UNIVERSITY SYSTEM OF GEORGIA
NEW GRADUATE PROGRAM PROPOSAL
Instructional Technology Certificate/
Instructional Technology Cert-Only Program
Kennesaw State University
October 2011
Proposed:
Department of Instructional Technology
Bagwell College of Education
Proposed Start Date: Fall 2012
KSU New Program Proposal
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KENNESAW STATE UNIVERSITY
GRADUATE PROGRAM/CONCENTRATION PROPOSAL
FORM 02/25/04
PROGRAM OR CONCENTRATION NAME:
Instructional Technology Certificate/Instructional Technology Certificate-Only Program
DEPARTMENT: Department of Instructional Technology
PROPOSED EFFECTIVE DATE: Fall 2012
Check One or More of the Following and Complete the Appropriate Sections
_____New Program Proposal**
_____Change in Program/Concentration/Degree Requirements
__X___New Concentration Proposal (Certificate/Endorsement)
Sections to be Completed
All
III – VII, XII
I – VII, XII
**A new course proposal is required for each new course that is part of the new program
Submitted by:
______________________________________________________
Faculty Member
Date
___ Approved ___ Not Approved
______________________________________________________
Department Curriculum Committee
Date
___ Approved ___ Not Approved
______________________________________________________
Department Chair
Date
___ Approved ___ Not Approved
______________________________________________________
School Curriculum Committee
Date
___ Approved ___ Not Approved
______________________________________________________
School Dean
Date
___ Approved ___ Not Approved
______________________________________________________
GPCC Chair
Date
___ Approved ___ Not Approved
______________________________________________________
Dean, Graduate Studies
Date
___ Approved ___ Not Approved
______________________________________________________
Vice President for Academic Affairs
Date
___ Approved ___ Not Approved
______________________________________________________
President
Date
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UNIVERSITY SYSTEM OF GEORGIA
NEW GRADUATE PROGRAM PROPOSAL
Instructional Technology Certificate/
Instructional Technology Certificate-Only
Kennesaw State University
October 2011
Proposed:
Department of Instructional Technology
BAGWELL COLLEGE OF EDUCTION
Proposed Start Date: Fall 2012
CIP:______
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I.
Program Description
Unique Aspects of Program
An Instructional Technology Certificate/Instructional Technology Certificate-Only program
continues and expands the Kennesaw State University (KSU) College of Education’s
commitment to preparing accomplished educators through the collaborative development of
expertise in teaching and learning. This commitment is consistent with the conceptual framework
of the Professional Teacher Education Unit (PTEU), outlining a vision for developing educators
from novice to proficient to expert and leader. The Instructional Technology program will foster
the development of knowledge, skills, and dispositions necessary to be an effective user and
facilitator of instructional technologies improving teaching and learning. Specifically, and in
concert with the PTEU vision, the goal of the Instructional Technology Certificate/Instructional
Technology Cert-Only in Instructional Technology is to establish technology teachers who are
experts in their field, facilitators of twenty-first century learning, and collaborative professionals
who are active leaders in their profession. This program further expands Kennesaw State
University’s philosophical foundation emphasizing ethics, leadership and community
engagement through creation of an accomplished community of technology leaders to advocate
for school improvement.
The PTEU embraces the development of educational professionals who, as collaborative
partners, engage in local, state, national, and international endeavors in teaching, research, and
service to become subject matter experts capable of facilitating high levels of learning within
diverse student populations. The proposed Certification Only in Instructional Technology
confirms these ideals by promoting scholarly activity supporting inquiry, research, and the
validation of instructional technology initiatives aimed to bring all Georgia students to higher
levels of academic performance. Kennesaw State University faculty are committed to promoting
candidates who achieve intellectual proficiency in a challenging and facilitative collegial
environment fostering high-quality academic preparation, pedagogical study, and professional
leadership experiences.
The proposed Instructional Technology Certificate/Instructional Technology Cert-Only program
is distinctive in its emphasis on how instructional technology can be used specifically to improve
instruction and increase student achievement and productivity. Traditionally, technology
programs in the field of education have emphasized either instructional design or library/media
technology. This is the current status of most graduate programs in the University System of
Georgia. Candidates who successfully complete the KSU program will exhibit the knowledge,
skills, and dispositions equipping them to teach technology applications; demonstrate effective
use of technology to support student learning of content; and provide professional development,
mentoring, and basic technical assistance for other teachers who require support in their efforts
to apply technology to support K-12 student learning.
The proposed Instructional Technology Certificate/Instructional Technology Cert-Only Program
in Instructional Technology prepares candidates to serve as building/campus-level technology
facilitators. This program furthers Kennesaw State University’s mission by providing a
facilitative collegiate environment fostering high quality academic preparation with a focus on
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critical thinking skills, global and multicultural perspectives, effective communication and
interpersonal skills, leadership development, social responsibility, and lifelong learning.
Kennesaw State University’s mission will be fully reflected in this unique, well-balanced
Instructional Technology Certificate/Instructional Technology Cert-Only
Program in
Instructional Technology.
The proposed Instructional Technology Certificate/Instructional Technology Cert-Only program
is aligned to the PSC standards for Instructional Technology. The PSC has recently developed
standards for Instructional Technology in the following areas: (1) Visionary Leadership; (2)
Teaching, Learning & Assessment; (3) Digital Learning Environments; (4) Digital Citizenship &
Responsibility; (5) Professional Learning & Program Evaluation; and (6) Candidate Professional
Growth and Development. Additionally, the Certification Only program in Instructional
Technology is aligned to the International Society for Technology in Education (ISTE) standards
for a Technology Coach (NETS-TC). The International Society for Technology in Education has
developed standards for an in-depth program as a Technology Coach, preparing candidates to be
a building/campus-level technology coach. These ISTE/NCATE technology facilitation
standards encompass (1) Visionary Leadership; (2) Teaching, Learning & Assessments; (3)
Digital-Age Learning Environments; (4) Digital Citizenship; (5) Professional Development &
Program Evaluation; and (6) Content Knowledge & Professional Growth. The National Council
for Accreditation of Teacher Education (NCATE) has adopted these standards and guidelines for
use in the accreditation of Instructional Technology programs. Unlike few other certification
only programs from universities in the University System of Georgia, Kennesaw State
University’s proposed program is aligned to these national standards. The proposed program
provides insight into the specific development needs of an educational technology coach and
advance the knowledge and preparation of quality practitioners. This distinction will drive the
demand for instructional technology professionals uniquely prepared to facilitate school
improvement through technology initiatives.
Furthermore, the Instructional Technology Certificate/Instructional Technology Cert-Only
Program will meet a vital need in the educational community. As schools and districts continue
to adjust to the evolving demands of a technological society, the need for expert technology
leadership becomes paramount. As schools in the Kennesaw State University service area
implement innovative instructional technologies, they need leaders to drive and support the
reform effort. For example, schools and districts are beginning to implement 1:1 initiatives in
which all students are issued a laptop computer. This initiative will revolutionize teaching and
learning for teachers and students while simultaneously increasing the demands on technology
professionals. Consequently, effective instructional technology leadership to support these types
of school-wide technology initiatives is crucial. The proposed program in Instructional
Technology will generate teachers with the knowledge, skills, and disposition to support such
initiatives, thereby meeting this demonstrated need.
Another vital need of professionals in the education community involves flexibility in
scheduling. KSU faculty are committed to providing a program of the highest caliber, serving the
learning needs of all candidates while modeling exemplary uses of twenty-first century
technologies. Therefore, the Certificate Program in Instructional Technology will be offered in
both blended and online formats. This flexibility will appeal to many professional candidates,
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thereby extending the educational opportunity to a larger population. The blended format
provides an authentic learning environment that supports candidates in their professional
endeavors, offers constant opportunities for support and advisement, and fosters a collaborative
learning environment. In addition, experience with an online learning environment will be
extremely beneficial to candidates as they will be expected to support online learning in their
schools/districts. Eventually, the Instructional Technology program will conduct a pilot cohort
that is completely online. The Board of Regents has recently expressed its support for online
programs and the Instructional Technology program will certainly lend itself to this environment.
KSU is ideally positioned to offer the Instructional Technology Certificate/Instructional
Technology Cert-Only Program because of its close collaboration with KSU’s iTeach Center.
The mission of the iTeach Center is to work collaboratively to provide professional learning,
consulting, and service for Georgia educators promoting the appropriate use of technology in
support of teaching, learning, and leadership. The iTeach Center constantly monitors the pulse of
current issues and trends in instructional technology in Georgia through a close partnership with
the Instructional Technology Department at the Georgia Department of Education (GaDOE). The
Instructional Technology Certificate/Instructional Technology Cert-Only Program will benefit
from the vast resources of the iTeach Center including a highly competent staff, 21st century
technology tools, and a state-of-the-art learning facilities. The iTeach Center will provide an
authentic learning environment for candidates as faculty will be able to introduce issues into
class that are current and relevant to the field. The iTeach Center maintains state-of-the art
technology resources to help ensure the success of the proposed Instructional Technology
Certificate/Instructional Technology Cert-Only Program.
Institutional Importance of the Program
The proposed program supports the academic priorities articulated in the October, 2004 draft of
Kennesaw State University’s Strategic Plan. Specifically, the program proposal increases
Kennesaw State University’s offerings of high-quality endorsement programs. More importantly,
however, it provides an opportunity for Kennesaw State to initiate a new direction in online
learning by creating a nationally recognized program of excellence, unique to the university
system of Georgia, which will propel KSU as a significant regional university. Further, the
proposed program will build on Kennesaw State University’s established foundation of
instructional leadership, faculty expertise, and successful university and community initiatives.
Specifically, the proposed Instructional Technology Certificate/Instructional Technology CertOnly program will help Kennesaw State University meet the priorities and goals of our strategic
plan in the following ways:
1. The program promotes Kennesaw State University as a progressive and innovative
university, thereby increasing the competitiveness of educational offerings by
providing a premier graduate program that is unique to the University System of
Georgia.
2. The program reflects a commitment to excellence in graduate education by offering
an exceptional graduate certificate program based on state and national standards
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developed by the Professional Standards Commission (PSC) and the International
Society for Technology in Education (ISTE). Moreover, the program diversifies
instructional strategies by increasing hybrid, or blended, course offerings, utilizing
online and distance components to support face-to-face instruction.
3. The program promotes research, scholarship, and creativity, thereby bringing more
depth and significance to the learning experience. Furthermore, the program
addresses authentic issues of our global society with a focus on empirical research
linked to school improvement by promoting instructional technology leaders who can
effect positive change in school districts locally, regionally, and statewide.
4. The program provides candidates with in-depth training and experiences in the field
of instructional technology, thereby meeting the needs of the service area by
promoting professionals who can facilitate school improvement through technology
initiatives. In addition, the program’s emphasis on instructional technology in a
diverse, global environment furthers Kennesaw State University’s distinctive tradition
as a university devoted to student achievement and success.
Kennesaw State University's Mission and Strategic Plan
The proposed Instructional Technology Certificate/Instructional Technology Cert-Only program
exemplifies the vision and mission of Kennesaw State University as a progressive and innovative
university, strategically focused on distinctive programs that promote new heights in candidate
achievement and success. The proposed program builds on many of KSU’s distinctive features:

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A commitment to expanding academic programs and delivery (Goal 1).
A commitment to collaboration within the university and with others outside
the university.
An emphasis on Kennesaw State University’s distinctive achievements in
leadership, ethics, and community-based learning (Goal 4).
A focus on student learning and success.
A dedication to teaching and academic excellence.
A commitment to developing faculty, staff, and candidates who are leaders,
role models, and mentors.
A focus on implementing innovative and interdisciplinary curricula that are
responsive to the individual and to current and future societal needs.
A respect for diversity and individual differences.
Focus on global and multicultural perspectives with a commitment to
international education.
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System and State of Georgia Goals
The proposed program is closely aligned with the following University System of Georgia/Board
of Regents strategic goals:
Goal 1
Educating graduates who are intellectually and ethically informed
individuals with defined skills and knowledge, who are capable leaders,
creative thinkers, and contributing citizens;
Goal 2
Expanding participation by increasing access, enhancing diversity,
improving service to nontraditional students, expanding use of distance
education opportunities, advancing public library usage, and marketing the
advantages of postsecondary education;
Goal 3
Increasing academic productivity through improved recruitment, increased
retention, accelerated graduation, expanded credit generation, augmented
continuing education opportunities, and current technology;
Goal 5
Accelerating Georgia’s economic development by providing needed
graduates, offering appropriate academic programs, and marketing the
System and its institutions as economic assets of the state;
Goal 8
Ensuring coordination, where appropriate, between University System
of Georgia policy and practices and those of the Georgia Department
of Education (GaDOE);
Goal 9
Increasing, diversifying, and strategically allocating resources.
Staffing, Facilities and Enrollment
In section V (Curriculum) of this document you can find a schedule of courses by semester. See
Section VI (Inventory of Faculty Directly Involved) for a detailed listing of faculty who will
initially have primary teaching responsibility in the program, as well as a summary of their
professional experience in P-12 schools and a summary of their scholarship and leadership
experiences relevant to the Instructional Technology Certificate/Instructional Technology CertOnly program.
The facilities supporting the program are housed on the campus of Kennesaw State University in
Kennesaw Hall of the Bagwell College of Education. State of the art computer labs, professional
libraries, and on-line resources are available on campus. Specifically, the iTeach Center features
three high-tech computer labs, with an additional, technical/networking lab at the KSU Center.
The labs are equipped with 25-30 multimedia computers each with Internet-connectivity,
wireless capacity, and a wide variety of productivity programs, as well as numerous curricular
applications. Each computer lab is equipped with presentation equipment, an interactive white
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board, printers, scanner, and multimedia hardware and software tools. Furthermore, the iTeach
Center has a wireless laptop cart with 25 laptops.
The Instructional Technology Certificate/Instructional Technology Cert-Only Program will draw
candidates from the Atlanta Metro Area, particularly from Cobb County, Fulton County, DeKalb
County, Paulding County, Cherokee County and areas north of Atlanta. Since this program will
also be offered online, it will draw educators from all over Georgia, as well as nationally and
internationally. Some candidates are seeking the opportunity to advance their careers in
instructional technology with the attainment of this certification. Still other candidates may wish
to validate their qualifications and increase their compensation. The faculty supporting the
Instructional Technology Certificate/Instructional Technology Cert-Only Program has frequent
contact with interested educators, iTeach attendees, and an advisory board. Support for the
program is substantial and a robust enrollment is expected.
II
Objectives of the Program
The purpose of this program is to offer a certificate program of study in Instructional Technology
providing the knowledge, skills, and dispositions to prepare candidates to act as
building/campus-level technology facilitators. Candidates who successfully complete the
program will exhibit the knowledge, skills, and dispositions equipping them to teach technology
applications; demonstrate effective use of technology to support student learning of content; and
provide professional development, mentoring, and basic technical assistance for other teachers
who require support in their efforts to apply technology to support K-12 student learning.
This program is structured to meet the following PSC standards:
Standard 1: Visionary Leadership
Candidates demonstrate the knowledge, skills, and dispositions to inspire and lead the
development and implementation of a shared vision for the effective use of technology to
promote excellence and support transformational change throughout the organization.
Standard 2: Teaching, Learning, & Assessment
Candidates demonstrate the knowledge, skills, and dispositions to effectively integrate
technology into their own teaching practice and to collaboratively plan with and assist other
educators in utilizing technology to improve teaching, learning, and assessment.
Standard 3: Digital Learning Environments
Candidates demonstrate the knowledge, skills, and dispositions to create, support, and manage
effective digital learning environments.
Standard 4: Digital Citizenship & Responsibility
Candidates demonstrate the knowledge, skills, and dispositions to model and promote digital
citizenship and responsibility.
Standard 5: Professional Learning & Program Evaluation
Candidates demonstrate the knowledge, skills, and dispositions to conduct needs assessments,
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develop technology-based professional learning programs, and design and implement regular and
rigorous program evaluations to assess effectiveness and impact on student learning.
Standard 6: Candidate Professional Growth & Development
Candidates demonstrate the knowledge, skills, and dispositions to engage in continuous learning,
reflect on professional practice, and engage in appropriate field experiences.
The program is also structured to meet the following ISTE/NCATE standards:
1. Visionary Leadership. Technology Coaches inspire and participate in the development and
implementation of a shared vision for the comprehensive integration of technology to promote
excellence and support transformational change throughout the instructional environment.
2. Teaching, Learning, & Assessments. Technology Coaches assist teachers in using
technology effectively for assessing student learning, differentiating instruction, and providing
rigorous, relevant, and engaging learning experiences for all students.
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3. Digital-Age Learning Environments. Technology coaches create and support effective
digital-age learning environments to maximize the learning of all students.
4. Professional Development & Program Evaluation. Technology coaches conduct needs
assessments, develop technology-related professional learning programs, and evaluate the impact
on instructional practice and student learning.
5. Digital Citizenship. Technology coaches model and promote digital citizenship.
6. Content Knowledge and Professional Growth. Technology coaches demonstrate
professional knowledge, skills, and dispositions in content, pedagogical, and technological areas
as well as adult learning and leadership and are continuously deepening their knowledge and
expertise.
III
Justification and Need for the Program
The focus of this Instructional Technology Certificate/Instructional Technology Cert-Only
Program in Instructional Technology is on the achievement of the PSC standards, but also
achievement of the ISTE/NCATE Technology Coaching standards. This distinction makes the
Kennesaw State University Instructional Technology program unique within the University
System of Georgia and in a select group nationally. Currently, Georgia educators are charged to
master the Technology Standards for Teachers (NETS-T) or Administrators (NETS-A),
established by ISTE. In addition, Georgia students are expected to achieve the ISTE Technology
Standards for Students (NETS-S). Therefore, the proposed program, aligned with the ISTE
National Educational Standards for Technology Coaches (NETS-C), builds on a well-established
foundation of national standards, consistent with technology standards for students, teachers, and
administrators. Alignment with the ISTE Standards for Technology Coaches lends credibility
and esteem to the Maters program, propelling KSU as a progressive and innovative university of
national distinction.
The Enhancing Education Through Technology Act of 2001 (NCLB, US Dept of Ed.) requires
that every student achieve technology literacy by eighth grade. These reform efforts at the state
and national levels have enormous implications for educators. Instructional technology leaders
are vital to the reform effort as Georgia school districts strive to meet the goals established in
both the Enhancing Education Through Technology Act of 2001 with a vision to use researchbased instructional and administrative technologies to improve student achievement, enhance
technology literacy, and develop a highly-qualified workforce for the twenty-first century. The
proposed Instructional Technology Certificate/Instructional Technology Cert-Only Program in
Instructional Technology will meet a crucial need of the education community by preparing
instructional technology leaders to advance school improvement through innovative uses of
instructional technologies.
Kennesaw State University is in an ideal position to offer this certificate program in Instructional
Technology. The faculty members who will support the Instructional Technology program have
a long history of collaboration with the iTeach Center (formerly the Educational Technology
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Center (ETC)), Georgia Department of Education, as well as district leaders in surrounding
school districts. These partnerships have resulted in the education community’s trust in programs
and services of the faculty at Kennesaw State University. The iTeach Center is distinguished
statewide as a center of excellence, boasting of highly skilled Instructional Technology
Specialists, state-of-the-art technologies, and visionary leadership. The reputation of the iTeach
Center will lend credibility and synergy to the program.
Traditionally, advanced programs in instructional technology have narrowly focused on
Instructional Design or Media Technology. Programs emphasizing Instructional Design
disproportionately focus on the systemic application of theory and models applied to the task of
instructional design, with little application to issues unique to the education system. Similarly,
programs in Media Technology have a strong concentration on topics related to library media
and information technology; while fitting for professionals in the library/media field, these
programs do not specifically address the knowledge and skills of administrative and instructional
uses of technology to effect student achievement. In contrast, the proposed Instructional
Technology Certificate/Instructional Technology Cert-Only Program in Instructional Technology
is uniquely focused on research-based instructional technologies for improved student
achievement. Instructional Technology faculty members are specialized in instructional uses of
technology, providing insight into current issues in the field. This unique program in
Instructional Technology provides an authentic learning environment for instructional
technology facilitators, thereby setting the program apart from competing programs in the
University System of Georgia.
There is certainly a demand for an Instructional Technology Certificate/Instructional Technology
Cert-Only Program at KSU. Currently, there are hundreds of educators in our service area who
work in the field of instructional technology. There has never been a PSC-approved certificationonly program in the state of Georgia. We have heard from instructional technologists for years
the need for a certification-only program for educators who already have an advanced degree and
would like to add an Instructional Technology Certification to their teaching certificate. The
certification will give them increased credibility as an instructional technologist in their
school/district.
The program is designed for individuals who are preparing to assume building/campus-level
leadership positions in instructional technology. Graduates of this program will be proficient in
instructional technology knowledge, skills, and dispositions, enabling them to lead schools in the
State of Georgia to higher levels of student achievement through innovative uses of technology.
The Instructional Technology Certificate/Instructional Technology Cert-Only Program will
prepare teachers to seek employment in public or private P-12 school districts as technology
facilitators.
* Appropriate specialization
The program is designed to challenge candidates at an advanced level of achievement in
instructional technology. Courses are focused on current issues and research-based
initiatives in instructional technology and their impact on teaching and learning. Program
graduates will be ready to improve their teaching in their content area and assume
leadership roles in instructional technology at the local building/campus level.
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Additionally, program candidates will be fully prepared academically to pursue a deeper
level of study in instructional technology.
* Quantity of graduates
The program plans to start a cohort of 15 students the first year. After one year, the
program can be expanded as resources permit. The program will eventually have
approximately 15-30 graduates per year.
* Productivity
The Certificate program requires 21 credit hours for completion. The productivity of the
department remains the same.
* Partnering
The primary partner for this program will be KSU’s iTeach Center. They will collaborate
to share faculty, facilities, and technology resources. In addition, the Bagwell College of
Education will continue its excellent tradition of working with public school systems, the
Regional Educational Support Agencies, the USG Board of Regents, the Georgia
Department of Education, state universities in Georgia, and international partnerships in
the enrichment of educational experiences of program participants.
* Placement
The program will be housed in the Bagwell College of Education, specifically in the
Department of Instructional Technology. The Program Coordinator and support
personnel will also reside in this department. Candidate advisement files and advisors
will be located in the Instructional Technology Department as well.
IV Procedures Used to Develop the Program
The Instructional Technology Certificate/Instructional Technology Cert-Only Program will operate
under the academic supervision of the Vice President for Academic Affairs, the Dean of Graduate
Studies, the Dean of the Bagwell College of Education and the Chair of the Department of
Instructional Technology. Coordinating support and operational assistance will be provided by the
BCOE Associate Dean for Graduate Programs and the staff of the Graduate Program Office (GPO)
in the Teacher Education Advisory Center (TEAC). The program will benefit from the oversight
and participation of the university-wide Professional Teacher Education Unit (PTEU) as well.
The Instructional Technology Certificate/Instructional Technology Cert-Only Program is a sub-set
of courses from the M.Ed. in Instructional Technology. The program was developed by a
curriculum committee in the Department of Instructional Technology. The curriculum committee
met regularly during departmental meetings to discuss the development of the program. Since this
is a new program, the committee could not review existing programs within Georgia. Instead, the
committee studied certification-only programs in Instructional Technology from across the nation
to inform their work. Additionally, the Chair of the Department of Instructional Technology met
with the PSC when the certification-only program rule was being formed. The Chair shared the
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input from the PSC Instructional Technology taskforce with the curriculum committee for
consideration.
The curriculum committee determined the number of hours for the program based on the PSC and
ISTE standards to be met. Additionally, other program components such as the field experiences
and electronic portfolio are included in the program making the Instructional Technology
Certificate/Instructional Technology Cert-Only Program a strong and rigorous program of study.
The program is designed to prepare skilled instructional technology facilitators/coaches capable
of effecting change in instructional practices to improve student achievement. Graduates will
possess the knowledge, skills, and dispositions to play significant leadership roles in instructional
technology at the building level. Furthermore, the program places a vigorous demand for
academic performance and scholarly work to prepare graduates for advanced levels of academic
studies. These ideas form the foundation of the Instructional Technology Certificate/Instructional
Technology Certification-Only Program.
V
Curriculum: Degree Program Requirements
The Instructional Technology Certificate/Instructional Technology Cert-Only Program is
planned to prepare and develop teachers to direct school improvement toward higher levels of
student learning and achievement through the use of instructional technology. It is designed for
participants who have a T-4 Teaching Certificate and at least a Master’s Degree. This program
enables experienced teachers to complete the program in three semesters. Candidates will
complete 21 hours of specialized course work taught by full and part-time graduate faculty and
experienced technology specialists. The program will be delivered in cohorts offered in both
blended and online formats.
The Instructional Technology Certificate/Instructional Technology Certification-Only program
will be delivered in three semesters through the use of direct instruction, on-line collaboration,
cohort planning, and individual projects based on relevant and authentic problems experienced in
today’s schools. Field-experiences are required throughout the program of study. Candidates
will develop and present a professional portfolio providing evidence that they have the
knowledge, skills, and dispositions required to master the PSC and ISTE Instructional
Technology standards.
Program Admission Requirements:
Approval of applicants to the Instructional Technology Certificate/Instructional Technology
Cert-Only Program will be made by Kennesaw State University by using the following criteria:
1. The applicant must hold at least a master’s degree and a valid T-4 Teaching Certificate in
Georgia or a departmentally-approved equivalent. (The Department of Instructional
Technology recognizes and appreciates that many independent schools and 21st century
learning environments do not require educators to hold traditional state teaching
certification. In such instances, the Department will make a case-by-case determination
as to whether the educator's qualifications are sufficiently equivalent to a traditional
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2.
3.
4.
5.
6.
teaching certification and/or whether the educator has the background necessary to ensure
successful completion of the program.)
The applicant must submit a professional resume documenting education, teaching
experiences, and record of instructional technology experiences.
The applicant must have at least one year of teaching experience before enrolling in the
program.
The applicant must submit a statement of support from a current principal or another
current school or district administrator.
The applicant must submit one mentor form from a current administrator, Instructional
Lead Teacher, Instructional Technology Specialist, teacher, etc. at the building or district
levels with instructional technology knowledge and experience.
The applicant must exhibit a cumulative undergraduate grade point average of 2.75 or
above (4.0 scale).
Course Offering Schedule and Plan-of-Study
The scheduling of course offerings is planned to go over a consecutive period of three semesters
covering a total of 21 hours. The sequence may vary depending on the semester of entry.
Successful completion of the courses listed in the degree program will result in an S-5 Service
Certificate in Instructional Technology in the State of Georgia.
1st Semester
ITEC 7400
ITEC 7430
21st Century Teaching and Learning (3)
Internet Tools in the Classroom (3)
2nd Semester
ITEC 7410
ITEC 7445
Instructional Technology Leadership (3)
Multimedia and Web Design in Education (3)
3rd Semester
ITEC 7460
ITEC 7305
ITEC 7500
Professional Learning & Technology Innovation (3)
Data Analysis & School Improvement (3)
Capstone Experience & Portfolio (3)
TOTAL – 21 hours
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Growth and Flexibility
As the demand for the program intensifies, Kennesaw State University may exercise the option
to admit two cohorts per year. Additional opportunities may arise to customize a cohort to meet
the needs of a particular school district. To meet the changing demands of the service area, a
Saturday cohort may be added.
Course Descriptions
ITEC 7400
21st Century Teaching and Learning (3)
This course introduces candidates to technology-supported, research-based pedagogical
strategies to maximize student learning in the content areas. Candidates will apply current
research and instructional design principles in the development of a digital-age learning
experience for students. This course is a content pedagogy course in the candidate’s certification
field.
ITEC 7430 Internet Tools in the Classroom (3)
This course introduces candidates to methods and strategies for using the Internet effectively in
the classroom. Students will experience a variety of Internet technologies and develop strategies
for classroom implementation. The course includes guided tours of some of the best educational
sites on the World Wide Web and explores ways to integrate use of the Internet into an
educational setting. This course introduces students to systematic instructional methods and
models for using the Internet effectively in the classroom. Candidates will create lessons that are
current, highly motivating, and mentally engaging.
ITEC 7410 Instructional Technology Leadership (3)
This course is designed to develop instructional technology leaders who are knowledgeable and
skilled in technology leadership practices that improve student learning and school operations in
PreK-12 schools. It addresses skills and competencies necessary for the support and assessment
of national technology standards for teachers and administrators; technology planning (national
technology plan, state technology plan, district/school technology plan); assessment and
evaluation of technology initiatives; the change process as it applies to technology leadership;
securing grants and establishing business partnerships and meeting the requirements of NCLB.
This course will thoroughly examine issues and trends relevant to the field of educational
technology.
ITEC 7445 Multimedia and Web Design in Education (3)
This course is designed to provide candidates with knowledge and skills to design and develop
multimedia and Web-based projects to facilitate P-12 student learning. Topics include the design,
development, and evaluation of web and multimedia-based learning environments; research
related to multimedia and emerging technologies; classroom applications; design and
development techniques; hardware and software requirements; digitizing and manipulating
images, voice and video materials; universal design; and copyright and ethics. Candidates will
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apply instructional design processes and principles to designing and developing multimedia
content.
ITEC 7460 Professional Learning & Technology Innovation (3)
This course prepares instructional technology leaders to design and facilitate high-quality
professional learning experiences that help other educators apply technology to enhance their
professional practice and increase their productivity. Candidates will be prepared to implement
technology in ways that support the emergence and evolution of professional learning
communities in schools. Candidates learn to apply change models and diffusion theory in order
to implement technology innovations in classrooms and schools.
ITEC 7305 Data Analysis & School Improvement (3)
In this course, educators will learn to utilize data to identify school improvement needs and make
informed decisions in effectuating change. The ultimate goal of this course is to produce
educational leaders who effectively collect, analyze, and use data to improve schools through
successfully demonstrated change models. In this course, educators will learn to systemically
collect and analyze multiple sources of data to identify improvement needs, determine an
effective response, monitor and correct progress, and demonstrate success to stakeholders.
Additionally, students will learn to drive and sustain change in a collegial environment,
culminating in students’ understanding of, and ability to use, a wide range of applicable
leadership practices. Finally, students will learn a variety of technology tools to use for data
analysis. They will also learn a variety of Web 2.0 tools to facilitate school communication.
ITEC 7500 Capstone Experience & Portfolio (3)
This course represents the capstone experience for the Master of Education in Instructional
Technology. The purpose of the portfolio is to document mastery of the ISTE technology
facilitation standards as well as to serve as a systematic, reflection-in-action approach to problem
solving and decision-making. This process is designed to document the candidate’s development
of expertise as an Instructional Technology facilitator. A primary goal of the portfolio is to
document the candidate’s ability to provide technology facilitation at the building level. The
portfolio provides a detailed authentic picture of the candidate’s professional practice and
reflective analysis of the integration of courses taken supported by theory. Changes in classroom
practices as well as philosophy and vision will be included.
VI
INVENTORY OF FACULTY DIRECTLY INVOLVED
The present faculty in the Department of Instructional Technology brings a wealth of expertise
and experiences to support the course instruction for the Instructional Technology
Certificate/Instructional Technology Cert-Only Program. They each demonstrate a strong record
of instructional technology leadership, professional activity, and innovative and exemplary
teaching. The following description represents a summary of the faculty professional experience
in K-12 schools and a summary of scholarship and leadership experiences related to instructional
technology.
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Faculty
Doug Hearrington
Julie Moore
Traci Redish
Anissa Vega
Jo Williamson
Doug Hearrington
Summary of Professional
Experience in P-12
Schools Relevant to the
M.Ed. in Instructional
Technology
Summary of Scholarship
and Leadership
Experience Activities
Related to Instructional
Technology
Julie Moore
Summary of Professional
Experience in P-12
Schools Relevant to the
M.Ed. in Instructional
Technology
Summary of Scholarship
ITEC
7400
X
X
X
X
X
ITEC
7410
X
X
X
X
X
ITEC
7430
X
X
X
X
X
ITEC
7445
X
X
X
X
X
ITEC
7460
X
X
X
X
X
ITEC
7305
X
X
X
X
X
ITEC
7500
X
X
X
X
X
1. 13 years of experience as a K-12 classroom teacher or site technology
coordinator implementing and/or providing technical, instructional, or
professional development support for instructional technology before I came
to KSU in 2007 (ending 5 years ago).
2. By providing professional development, instructional support, technical
support, and technology management, I supported the use and integration of
technology in an at-risk, Title-I, urban middle school containing 90 teachers,
2,100 students, and over 800 computers (ending exactly 5 years ago).
3. Working with students: For the last year my Project OWL (Online World of
Learning) has taken me into 14 3-5th grade classrooms to support the
learning and projects of nearly 300 students as they use my threedimensional, multi-user virtual environment (MUVE) for project-based
learning and simulations.
4. Working with teachers: Through Project OWL I have provided professional
development and direct support for the use of MUVE technology in 14
teachers across two school districts containing nearly 300 3-5th grade
students.
5. Currently consulting with two school districts as they apply for funding for
science, technology, engineering, and mathematics (STEM) initiatives to
improve student achievement.
1. Published a study in the Journal of Digital Learning in Teacher Education,
Winter 2010 issue, on the use of MUVE technology as a tool for the delivery
of online instruction.
2. Published a chapter in an international research handbook in 2008 on the
instructional, technical, and professional development support for the use of
technology in K-12 schools.
3. Currently studying the use of MUVE technology with students in grades 3-5,
including the impacts of that technology on student learning and attitudes
toward school and teacher implementation of the technology.
1. Member, Induction Committee (TQP grant between KSU and Cobb County
Schools) – 2010-present
2. Professional Development session leader - various
3. Co-Director, BRIDGE (2007-2011) – Building Resources: Induction and
Development for Georgia Educators
4. Facilitator, Critical Friends Group Coaches Training (2007-2009). Focus on
using technology to conduct CFG sessions
5. Advisory Board Member and support for online CFGs for Georgia State
University’s Wachovia/NCTAF grant working with teachers in their PDS
schools (2007-2009)
1. Clift, R., Hebert, L. Cheng, Y., Moore, J. & Clouse, N. (2010) Exploring the
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and Leadership
Experience Activities
Related to Instructional
Technology
2.
3.
4.
5.
6.
Traci Redish
Summary of Professional
Experience in P-12
Schools Relevant to the
M.Ed. in Instructional
Technology
Summary of Scholarship
and Leadership
Experience Activities
Related to Instructional
Technology
potential of internet-based technology for mentoring and induction
programs. In J. Wang, S. Odell, R. Clift (Eds.), Past, Present, and Future
Research on Teacher Induction.
Moore, J., Gilbert, L., & Hendricks, S. (2009, March). Building the BRIDGE:
A collaborative approach to teacher learning in a digital age. Society for
Information Technology and Teacher Education International Conference
(SITE) 2009, Charleston, SC
Polly, D. & Moore, J.A. (2008). The great divide: Preparing pre-service
teachers to integrate technology effectively. In M. Orey, V.J. McClendon,
R.M. Branch (Eds.), 2008 Educational Media and Technology Yearbook,
17-31.
Moore, J.A. (2008). Professional development: Models integrating 21stcentury tools. Presentation at the annual National Educational Computing
Conference, San Antonio, TX.
Moore, J.A. & Chae, B. (2007). Beginning teachers’ use of online resources
and communities. Technology, Pedagogy, and Education, 16(2), 215-224.
(Invited paper, refereed).
Moore, J.A. (2006). The Georgia Systemic Teacher Education Program
(GSTEP): Creating a coherent and consistent teacher education experience,
TechTrends, 50(2), 37-38.
1. Served as the Interim Chair for Instructional Technology Department at
Kennesaw State University leading graduate programs in Instructional
Technology for P-12 teachers.
2. Served as Program Coordinator for the Departments of Instructional
Technology and Educational Leadership developing Instructional
Technology and Technology Leadership Programs for P-12 teachers.
3. Served as the Director of the Educational Technology Center working with 13
Metro School Districts in the integration of technology.
4. Developed and provided InTech training to hundreds of teachers in Georgia.
5. Supply teacher in the Cobb County School District.
1. Served as the Chair of the PSC Instructional Technology Task
Force to develop the standards for certification in Georgia.
2. Served on International Society for Technology in Education
(ISTE), National Standards and Accreditation Committee,
member, Spring 2010-current. Ensures that high-quality
professional standards and review processes are available for
institutions of higher learning such as KSU, who prepare
technology facilitators and leaders in education.
3. Served as the Chair of the Georgia Educational Technology
Conference.
4. Published the following book on the ISTE Technology
Facilitation Standards:
Williamson, J., & Redish, T. (2009). Technology facilitation
and leadership standards: What every K-12 leader should
know and be able to do. Eugene, OR: International Society for
Technology in Education.
5. Published other peer review and professional articles related to
technology leadership standards in K-12 education and
completed numerous presentations at state and national
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conferences.
Anissa Vega
Summary of Professional
Experience in P-12
Schools Relevant to the
M.Ed. in Instructional
Technology
Summary of Scholarship
and Leadership
Experience Activities
Related to Instructional
Technology
1. Served as instructor (1.5 years) of graduate-level courses
Instructional Technology courses in Georgia State
University’s College of Education. Responsibilities included:
(1) Teaching multiple sections of 25 students; (2) Course
revision and updating; (3) Reporting student activity and
performance level for financial aid office, university sports
departments, and registrar’s office.
2. Served as graduate researcher (3 years) at the Principals Center
at Georgia State University. Responsibilities included: (1)
Design, conduct, and present unique research addressing the
professional development of P-12 school principals, assistant
principals and district leaders; (2) Design and deliver
professional development programs to school leaders which
addressed school technology leadership; (3) Write foundation
and government grants to support professional development
programs for P-12 school leaders; (4) Guide, train, and support
webinar format professional development programs for P-12
school leaders and (5) Guide the center in social media
expansion.
3. Served as graduate researcher (3 years) for a co-Prinicpal
Investigator of the federal PT3 grant CrossRoads at Georgia
State University’s College of Education. Responsibilites
included conducting and reporting grant research and
evaluation.
4. Served as a teaching assistant (2 years) of undergraduate level
courses of Instructional Technology in Georgia State
University’s College of Education.
5. Served as Instructional Technology Specialist (4 years) at
Trinity School in Atlanta, Georgia which serves grades P-6.
Responsibilities included (1) Designing, delivering, and
evaluating a P-6 technology curriculum; (2) Manage
educational software budget; (3) Design a one-to-one tablet
PC program for students in grades 5 and 6; (4) Design,
develop, deliver, report, and evaluate a PSC-approved
professional development course for teachers which fulfilled
the Special Georgia Technology Requirement; and (5)
Coordinate all on-site staff development programming.
6. Taught 6th grade mathematics (1 year) at Farragut Middle
School in Knoxville, TN.
PUBLICATIONS:
1. Lokey-Vega, A. and Brantley-Dias L.B., (2006) Another view on mentoring.
Learning and Leading with Technology, October 2006, 18-21.
PRESENTATIONS:
1. Lokey-Vega. A. (2011). Curriculum alignment and the Georgia Performance
Standards. American Educational Research Association, New Orleans,
Louisianna.
2. Lokey-Vega. (2010). Expanding curriculum alignment methods: Introducing
the Goal-Curriculum Alignment Measures Model. UCEA, New Orleans,
Louisianna.
3. Lokey-Vega. (2009). Knowledge economy skills in the Georgia Performance
Standards, paper presentation, Graduates in Instructional Technology Fall
Colloquium, Georgia State University, Atlanta, Georgia.
4. Lokey-Vega, A. and Shoffner, M. (2008) Revisiting the role of technology and
curriculum in K-12 education for a knowledge economy, paper presentation
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AECT, Orlando, Florida.
5. Tighe, R. and Lokey-Vega, A. (2008) Principals Centers in the U.S.: Their
roles, locations, and services for school leaders, paper presentation UCEA,
Orlando, Florida.
6. Lokey-Vega, A. and Brantley-Dias, L.B., (2007) Paper session: Mentoring
with iMovie, ISTE NECC, Atlanta, Georgia.
7. Pecore, J., Lokey-Vega, A., and McDowell, A. (2007) Technology,
Mentoring, and Inquiry, workshop presentation NSTA, Birmingham,
Alabama.
8. Lokey-Vega, A. Brantley-Dias, L.B., and Weingart, J. (2006) Got Video?
Mentoring with iMovie. GaETC concurrent session, Atlanta, Georgia.
9. O’Bannon, B., Nonis, A., Skuda, S., Puckett, K., and Lokey, A. (2002)
Facilitating systematic change in teacher education: A model for technology
infusion. A panel discussion to be presented at the annual meeting of the
Society for Information Technology and Teacher Education, Nashville,
Tennessee.
WORKSHOPS:
1. Lokey-Vega. (2009). What every principal should know: The very real virtual
lives of students and teachers. Workshop presented on multiple occasions for
the Principals Center, Atlanta, Georgia.
2. Brantley-Dias, L.B. and Lokey-Vega, A. (2005) Using iMovie in Teacher
Mentorship. A seminar presented to Georgia State and Professional
Development School Faculty. Georgia State University, Atlanta, Georgia.
3. Lokey-Vega, A. (2005) Active Internet Parenting: Parenting your Connected
Teenager, A seminar presented to the Parents of Trinity Presbyterian
Church, Atlanta, Georgia.
4. Lokey-Vega, A. (2005) Active Internet Parenting: Parenting
your Connected Teenager, A seminar presented to the
Westminster Parents Association, Atlanta, Georgia
Jo Williamson
Summary of Professional
Experience in P-12
Schools Relevant to the
M.Ed. in Instructional
Technology
1. Served for four years as the Associate Director of Kennesaw
State Educational Technology Center. Responsibilities
included: (1) working with 13 Metro School Districts in the
implementation of contract deliverables and local service
programs associated with the KSU ETC; (2) developing and
monitoring the professional development program for the
Georgia Department of Education (GA DOE) Online
Assessment System; (3) developing and implementing
professional development and consulting support programs
aligned to federal Title IID and eRate guidelines for school
district technology planning and evaluation efforts for 13 Area
School Systems.
2. Directed the Instructional Technology and Media Division,
Georgia Department of Education, Atlanta, GA for two years.
Responsibilities included: (1) providing statewide leadership
for instructional technology initiatives serving Georgia’s 183
school districts and (2) overseeing of Title II, Part D, NCLB;
Georgia Learning Connection’s Statewide Instructional
Resource Portal for Teachers; Georgia Virtual School; Annual
State-wide Technology Inventory; School-system Technology
Planning; State of GA K-12 Technology Integration Plan;
State e-Rate program/State Network; Consolidated
Application for Federal Funding; and 13 Educational
Technology Training Centers. Prior to becoming the director
of the division, I served three years as a Program
Consultant/Manager of Title II, Part D and led district and
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Summary of Scholarship
and Leadership
Experience Activities
Related to Instructional
Technology
agency strategic planning initiatives.
3. Served three years as a program manager and director of the
Area One Learning Technologies Hub, an Illinois State Board
of Education-funded agency providing leadership and
professional development to 306 public K-12 school districts
comprised of 60,000 educators and 863,000 students in the
suburban Chicago area.
4. Served three years as the Technology Director for Waukegan,
IL Public School. Led one of the original 13 Federal
Challenge Grants for technology, which provided funds and
matching services totaling $11 million over five-year period.
5. Taught junior high and high school English and Journalism in
public schools in Kansas City, MO and Olathe KS.
1. Serving on International Society for Technology in Education
(ISTE), National Standards and Accreditation Committee,
member, Spring 2010-current. Ensures that high-quality
professional standards and review processes are available for
institutions of higher learning such as KSU, who prepare
technology facilitators and leaders in education.
2. Serving on ISTE Board of Directors, Conference Committee,
member, June 2006-current. Recommends strategic action
and policy related to ISTE’s annual conferenct to ISTE’s
President and Board of Directors. The ISTE conference is the
largest national and international educational technology
conference, serving nearly 20,000 participants each year. The
impact of this conference is critical in many arenas, including
encouraging a research-based vision for technology use in
schools, providing professional development opportunities for
educators, and influencing policy and programs related to
school technology programs.
3. Published Williamson, J., & Redish, T. (2009). Technology
facilitation and leadership standards: What every K-12 leader
should know and be able to do. Eugene, OR: International
Society for Technology in Education.
4. Published other peer review and professional articles related to
technology leadership standards in K-12 education and
completed over 15 presentations at state and national
conferences.
5. Wrote the 2002 State of Georgia K-12 Technology Plan and
drafted a current reality section for the 2007 State of Georgia
K-12 Technology Plan.
FACULTY DEVELOPMENT
Faculty in the BCOE maintain and demonstrate sustained scholarship activity and agendas
consistent with expectations of faculty working in educational leadership programs. Members of
the BCOE faculty are encouraged to make best use of the funds to attend professional
conferences and workshops advancing their professional growth. Travel funds are available for
faculty to participate in significant educational conferences at the state, national, and
international levels. Aside from departmental and college-level support for travel, the KSU
Foundation, Office of Graduate Studies, and the International Office have supplemented faculty
travel funds for professional endeavors. Additionally, faculty members have access to high
quality online learning courses offered by CETL.
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Faculty members from the BCOE have traveled internationally to share professional educational
expertise, to gain knowledge of educational practices around the world, and to establish
partnerships with international peers. It is the culture of the BCOE to collaboratively pursue
scholarly activities.
FACULTY RESEARCH AND SCHOLARSHIP
Members of the BCOE faculty are actively engaged in research activities in educational
leadership. They frequently present at important state, national, and international conferences of
the following organizations:
Some of the professional conferences in which the faculty delivers presentations include:
American Association of Colleges of Teacher Education (AACTE)
American Association of School Administrators (AASA)
American Educational Research Association (AERA)
Building Learning Communities (BLC)
Georgia Association of Colleges of Teacher Education (GACTE)
Georgia Educational Research Association (GERA)
Georgia Educational Technology Conference (GaETC)
Hawaii International Conference on Education (HICE)
International Society for Technology in Education (ISTE)
National Staff Development Conference (NSDC)
Southern Regional Council for Educational Administration (SRCEA)
Distinguished professional journals that the faculty publish in and reference include:
Association for the Advancement of Computing in Education Journal
Contemporary Issues in Technology and Teacher Education
Gateways to Teacher Education
Journal of Computers in Math and Science Teaching
Journal of Computing in Teacher Education
Journal of Educational Media and Hypermedia
Journal of Interactive Learning Research
Journal of Research on Technology in Education
Journal of Technology Education
Journal of Technology and Teacher Education
Learning and Leading with Technology
School Business Affairs
Teaching Horizons in Education (THE) Journal
VII Outstanding programs of this nature at other institutions
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Kennesaw State University proposes to offer an Instructional Technology
Certificate/Instructional Technology Cert-Only Program to prepare individuals for
building/campus-level instructional technology positions in various educational organizations.
Although there are several Master of Education programs offered in the University System of
Georgia, a comparison of other programs revealed that the certificate program proposed by
Kennesaw State University is not offered at other institutions in Georgia. This is a new
certification area in Georgia, and KSU intends to be the first institution in Georgia to offer this
program.
Unique Features of KSU’s program:
As outlined in Part I: Program Description—Unique Aspects of Program, the Instructional
Technology Certificate/Instructional Technology Cert-Only Program is distinctive, unique and
will stand apart from other programs in the state, region and perhaps even nationally. The
unique features of KSU’s Instructional Technology Certificate/Instructional Technology
Certification-Only Program are highlighted below:

It is aligned to the PSC state standards for Instructional Technology.

It is aligned to national standards in Technology Coaching developed by the
International Society for Technology in Education and adopted by NCATE.

It emphasizes how instructional technology can be used specifically to improve
instruction and increase student achievement and productivity.

It drives the demand for instructional technology professionals uniquely prepared
to facilitate school improvement through instructional technology initiatives.

It fills a critical need in the community for technology professionals who can
support innovative school-wide technology initiatives such as 1:1 computing and
Bring Your Own Technology (BYOT).

It models best practices of instructional technology by utilizing both face-to-face
and on-line instructional formats.

It utilizes the resources available in the iTeach Center.

It prepares leaders for technology-related positions of leadership at the
building/campus level.

It prepares candidates to pursue higher levels of academic pursuit.
XII Accreditation
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The program will be accredited by the Southern Association of Colleges and Schools, and the
National Council for the Accreditation of Teacher Education. The program will meet all
requirements of the Georgia Professional Standards Commission for a certification-only in
Instructional Technology.
Business Content Audit:
Referencing the Business Content Worksheet, does this program or concentration, incorporating
the information proposed herein, have “traditional business subject” content delivered by faculty
or programs administered by the Coles College of Business? *
_____ Yes
If “yes,” complete a Business Content Worksheet and obtain necessary
approvals as indicated.
___X__ No
_____ Exempt Graduate programs administered by the Coles College are exempt.
__________
*
All graduate programs exceeding 50% business content are automatically required to meet AACSB
International business accreditation standards. The purpose of the audit is to prevent the unintended,
undesirable compulsory inclusion of programs subject to AACSB standards.
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