KUTZTOWN UNIVERSITY
KUTZTOWN, PENNSYLVANIA
COLLEGE OF EDUCATION
DEPARTMENT OF: Library Science and Instructional Technology
I.
Course Title: ITC 526 Organization and Administration of Instructional Technology
K-12 Programs 3 s.h.; 3 c.h.
II.
Course Description:
This course involves issues concerning managing technology. Organization, administration and
integration of instructional technology programs at the building and district levels will be stressed.
III.
Course Rationale:
The need for people trained as instructional technologists to hold full-time positions on the district
or school level or in IU’s has increased dramatically Developing and maintaining technology
infrastructures in schools as well as working with teachers to effectively integrate instructional
technology into the teaching/learning process is a major part of the IT Specialist’s responsibility.
This course will provide the knowledge and skill an instructional technologist will need to provide
quality service.
Prerequisites: ITC 514 and 525 or permission of the Department
IV.
Course Objectives/Student Learning Outcomes:
A. Relationship to standards:
Course Objectives
Upon completion of
this course the student
will be able to:
Conceptual
Framework
PDE
SPA/AECT/NCATE
INTASC
ISTE
1. Explain the
various
copyright law
affecting
selection and
utilization of
instructional
technology
hardware and
software.
Knowledge
Based
Domains A
1,2,3; B 1,2,3;
C 1,2,3; D
Standards for
Instructional
Technology
Specialists
I.B, C, D; II.
A, B, C, D, E;
III. A, C
Standards 2.4, 3.1, 3.2,
3.3, 3.4; 4.1, 4.2, 4.3,
4.4
Standards 4,
5, 6, 7, 9
ISTE
Technology
Standards for
Teachers IA,
B; III A, B,
C, D; III A;
V. A, B, C,
D; VI. A, B,
C, D
2. Identify
possible
educational
partnerships and
analyze the most
effective
approach needed
to create such
relationships.
Knowledge
Based
Domains A
1,2,3; B 1,2,3;
C 1,2,3; D
Standards for
Instructional
Technology
Specialists
I.B, C, D; II.
A, B, C, D, E;
III. A, C
Standards 2.4, 3.1, 3.2,
3.3, 3.4; 4.1, 4.2, 4.3,
4.4
Standards 4,
5, 6, 7, 9
ISTE
Technology
Standards for
Teachers IA,
B; III A, B,
C, D; III A;
V. A, B, C,
D; VI. A, B,
C, D
3, Become
familiar with the
basic system
approach and
models used in
integrating
technology with
the curriculum.
Knowledge
Based
Domains A
1,2,3; B 1,2,3;
C 1,2,3; D
Standards for
Instructional
Technology
Specialists
I.B, C, D; II.
A, B, C, D, E;
III. A, C
Standards 2.4, 3.1, 3.2,
3.3, 3.4; 4.1, 4.2, 4.3,
4.4
Standards 4,
5, 6, 7, 9
ISTE
Technology
Standards for
Teachers IA,
B; III A, B,
C, D; III A;
V. A, B, C,
D; VI. A, B,
C, D
4. Identify
effective
strategies for
developing inservice/staff
development
program s to
improve
awareness of
instructional
technology
issues.
Knowledge
Based
Domains A
1,2,3; B 1,2,3;
C 1,2,3; D
Standards for
Instructional
Technology
Specialists
I.B, C, D; II.
A, B, C, D, E;
III. A, C
Standards 2.4, 3.1, 3.2,
3.3, 3.4; 4.1, 4.2, 4.3,
4.4
Standards 4,
5, 6, 7, 9
ISTE
Technology
Standards for
Teachers IA,
B; III A, B,
C, D; III A;
V. A, B, C,
D; VI. A, B,
C, D
5. Define the
technological,
legal,
organizational,
and pedagogical
issues related to
teaching/learning
with technology.
Knowledge
Based
Domains A
1,2,3; B 1,2,3;
C 1,2,3; D
Standards for
Instructional
Technology
Specialists
I.B, C, D; II.
A, B, C, D, E;
III. A, C
Standards 2.4, 3.1, 3.2,
3.3, 3.4; 4.1, 4.2, 4.3,
4.4
Standards 4,
5, 6, 7, 9
ISTE
Technology
Standards for
Teachers IA,
B; III A, B,
C, D; III A;
V. A, B, C,
D; VI. A, B,
C, D
6. Identify the
various
procedures and
approaches to
creating a
maintenance and
equipment repair
policy. Identify
the various
approaches to
the evaluation of
hardware and
software.
Knowledge
Based
Domains A
1,2,3; B 1,2,3;
C 1,2,3; D
Standards for
Instructional
Technology
Specialists
I.B, C, D; II.
A, B, C, D, E;
III. A, C
Standards 2.4, 3.1, 3.2,
3.3, 3.4; 4.1, 4.2, 4.3,
4.4
Standards 4,
5, 6, 7, 9
ISTE
Technology
Standards for
Teachers IA,
B; III A, B,
C, D; III A;
V. A, B, C,
D; VI. A, B,
C, D
7. Review
professional
literature to
determine what
is on the
technological
horizon and
Knowledge
Based
Domains A
1,2,3; B 1,2,3;
C 1,2,3; D
Standards for
Instructional
Technology
Specialists
I.B, C, D; II.
A, B, C, D, E;
III. A, C
Standards 2.4, 3.1, 3.2,
3.3, 3.4; 4.1, 4.2, 4.3,
4.4
Standards 4,
5, 6, 7, 9
ISTE
Technology
Standards for
Teachers IA,
B; III A, B,
C, D; III A;
V. A, B, C,
D; VI. A, B,
C, D
determine
options for
effectively
including future
development in
curriculum
planning.
8. Evaluate the
different levels
of Instructional
Technology
programs school, district,
etc. and the job
description for
each level’s
administrator.
Knowledge
Based
Domains A
1,2,3; B 1,2,3;
C 1,2,3; D
Standards for
Instructional
Technology
Specialists
I.B, C, D; II.
A, B, C, D, E;
III. A, C
Standards 2.4, 3.1, 3.2,
3.3, 3.4; 4.1, 4.2, 4.3,
4.4
Standards 4,
5, 6, 7, 9
ISTE
Technology
Standards for
Teachers IA,
B; III A, B,
C, D; III A;
V. A, B, C,
D; VI. A, B,
C, D
9. Become
familiar with the
various
approaches to
budget
preparation.
Knowledge
Based
Domains A
1,2,3; B 1,2,3;
C 1,2,3; D
Standards for
Instructional
Technology
Specialists
I.B, C, D; II.
A, B, C, D, E;
III. A, C
Standards 2.4, 3.1, 3.2,
3.3, 3.4; 4.1, 4.2, 4.3,
4.4
Standards 4,
5, 6, 7, 9
10. Identify the
various
marketing
options available
to promote
interest in the
I.T. program’s
materials and
services and
prepare a sample
promotion
document.
Knowledge
Based
Domains A
1,2,3; B 1,2,3;
C 1,2,3; D
Standards for
Instructional
Technology
Specialists
I.B, C, D; II.
A, B, C, D, E;
III. A, C
Standards 2.4, 3.1, 3.2,
3.3, 3.4; 4.1, 4.2, 4.3,
4.4
Standards 4,
5, 6, 7, 9
ISTE
Technology
Standards for
Teachers IA,
B; III A, B,
C, D; III A;
V. A, B, C,
D; VI. A, B,
C, D
ISTE
Technology
Standards for
Teachers IA,
B; III A, B,
C, D; III A;
V. A, B, C,
D; VI. A, B,
C, D
11. Define basic
principles,
current
standards, and
common
terminology
associated with
organizing,
administrating,
and managing
instructional
technology
Knowledge
Based
Domains A
1,2,3; B 1,2,3;
C 1,2,3; D
Standards for
Instructional
Technology
Specialists
I.B, C, D; II.
A, B, C, D, E;
III. A, C
Standards 2.4, 3.1, 3.2,
3.3, 3.4; 4.1, 4.2, 4.3,
4.4
Standards 4,
5, 6, 7, 9
ISTE
Technology
Standards for
Teachers IA,
B; III A, B,
C, D; III A;
V. A, B, C,
D; VI. A, B,
C, D
service
programs.
12. Describe
current
management
models used in
administrating
instructional
technology
services at the
IU, district,
and/or school
level.
Knowledge
Based
Domains A
1,2,3; B 1,2,3;
C 1,2,3; D
Standards for
Instructional
Technology
Specialists
I.B, C, D; II.
A, B, C, D, E;
III. A, C
Standards 2.4, 3.1, 3.2,
3.3, 3.4; 4.1, 4.2, 4.3,
4.4
Standards 4,
5, 6, 7, 9
ISTE
Technology
Standards for
Teachers IA,
B; III A, B,
C, D; III A;
V. A, B, C,
D; VI. A, B,
C, D
13. Review
professional
literate to
determine what
emerging
technologies are
available for the
K-12 classroom
and how to plan
for their
integration.
Knowledge
Based
Domains A
1,2,3; B 1,2,3;
C 1,2,3; D
Standards for
Instructional
Technology
Specialists
I.B, C, D; II.
A, B, C, D, E;
III. A, C
Standards 2.4, 3.1, 3.2,
3.3, 3.4; 4.1, 4.2, 4.3,
4.4
Standards 4,
5, 6, 7, 9
ISTE
Technology
Standards for
Teachers IA,
B; III A, B,
C, D; III A;
V. A, B, C,
D; VI. A, B,
C, D
Knowledge
Based
Domains
C:
Professional
Methodology
3. Technology
Integration;
Pennsylvania
Standards for
Instructional
Technology
Specialists I.
A,B,D; II C
Standards 1.2, 1.3; 2.1;
2.2, 2.3, 2.4; 3.1, 3.3;
4.2
INTASC
standards
2,3,4,5,6,7,9
ISTE-NETS
Technology
Standards for
Teachers I
A,B; II
A,B,C,D, E;
III A,B,C,D
14. Plan and prepare
effective in-service
activities related to
integrating instructional
technology and state
standards.
b. relationship to conceptual framework:
General Education
Communication
Interpersonal Skills
Critical Thinking
Content Specialization
Scholarly Inquiry
Reflective Wisdom
Integration of Discipline
The students demonstrate their ability to communicate
effectively through written projects and assignments, in
class discussion, and on-line discussions.
The students demonstrate their interpersonal skills
during class discussions and working on small group
projects.
The students discuss a variety of technology related
issues that are used by teachers in determining methods,
and strategies for teaching and learning.
This course introduces students to the trends and issues
specific to the field of instructional technology and
specifically to organizing and managing instructional
technology services.
Students are required to prepare reflective pieces for
each activity and project in the course.
Professional Methodology
Cultural Awareness and Acceptance
Organization and Classroom Management
Technology Integration
In this course, the students learn about a variety of
management, organizational, and integration theories
and models and apply that information to their
assignments and final project.
Through discussion and readings students become aware
of how to deal with their own staff as well as their
teacher/administrator “clients” in the most effective way.
Multicultural and technology integration issues come
into play during these discussions.
V.
Assessment:
A. Assessment will be based on a subset of the following:
A.
Core Assignment
(see attached)
B.
Assignments
C.
Quizzes, tests, exams
D.
Projects (individual and small group)
E.
Grading Policies
VI.
Course Outline:
I. Technology Planning
A. Developing the Vision
B. Writing the Plan
C. Implementing the Plan
II. Evaluation of Hardware and Software
A. Criteria for evaluating hardware
B. Criteria for evaluating software
III. Maintenance and Equipment Repair
A. Processes and procedures for maintenance
B. Developing and using a maintenance schedule
C. Developing and using a replacement schedule
IV. Marketing the IT program
A. Services to promote
B. Designing promotional materials and activities
C. Promoting to parents and the community
D. Grant writing
V. Budgeting
A. Developing a budget
B. Implementing a budget
C. Criteria for purchasing hardware and software
D. Grant writing
VI. Training Issues
A. Developing faculty/staff in-service programs
B. Facilitating faculty/staff in-service programs
C. Issues related to faculty/staff development
VII. Copyright
A. Fair Use Guidelines
B. Multimedia Fair Use Guidelines
C. Copyright Law
VIII. User Policies
A. Developing and Acceptable Use Policy (AUP)
B. Pros and Cons for AUP’s
C. Developing user policies for other instructional technology
services
IX. Professional Networking
A. Local
B. State
C. Regional
D. National/International
X. Technology Integration and Systemic Change
XI. Future Trends in Instructional Technology
A. The World Wide Web and Internet
B. Virtual Reality
C. Distance Learning
D Expert Systems
XII. Facilities Design
A. Planning for educational technology integration
B. Designing technology rich classrooms
1. computer labs
2. individual classrooms
3. small group areas
XIII. Managing the Instructional Technology Program
A. Management theories
B. Issues related to managing human resources
C. Issues related to managing technology resources/services
D. Issues related to managing in a K-12 environment
VII.
Instructional Resources:
Baylor, Amy, Cognitive strategies for training with technology, TechTrends, 44, 5, September,
2000, pp.13- 15.
Bitter, G. Legacy, J. Using Technology in the Classroom. Brief Edition Pearson New Jersey
2006
Boettcher, Judith, Computer literacy spiral: what do students need to know?, Syllabus, 14,3,
October, 2000, pp. 42-45.
Cavanaugh, Cathy Clips from the Classroom Learning with Technology Pearson New Jersey
2006
Egan, Elaine, Bridge Building, Learning and Leading with Technology, 28, 3, November, 2000,
pp.22 27.
Forcier, Richard Descy, D. The Computer as an Educational Tool Productivity and Problem
Solving 2nd edition Prentice Hall New Jersey 2005
Foshay, Rob, and Bergeron, Corrie, Web-based education: a reality check, TechTrends, 44, 5,
September, 2000, pp. 16 19.
Geisert, P. Futrell M Teachers, Computers, and Curriculum Microcomputers in the
Classroom Person New Jersey 2003
Hirschbuhl, J. Computers in Education 12th edition Contemporary McGraw Hill Iowa 2007
Jonassen, D. Computers as Mindtools for Schools Engaging Critical Thinking 2nd edition
Prentice Halll New Jersey 2002
Lever-Duffy, J. McDonald, J. Mizell, A. Teaching and Learning with Technology Allyn Bacon
Boston 2005
Lockard, J. Abrams, P Computers for Twenty-first Century Educators Pearson New Jersey
2004
McNally, Lynn, and Etchison, Cindy, Streamlining classroom management, Learning and
Leading with Technology, 28, 2, October, 2000, pp. 6-9,12.
Mills, S. Using the Internet for Active Teaching and Learning Pearson New Jersey 2006
Moriison, G. Lowther D. Integrating Computer Technology into the Classroom 3rd edition
Pearson New Jersey 2004
Newby, T. Stepcih, D. Lehman, J. Russell, J Educational Technology for Teaching and
Learning 3rd edition Pearson New Jersey 2006
O’Bannon, B. Puckett, K. Preparing to Use Technology A Practical Guide to Curriculum
Integration Person Boston 2007
Provenzo, E. The Internet and Online Research for Teachers 3rd edition Pearson New York
2005
Reissman, Rose, and Gil, Elizabeth, Technology takes on fairy tales and folktales, Learning and
Leading with Technology, 27,5, February, 2000.pp.18-21
Richie, Mark L. Quality Management for Educational Technology Services.
Washington, D.C.: Association for Educational Communications and Technology, 2004.
Reissman, Rose, and Gil, Elizabeth, Technology takes on fairy tales and folktales, Learning and
Leading with Technology, 27,5, February, 2000.pp.18-21.
Sandholtz, Judith Haymore. Teaching with technology: creating student-centered classrooms.
New York: Teachers College Press, 1997.
Smaldino, S. Russell, J. Heinich R. Molenda M Instructional Technology and Media for
Learning 4th edition Pearson New Jersery 2005
Thorsen, C. TechTactics Instructional Models for Educational Computing Allyn Bacon New
York 2003
Vlcek, C. Copyright Policy Development. Cambridge, MA:Copyright Clearance Center,
1988.
Waxer, B. Baum, M. Internet Surf and Turf Revealed The Essential Guide to Copyright, Fair
Use, and Finding Media Thomson Boston 2006
Zisow, Marcie, Teaching style and technology, TechTrends, 44,4, May, 2000, pp.36-38.