-gathering tool. Groups submit the following along with their
field test instruments for grading: (1) a description of how the instruments will be administered; (2) a
description of how collected data will be analyzed; (3) a description of how the field test will inform
product selection; and (4) a reflection of what they learned through the process and what unanswered
questions/issues about evaluating products still remain. Each individual group member will conduct a field
test and all result will be compiled.
Group will develop a plan for evaluating the impact of a specific technology in a school and/or district
Groups will present their evaluation projects (#2-4) to the class.
EVALUATION AND GRADING:
Online and In-class Discussion of Readings (25% of grade)
Product Evaluation Project (35%)
Field Test (15%)
Impact Evaluation Plan (15%)
Group presentation on Product Evaluation (10%)
A:
B:
C:
F:
V.
92% - 100%
84%-91%
75%-83%
74% or lower
Resources and Funding Required (New Courses only)
Resource
Amount
Faculty
Other Personnel
Equipment
Supplies
Travel
New Books
New Journals
Other (Specify)
TOTAL
Funding Required Beyond
Normal Departmental Growth
* Resources and Funding addressed in a comprehensive manner in the comprehensive proposal
for the umbrella Ed.D degree.
VI. COURSE MASTER FORM
This form will be completed by the requesting department and will be sent to the Office of the
Registrar once the course has been approved by the Office of the President.
The form is required for all new courses.
DISCIPLINE
COURSE NUMBER
COURSE TITLE FOR LABEL
(Note: Limit 16 spaces)
CLASS-LAB-CREDIT HOURS
Approval, Effective Term
Grades Allowed (Regular or S/U)
If course used to satisfy CPC, what areas?
Learning Support Programs courses which are
required as prerequisites
Instructional Technology
ITEC XXXX
Evaluating K-12 Instructional Technologies
3__________________________________
Fall 2006.
Regular
N.A.
N.A.
APPROVED:
________________________________________________
Vice President for Academic Affairs or Designee __