Syllabus
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Syllabus Course Information | Required Readings | Instructor Information | Course Goals | Course Policies | Course Requirements | Grading System | Technical Requirements | Course Information Course title Organization & Management of Instructional Technology Programs (3 credit hrs Course number MIT 522 Course description MIT 522 is the examination of the planning and management of successful technolog through training, professional development, and technological projects in public or pri schools as well as other organizations. Topical areas include planning and developin technology change projects, evaluating and analyzing organizations, analyzing capac readiness for a new technology project, organizing and managing human resources a systems, scheduling, budgeting, team structures, defining project requirements, and q assurance. Analytical tools will be utilized to enhance project planning, scheduling, m and to control, including software designed to support project managers. Location Education Building, Room 368 Meeting day Tuesday Meeting time 6:30 to 9:15 PM Prerequisites MIT 522 is a focus area course for Instructional Technology Master's program. The c required for Instructional Technology Master's students who have identified Public an Education as their program track and optional for other tracks. There is no required p for this course. The course is strongly recommended for school administrators and te supervisors, technology change managers or other master's students in education an educational technology who are interested in learning how to manage technological c plan and develop technology projects, evaluate and analyze an organization, a schoo district capacity and readiness for new technology projects, and organize and manag resources and support systems. As with other MIT courses, MIT 522 seeks to develo competent professionals who are committed to ethical and professional standards an to serve in educational technology leadership roles. Textbooks Required reading Textbooks and other reading resources that are required for this course are ava Internet or in Books24x7 that can be accessed through “Myseaport” for free. Th following is a list of required readings followed by a list of recommended books note that online resource materials may change. The updated links or alternativ will be posted on weekly modules. Check weekly modules for updated online re lists. Required List of Readings (Click here for Course Reading Schedule) Systemic Change in Education and Training Banathy, Bela H. (1992). Designing Educational Systems: Creating Our Future Changing World, Educational Technology, v40 p. 41-45 Nov 1992. Banathy, B. H. & Jenlink, P. M. (1996). Systems inquiry and its application in e Available at [http://www.aect.org/edtech/ed1/02.pdf] Roberto Joseph & Reigeluth, Charles M. (2010). The Systemtic Change Proce Education: A Conceptual Framework. Available online [http://cedtech.net/articles/12/121.pdf]. Reigeluth, Charles M. (2000). The Many Faces of Systemic Change. Educatio Horizons, v78 n3 p143-52 . [http://website.education.wisc.edu/~kdsquire/tenur squire-reigeluth-systemic.pdf] Jenlink, P. M., Reigeluth, Charles M. & Carr, A. A. (2000). Guidelines for Facili Systemic Change in School Districts. Indiana University. [http://www.indiana.edu/~syschang/decatur/reigeluth_pubs/documents/63_env Reigeluth, Charles M. & Duffy, Francis M. (2007). Trends and issues in P-12 e change. In R. A. Resier & J. V. Dempsey (Eds), Trends and issues in instructio and technology (pp.209-221). NJ: Pearson Merrill Pub. [http://www.indiana.edu/~syschang/decatur/documents/trends_in_educ_chang Watson, Sunnie Lee & Reigeluth, Charles M.(2008). Systems Design for Chan Education and Training. In Handbook of Research in Educational Technology. available at [http://www.aect.org/edtech/edition3/ER5849x_C052.fm.pdf] Roberto, J. & Reigeluth, C. M. (2010). The Systemic Change Process in Educa A Conceptual Framework. Contemporary Educational Technology, 1(2), 97-11 online [http://www.cedtech.net/articles/12/121.pdf]. Frick, T. (1995). Understanding Systemic Change in Education. Available online[https://www.indiana.edu/~tedfrick/r695fric.html]. MacKenzie, J. (2000). Planning Good Changes, Educational Technology, v9(1 available online [http://fno.org/fnopress/planning.html]. Nickols, F. (2002). Change Management 101: A Primer. Available online [http://www.nickols.us/change.pdf]. Systems Thinking Peter Senge: The Fifth Discipline, Chapters 6-7, Appendix 2. Also listen to Sen speeches on Youtube -- http://www.youtube.com/watch?v=E7_-nfb3f1s Bela Banathy: Systems Design of Education, pp. 30-37, 149-151. Ludwing &Von Bertallanffy (1976 - revised). General System theory: Foundatio Development, Applications. (George Braziller) ISBN 0-8076-0453-4. Also, see [http://www.richardjung.cz/bert1.pdf] The FM Duffy Reports Archive-Quarterly reports on the challenges of creating sustaining whole-system change in school districts. Available online. Systemic Thinking-Focusing on the Whole, Not the Parts. . . Available online. [http://www.1000ventures.com/business_guide/crosscuttings/thinking_systems Change & Technology in America’s Schools. Educational Leadership Toolkit. Systemic Change in Education. Russell Ackoff, Creating the Corporate Future A day with Dr. Peter F. Drucker, volume VI Change Management & Change Process Jenlink, P.M., Reigeluth, C.M., Carr, A.A., & Nelson, L.M. (1998). Guidelines fo systemic change in school districts. Systems Research and Behavioral Scienc 217-233. Change Management Learning Center [http://www.changemanagement.com/tutorials.htm] McNamara, C. (1999). Basic Context for Organizational Change. Available onl [http://managementhelp.org/organizationalchange/basics.htm]. McNamara , C. (1999). Checklist of Major Organizational Systems. Available o McNamara , C. (1999). Overview of Organizational Change. Available online. Nickols, F. (2002). Change Management 101: A Primer. Available online [http://www.youtube.com/watch?v=iLFCrv7-XlI]. Noel Tichy (1997). Bob Knowling's Change Manual. Available online. Online TDM Encyclopedia - Change Management. Available Wikipedia. Change Management. Available online [http://www.vtpi.org/tdm/tdm Leading and Managing Toolkit. Available online [http://www.ucl.ac.uk/hr/osd/resources/documents/CM%20toolkit%20%20Change%20Document%2014-12-07.pdf]. Anne Riches, Culture – Are you dancing with the devil? . SixSigma, Change Management. Available online. Also view [http://www.isixsigma.com/new-to-six-sigma/deployment/deployment-planning- Laws & Regulations Templeton, B. A brief Introduction to Copyright. Available online [http://www.templetons.com/brad/copyright.html]. Brinson, D. & Radcliffe, M. F. (1996). An Intellectual Property Law Preimer for and Web Developers. Available online. Brown, M. B. Electronic Copyright. Available online. North Carolina Public Schools. Copy right in electronic environment. Available School Law Issues. Available online. The Board's Role In Educational Improvement. Available online. Education Law in North Carolina. Available online. Special Needs Policies. Available online [http://edsource.org/iss_fedlaws.html] Copyright and Fair Use Guidelines for Teachers Copyright and Fair Use in the Classroom, on the Internet, and the World Wide The Gialaw Guide to Internet Law Americans with Disability Act 2010 ADA Standards for Accessible Design Legal Guide to Web & Software Development, 5th edition (Ch.2 & 3 and chapt relate to your project) Intellectual Property Rights in a Networked World: Theory and Practice (on Bo "MyseaPort." Assessing & Analyzing Resources Assess Your Tech: Why Nonprofits Need Technology Assessments, Available [http://www.techsoup.asia/en-AU/resources/how-to-guides/assess-your-tech-w nonprofits-need-technology-assessments]. Building School Capacity: Systematic Support for the Process of Change. (199 Available online [http://www.ed.gov/pubs/turning/capacity.html]. University of California, Berkeley. Guide to Managing Human Resources. Avai Assessment Tools & Reports, Available online Technology Profile Tool: Indicators for Engaged Learning, Available online Organizational Assessment Tool, Available online Defining What You Need to Assess, Available online [http://net.educause.edu/ir/library/pdf/eli3005.pdf]. Assessing Your Organization's Technology Stuff, Available online [http://www.nyfa.org/files_uploaded/TechInventoryAssess.pdf] A Few Good Online Survey Tools, Available online [http://www.techsoup.org/support/articles-and-how-tos/few-good-online-survey Technology at your Fingertips, Available online [http://nces.ed.gov/pubs98/tech Small Business Technology Survey, Available Online [http://www.nsba.biz/wpcontent/uploads/2013/09/Technology-Survey-2013.pdf]. Technology Surveys, Available online [http://www.k12.wa.us/EdTech/pubdocs/TechSurveyQuestions2012-2013.pdf]. Designing Infrastructure Managing Your Organization’s Technology Assets, Available online [http://www.t4tcolorado.org/article/managing-your-organization’s-technology-as Tips for Standardizing Your IT Infrastructure, Available online [https://www.techsoup.se/node/810]. Selecting and Managing IT Vendors, Available online [http://operationstech.about.com/od/vendorselection/a/VendorSelectionHub.htm Tips for Hiring IT Staff: Balancing Skills and Communication, Available online [https://www.techsoup.se/node/812]. Designing Staff Development Plan Staff Development Guiding Questions. Available online [http://ed.fnal.gov/lincon/staff_homepage.shtml]. Professional Development. Available online [http://www.ncrel.org/sdrs/areas/p Planning Professional Development. Available online [http://www.seirtec.org/plan/Ch%204.pdf]. Guideline to Design Your Training. Available online [http://www.performancemeasurement.net/news-detail.asp?nID=187]. Staff Development Reading Resources. Available online [http://ed.fnal.gov/lincon/staff_ref.shtml] The Relationship between Staff Development and Improvement in Student Lea Available online. Assessing Staff Development Competence. Available online [http://www.fno.org/FNOMay93.html]. Technology Planning Strategic Planning for change, Available online [https://net.educause.edu/ir/library/pdf/eqm0737.pdf]. Developing a School or District Technology Plan, Available online [http://www.ncrel.org/sdrs/areas/issues/methods/technlgy/te300.htm]. NCREL. Developing a Collective Vision. Available online [http://www.ncrel.org/sdrs/areas/issues/educatrs/leadrshp/le100.htm]. Anderson, L. S. & John F. Perry, Jr. (1999). Technology Planning: Recipe for S Available online [http://www.nctp.com/tp.recipe.html]. Sample Technology Planning, Available online [http://www.karencknox.com/documents/Sample%20Technology%20Plan.pdf] Examples of Vision Statement, Available online [http://www.specimentemplates.org/mission-statements/sample-vision-stateme Vision Statement, Available online[http://www.specimentemplates.org/missionstatements/vision-statements.htm]. Sample Mission & Vision Statement, Available online Guidebook for Developing an Effective Instructional Technology Plan. Availabl download [http://www2.msstate.edu/~lsa1/nctp/guide.html]. Resources for Technology Planning. Available online [http://www.sunassociates.com/resources/evalpln.html]. Suggested books and other resources Esther Cameron and Mike Green, Making Sense of Change Management (ava through uncw-Skillport--Books 24x7). Peter Drucker, The Age of Discontinuity. Russell Ackoff, Creating the Corporate Future. Peter Senge: The Fifth Discipline, Chapters 1-5 . Larry Hutchins, Systemic Thinking. Bela Banathy: A Systems View of Education. Peter Senge: Schools that Learn . Change Management Tutorial Series. Change Management. Change Management [http://www.businessballs.com/changemanagement.htm Instructor Information Name Mahnaz Moallem Email moallemm@uncw.edu Office location Education Building, Room 368 Office hours Tuesday(s) 4:00 pm to 6:00 pm. Wednesday 11:00 am to 2:00 pm Other times by appointment Phone 910-962-4183 Biography Education: (Click on the link for more information) Ph.D., Instructional Systems Design--Instructional Technology M.S., Educational Technology Experience: (Click on the link for more information) University Professor: 26 years School Principal: 2 years Elementary Teacher, Special Education: 4 years Course Goals Course Goals The purposes of the course are to enable students to: demonstrate applying knowledge and skills of leading and managing technolog change; demonstrate applying laws and regulations which govern the selection and utilization of media/emerging technology, including copyright, censorship, Stat Board Regulations, Local Board Policies, etc.; conduct assessment of organization, school or district capacity and readiness technology change and implementation; design and develop technology change plan for implementing an innovative technology project; design and develop professional development plan for integrating technology; plan and organize support system for implementing a technology project; and identify and manage available technology-based resources Policies Introduction Special Needs: If for any reason you have needs for special accommodations to fulfi requirements and succeed in this class, contact me between the first class and secon phone or e-mail. Your special needs may be related to physical disabilities, learning (see additional information--Disabilities), or lacking prerequisite knowledge and skills course. If you would need special accommodations due to unexpected events in your life during the course of the semester, please contact me as soon as possible. Meeting with the instructor and reporting to technology planning teams: I expec strongly suggest that you make appointment and meet with me as soon as you are re discuss your technology plan project. It is your responsibility to request a time for the which can be in person (face-to-face), or over the phone or online/Internet (virtual). O begin conducting assessment of technology resources and levels of competency of s developing your technology plan you may again request for meeting as needed. Also, similar to the real world planning teams, you will be working with a planning tech team or task force and will have to not only assume responsibility or a project coordin for each specific task and develop timeline to assure that you meet the course deadlin assume responsibility of reporting to all other planning teams for peer evaluation and throughout the semester. Additional information Disabilities: If you have a disability and need reasonable accommodation in this cou should inform me of this fact in writing within the first week of class or as soon as pos have not already done so, you must register with the Office of Disability Services in W Hall (extension 3777) and obtain a copy of your Accommodation Letter. You should th with me to make mutually agreeable arrangements based on the recommendations o Accommodation Letter. Academic Honor Code: The UNCW Provost has asked all UNCW faculty to make re in course syllabi -- to the 'Academic Honor Code' which can be found in the 2014-201 Handbook and Code of Student Life, Section V. -- Academic Honor Code. Please reg a reminder that all UNCW students and faculty are held to the terms of the Academic Code. Course Requirements Introduction MIT 522 is designed to enable you to play the role of a technology leader by identifyin for technology change, determining the change management team, conducting asses technology infrastructure, resources and levels of competency of staff and finally dev technology plan. Therefore, the course uses problem-based learning approach and a organization/school data and situations in which you apply the basic principles of cha management and technology planning. Although, the context will be that of an organi public/private school, the planning principles and strategies and processes will also a other educational or training settings. Requirements 1. Active Participation and Individual Contributions to Class Discussions (20% Grade). This is a graduate seminar. I expect you to take initiative, participate activ discussions, and learn through collaboration. We are all learners together in this s Click here for will give you guidance and feedback, but I expect you to take major responsibility a detailed list learning and for determining the achievement of your goals and course goals and of Course Thus, active participation and contributions of each class member to class and/or Requirements discussion is required. Individual contributions in the course means that: (1) you h completed a series of readings and formed an opinion before class discussion (on ways of demonstrating such an effort is through posting your thoughts in your “Pe as a journal or note before class discussion), (2) you have shared your views and with the class and your technology planning team (e.g., in case of class discussio presented your thoughts and views during class discussion; in case of online disc have made an efforts to read your peers’ thoughts and posted your views during t the discussion; in case of technology plan team you have made an effort to contin contribute to team’s investigations); and (3) You have showed your leadership pot sharing resources/technology assessment tools that you find; by investigating tech change or innovations with your peers and by becoming an active member in prof groups such as LinkedIn. Topics and related Chapter(s) or readings are listed in the course calendar, lesson assignments. As a student, you will be responsible for actively participating and in class discussion. The class discussion may include, but is not limited to: explicating/summarizing information contained in the readings or other resources, major concepts, sharing related information and examples encountered from othe and formulating thinking questions for the rest of the class. 2. Leading a class discussion (10%). Each week's lesson will focus on a specific topic. Readings usually offer various perspectives on the topic that require further examination. Leading the discussion in a way that various perspectives are consid examined before making conclusion is an important task. Each week an individua will be assigned to lead the class discussion (both live and online). The discussion group should begin the discussion by offering a brief overview of the topic from dif perspectives followed by raising a series of discussion questions and facilitating th discussion. Individual members of the class then should respond thoughtfully to th or prompts by responding (or posting their views in case of online discussion) and examples and more resources or materials related to the topic at hand. 3. 4. Technology Plan Team Participation Documentation (10% of Final Grade). In demonstrating active reading and participation individually, once technology plan p teams are formed a “Technology Planning Team Area” will also be created for tea to work collaboratively throughout the semester. Members of each technology pla must document their active participation and contributions to development of “Tec Plan Project” in their team area. The documentation may consist of three types of 1) minutes of the team meetings showing contributions of each team member dur discussion (team members should take turn keeping minutes for each meeting); (2 summaries of decisions made by the team and progress made toward completion project; (3) documentation of team members’ specific product contributions to the plan team project, (4) documentation of each team members’ leadership role for a project task and in class debriefing and (3) team members’ brief reflection on his/h and project process at least twice during the semester (one in the mid-semester a the end). 5. 6. Change Management Proposal & Planning Team (Project I, 10% of Final Gra beginning of the semester students will be asked to form task force teams to selec analyze an organization or a school and to propose a radical technology change t to external or internal forces for change in the structure of the organization/school ultimate goal of improving performance. They must also determine a hypothetical management team for their proposed change. In addition to hypothetical change management team for the proposal, each team must form an operational team co the project team members, one or two members of the selected organization/scho as a client and one classmate for the development of the technology plan project. 7. 8. Resources Analysis Report (Project II, 20% of Final Grade).Before developing plan, each team must conduct an analysis of its selected organization or school's situation to determine current performance, existing technology (hardware and so content, network and connectivity), facilities (building capacity, physical space, etc human resources (personnel) using a set of assessment toolkits and write a summ report. The summary report should use the collected data to provide a list of curre resources and how they are being used while maintaining the focus of the propos technology change. The report should compare current performances, technology organization or school facilities and human resources with regard to technology, fa human resources that are required for implementation of the proposed technology The components of the project will be discussed in class. More information on the provided on the required assignment page. 9. 10. Technology Plan (Project III, 30% of Final Grade). A good technology plan is ne ensure the implementation of a technology change. Given the proposed technolog and analysis of current situations, each technology planning team should develop technology plan that reflects the basic principles of technology planning. The tech should consist of the following sections: A project summary; An Introduction (brief the literature and the established need for a technology change), Technology Visio Statements and Goals, Implementation Plan, Communication Plan, Design of Infra (hardware, software, connectivity, etc.), Staff Development Plan and Specification Evaluation Plan, Technology Support Services, Project Budgets and Timeline; and References and Appendices. Each team's technology plan must be submitted to o as well as the instructor. Teams and the instructor will formally review and evaluat technology plan using a rubric after listening to the brief (10-15 minutes) presenta plan provided by each team. Grading System Grading Grades will be criterion-based. The final course grade will be based upon the percent total points accumulated. Assignments are graded using grading rubrics and on a bas criteria, quality, creativity, and thoroughness. Fulfilling the fixed criteria is necessary f the A- or B range, but is not sufficient for an A. An “A” results from a level of quality o that goes beyond the fixed criteria that define satisfactory achievement. There will be or final exam. The following scale will be used to assign the letter grades. A, A- = 90-100 means outstanding achievement; available only for the highest accom B, B- = 80- 89 means praiseworthy performance; definitely above average. C, C- = 70- 79 means average, awarded for satisfactory performance. I individual grades in MIT 522 are based on 5 activities: Active Participation and Individual Contributions 20% Leading a Class Discussion 10% Technology Plan Team Participation 10% Change Management Plan and Team (Project I) 10% Resource Analysis Report (Project II) 20% Technology Plan (Project III) 30% Total 100% Technical Requirement Click here to see a review of minimal hardware, software, Internet access, and comp requirements you should possess to be successful in this course. Check the qualities that make you a successful online student.
