KENNESAW STATE UNIVERSITY
GRADUATE COURSE PROPOSAL OR REVISION,
Cover Sheet (10/02/2002)
Course Number/Program Name ITEC 8510 Teaching, Learning & Technology
Department Instructional Technology
Degree Title (if applicable)
Proposed Effective Date Fall 2014
Check one or more of the following and complete the appropriate sections:
X New Course Proposal
Course Title Change
Course Number Change
Course Credit Change
Course Prerequisite Change
Course Description Change
Sections to be Completed
II, III, IV, V, VII
I, II, III
I, II, III
I, II, III
I, II, III
I, II, III
Notes:
If proposed changes to an existing course are substantial (credit hours, title, and description), a new course with a new
number should be proposed.
A new Course Proposal (Sections II, III, IV, V, VII) is required for each new course proposed as part of a new
program. Current catalog information (Section I) is required for each existing course incorporated into the program.
Minor changes to a course can use the simplified E-Z Course Change Form.
Submitted by:
Faculty Member
Approved
_____
Date
Not Approved
Department Curriculum Committee Date
Approved
Approved
Approved
Approved
Approved
Approved
Not Approved
Department Chair
Date
College Curriculum Committee
Date
College Dean
Date
GPCC Chair
Date
Dean, Graduate College
Date
Not Approved
Not Approved
Not Approved
Not Approved
Not Approved
Vice President for Academic Affairs Date
Approved
Not Approved
President
Date
KENNESAW STATE UNIVERSITY
GRADUATE COURSE/CONCENTRATION/PROGRAM CHANGE
I.
Current Information (Fill in for changes)
Page Number in Current Catalog
___
Course Prefix and Number
___
Course Title
___
Class Hours
____Laboratory Hours_______Credit Hours________
Prerequisites
___
Description (or Current Degree Requirements)
II.
Proposed Information (Fill in for changes and new courses)
Course Prefix and Number _ITEC 8510________________________
Course Title _ Teaching, Learning & Technology
Class Hours
3 ____Laboratory Hours_______CreditHours___3_____
Prerequisites Admission to the Instructional Technology Ed.S./Ed.D. program or
approval of instructor.
Description (or Proposed Degree Requirements)
This course introduces candidates to technology supported instructional models and strategies to
maximize student learning. Candidates will develop digital-age learning experiences for students
that incorporate research-based best practices, assessment, differentiation, diversity, and cultural
understanding while advancing student technology literacy.
III.
Justification
In an era when the needs of students are rapidly changing, schools are not providing 21st century
learners with the types of environments that parallel the connectivity and social interaction
patterns that they are accustomed to outside of school. This disparity threatens to further alienate
youth and encourage the already-growing student perceptions that schools are outdated and
irrelevant to their interests and goals. In a similar vein, current instructional practices and
academic curricula are not producing students who have the knowledge, skills, and dispositions
needed for twenty-first century work and citizenship. While students may be skilled in using
technology to pursue their own social and entertainment purposes outside of school, they are still
unprepared to use technology to pursue post-secondary studies, daily work in various
professional and technical fields, life-long learning, and civic engagement. The goal for this
course is to prepare candidates to create, promote, and sustain a dynamic, digital-age learning
culture that provides a rigorous, relevant and engaging education to all PK-12 students in their
school district, region, state or nation.
IV.
Additional Information (for New Courses only)
Instructor: Dr. Julie Moore
Text:
No text; Readings as required by the instructor
Prerequisites:
Admission to the Instructional Technology Ed.S./Ed.D. program or approval of
instructor.
Objectives:
Upon completion of ITEC 8510, candidates will be able to:
1. Identify key professional organizations and resources that help technology leaders stay
abreast of key trends, relevant research, and best practices in instructional technology
2. Propose technology-supported innovations that address the following: 1) the use of
technology to support research-based learning strategies that emphasize higher order
thinking, creativity, innovation, student-centered learning, and learning communities, (2) use
technology to support best practices in assessment and differentiation, (3) use technology to
promote diversity, cultural understanding, global awareness through communication and
collaboration tools that support cross-cultural engagement; and (4) advance student
technology literacy as defined by district, state, and national standards. Models should also
include face-to-face and blended or online components
3. In five hours of unstructured field experience activities with other educators, utilize what you
have learned/produced in this class to address all of the following (ISTE TD Standards
Rubric 2.2-2.5):
a. help other educators in your district understand how technology-supported face-to-face,
blended and online instruction can support standards-aligned, research-based instruction
and meet the needs and preferences of digital-age learners.
b. Assist educators in your district identify and implement technology resources to support
research-based differentiation and assessment practices that meet the identified needs of
all students.
c. Ensure technology standards for students and computer science/ICT coursework are
implemented, assessed, and supported by a district-wide scope and sequence and
curriculum alignments
d. Disseminate models of local and global learning communities throughout the district and
support district-wide implementation through local infrastructure and policies.
Document, describe and reflect on these activities using the field experience log template
provided to you in D2L. To help you envision the types of field experiences you can do, your
instructor will also provide examples. You can meet several standards in one field experience
activity. You may log as many different field experience activities as necessary to meet all
the standards.
Instructional Method
The course will be 100% online. The following instructional strategies will be used to
collaboratively and interactively present course material and engage students in critical
thinking and discourse at the graduate level:
 Lecture/Demonstration
 Class/small group discussion
 Authentic, Project-based learning
 Peer Review
 Instructor Review/Coaching
Method of Evaluation
MAJOR ASSIGNMENTS
1. Analysis of NETS-S Implementation (200 points)
Due: End of Module 2
Conduct a self-analysis of your implementation of the NETS-S (note: if you are not in a
classroom, you may conduct this analysis from a district perspective). Use the rubric located at
http://www.rcampus.com/rubricshowc.cfm?code=N5A3A6&sp=yes as the basis for this selfanalysis.
Include both the rubric and a 3-5 page analysis of your implementation of the NETS-S. The
paper should address the following:
 To what extent are students achieving NETS-S in your classroom, school or district?
(ISTE TD 2.4; CoSN 4E)
 What areas of the NETS-S are particularly strong in your classroom, school or
district? (ISTE TD 2.4, 6.1; CoSN 4E)
 What areas of the NETS-S are particularly weak in your classroom, school or district?
(ISTE TD 2.4, 6.1; CoSN 4E)
 What three specific things can you do to improve students’ achievement of NETS-S?
(ISTE TD 2.4, 6.4; CoSN 4E)
2. Technology-Supported Innovation Assignment 1 – Using technology to support assessment
and differentiation (200 points)
Due: End of Module 4
Take on the role of Technology Director for a school district. The school board has asked you to
develop a recommendation of a technology that will specifically address assessment and
differentiation for your school district. You are to develop a presentation (PowerPoint, Prezi, or
other) for the school board that addresses the following:
 A research-based analysis of the importance of assessment and differentiation
strategies in teaching and learning (ISTE 2.2, 2.3; CoSN 4B, 4F)
 A description and comparison of three different technologies (hardware, software or
web-based) that could serve to meet your assessment and differentiation needs (ISTE
2.2, 2.3, 6.4; CoSN 4D)
 A recommendation and rationale to the board for adoption of a specific assessment and
differentiation technology which includes how this technology will address the diverse
needs of students and maximize learning (ISTE 2.2, 2.3; 6.4; CoSN 4B, 4D, 4F)
As you will not actually give this presentation in class, you must include all of the information in
your presentation in either the notes section of the PowerPoint or in a set of notes to accompany
the Prezi.
3. Technology-Supported Innovation Assignment 2 – Using technology to support student
learning [FIELD EXPERIENCE] (400 points)
Due: End of Module 7
Take on the role of Technology Director for a school district. Identify an innovation that you
district is currently considering adopting or should consider adopting. You have been asked by
the school board to develop a white paper that explains the technology innovation and
provides a research-based rationale for implementing this innovation. Your white paper should
address the following:
 A description of the innovation and how it would be used in schools (ISTE 6.1; CoSN 4B,
4D, 4F)
 A research-based rationale for implementing this innovation (ISTE 2.2)
 A discussion of the learning theories undergirding the types of learning this innovation
supports (ISTE 2.2)
 A discussion of how this innovation supports the development of local and/or global
learning communities (ISTE 2.5; CoSN 4D)
 An explanation of the innovation’s potential to support digital-age collaborative
projects addressing global issues in the context of curricular goals and objectives (ISTE
5.4)
 A discussion of how this innovation supports advances in student technology literacy
(NETS-S). (ISTE 2.4, CoSN 4E)
The paper must be written in APA format and must be between 8-10 pages (excluding
references and appendices).
4. Reflective Journal (200 points)
Purposes: (a) Identify and describe the current trends of technology integration in K-12 schools;
(b) Discuss the historical, current and future roles of instructional technologies in teaching and
learning; (c) Critique and discuss the educational policies related to technology in schools and
their impact on the educational community; and (d) Engage in reflective practice. (ISTE 6.5)
Directions: Use your Weebly blog to post 3-5 paragraph bi-weekly reflections (one per module)
that focus on course reading assignments and what you are learning. The weblog will be graded
at mid-term and again at the end of the semester.
5. Field Experience Logs –Unstructured Field Experience Logs are due at the end of Module Seven.
No grades are assigned for the field experience logs, but your grade will drop one letter grade if
you do not fulfill the field experience requirement.
TOTAL POINTS FOR CLASS: 1000 points
Grades will be based on the following criteria:
A: 90% - 100%
B: 80% - 89%
C: 70% -79%
F: 69% or lower
V.
Resources and Funding Required (New Courses only)
Resource
Amount
Faculty
Other Personnel
Equipment
Supplies
Travel
New Books
New Journals
Other (Specify)
0
0
0
0
0
0
0
0
TOTAL
0
Funding Required Beyond
Normal Departmental Growth
VI. COURSE MASTER FORM
This form will be completed by the requesting department and will be sent to the Office of the Registrar
once the course has been approved by the Office of the President.
The form is required for all new courses.
DISCIPLINE
COURSE NUMBER
COURSE TITLE FOR LABEL
(Note: Limit 30 spaces)
CLASS-LAB-CREDIT HOURS
Approval, Effective Term
Grades Allowed (Regular or S/U)
If course used to satisfy CPC, what areas?
Learning Support Programs courses which are
required as prerequisites
ITEC
ITEC 8510
Teaching, Learning & Tech.
3-0-3
Fall 2014
Regular
APPROVED:
________________________________________________
Vice President for Academic Affairs or Designee __
VII Attach Syllabus
BAGWELL COLLEGE OF EDUCATION
ITEC 8510 Teaching, Learning & Technology
Department of Instructional Technology
Kennesaw State University
Semester:
Credits: 3
Instructor:
Dr. Julie Moore
Assoc. Professor/Instructional Technology
KH 3110
770.420.4362
D2L email (preferred)
julamoor@kennesaw.edu
Communication Policy: Students can expect the instructor to respond to their emails or phone calls delivered
between 8 a.m. Monday and 8 a.m. Friday within 24 hours. Instructor will respond to communication delivered
between 8 a.m. on Friday and 8 a.m. on Monday before noon on Tuesday. The instructor will notify students in
advance via D2L email if a 24-hour response time may be jeopardized by professional travel or other rare,
extenuating circumstances. Students are expected to adhere to the same response schedule when answering
communication from the instructor or classmates. Students should also notify the instructor and classmates on the
rare occasion when professional travel or other extenuating circumstances, such as illness or emergencies, would
disrupt the response schedule. All correspondence/assignment submissions should be conducted through D2L.
Use instructor’s alternate email only in times of technical difficulty.
Class Sessions: Fully Online Course. No face-to-face sessions.
All Synchronous Sessions are Optional but Strongly Recommended:
Tuesdays, Aug. 19, Sept. 30 and Nov. 11 7-9 p.m.
Remainder of course will be completed in a paced, asynchronous format, with common due dates
for assignments.
Office Hours: Online through Blackboard Collaborate, Thursdays 3-5pm
Additional Academic Support: Students have access to the KSU Writing Center and Student Support
Services. Links are provided in D2L. If accommodations are required, students should send
documentation to the instructor immediately. Accommodations for future assignments will be
made within 3-5 days of receipt of documentation.
Instructor will be available for consultations via email, phone, or online meetings by appointment
for those who need extra help beyond required and optional face-to-face meetings. Individual
consultations are not a substitute for attending pre-scheduled meetings as listed in the syllabus.
Required Text:
No text; Readings as required by the instructor
Prerequisite:
Admission to the Instructional Technology Ed.S./Ed.D. program or approval of instructor.
Catalog Description:
This course introduces candidates to technology supported instructional models and strategies to
maximize student learning. Candidates will develop digital-age learning experiences for students that
incorporate research-based best practices, assessment, differentiation, diversity, and cultural
understanding while advancing student technology literacy.
Purpose/Rationale:
In an era when the needs of students are rapidly changing, schools are not providing 21 st century
learners with the types of environments that parallel the connectivity and social interaction patterns
that they are accustomed to outside of school. This disparity threatens to further alienate youth and
encourage the already-growing student perceptions that schools are outdated and irrelevant to their
interests and goals. In a similar vein, current instructional practices and academic curricula are not
producing students who have the knowledge, skills, and dispositions needed for twenty-first century
work and citizenship. While students may be skilled in using technology to pursue their own social and
entertainment purposes outside of school, they are still unprepared to use technology to pursue postsecondary studies, daily work in various professional and technical fields, life-long learning, and civic
engagement. The goal for this course is to prepare candidates to create, promote, and sustain a
dynamic, digital-age learning culture that provides a rigorous, relevant and engaging education to all
PK-12 students in their school district, region, state or nation.
Course Objectives:
Upon completion of ITEC 8510, candidates will be able to:
4. Identify key professional organizations and resources that help technology leaders stay abreast
of key trends, relevant research, and best practices in instructional technology
5. Propose technology-supported innovations that address the following: 1) the use of technology
to support research-based learning strategies that emphasize higher order thinking, creativity,
innovation, student-centered learning, and learning communities, (2) use technology to support
best practices in assessment and differentiation, (3) use technology to promote diversity,
cultural understanding, global awareness through communication and collaboration tools that
support cross-cultural engagement; and (4) advance student technology literacy as defined by
district, state, and national standards. Models should also include face-to-face and blended or
online components
6. In five hours of unstructured field experience activities with other educators, utilize what you
have learned/produced in this class to address all of the following (ISTE TD Standards Rubric
2.2-2.5):
e. help other educators in your district understand how technology-supported face-to-face,
blended and online instruction can support standards-aligned, research-based instruction
and meet the needs and preferences of digital-age learners.
f. Assist educators in your district identify and implement technology resources to support
research-based differentiation and assessment practices that meet the identified needs of
all students.
g. Ensure technology standards for students and computer science/ICT coursework are
implemented, assessed, and supported by a district-wide scope and sequence and
curriculum alignments
h. Disseminate models of local and global learning communities throughout the district and
support district-wide implementation through local infrastructure and policies.
Document, describe and reflect on these activities using the field experience log template
provided to you in D2L. To help you envision the types of field experiences you can do, your
instructor will also provide examples. You can meet several standards in one field experience
activity. You may log as many different field experience activities as necessary to meet all the
standards.
Conceptual Framework:
COLLABORATIVE DEVELOPMENT OF EXPERTISE IN
TEACHING, LEARNING and LEADERSHIP
The Professional Teacher Education Unit (PTEU) at Kennesaw State University is committed to
developing expertise among candidates in initial and advanced programs as teachers and leaders who
possess the capability, intent and expertise to facilitate high levels of learning in all of their students
through effective, research-based practices in classroom instruction, and who enhance the structures
that support all learning. To that end, the PTEU fosters the development of candidates as they progress
through stages of growth from novice to proficient to expert and leader. Within the PTEU conceptual
framework, expertise is viewed as a process of continued development, not an end-state. To be
effective, teachers and educational leaders must embrace the notion that teaching and learning are
entwined and that only through the implementation of validated practices can all students construct
meaning and reach high levels of learning. In that way, candidates are facilitators of the teaching and
learning process. Finally, the PTEU recognizes, values and demonstrates collaborative practices across
the college and university and extends collaboration to the community-at-large. Through this
collaboration with professionals in the university, the public and private schools, parents and other
professional partners, the PTEU meets the ultimate goal of assisting Georgia schools in bringing all
students to high levels of learning.
Use of Technology
Technology Standards for Educators are required by the Professional Standards Commission.
Telecommunication and information technologies will be integrated throughout the master teacher
preparation program, and all candidates must be able to use technology to improve student learning
and meet Georgia Technology Standards for Educators. During the courses, candidates will be provided
with opportunities to explore and use instructional media, especially microcomputers, to assist teaching.
They will master use of productivity tools, such as multimedia facilities, local-net and Internet, and feel
confident to design multimedia instructional materials, create WWW resources, and develop an electronic
learning portfolio.
EPP Diversity Statement:
The KSU Educator Preparation Provider (EPP) believes all learners are entitled to equitable
educational opportunities. To that end, programs within the EPP consist of curricula, field
experiences, and clinical practice that promote candidates’ development of knowledge, skills, and
professional dispositions related to diversity identified in the unit’s conceptual framework,
including the local community, Georgia, the nation, and the world. Curricula and applied
experiences are based on well-developed knowledge foundations for, and conceptualizations of,
diversity and inclusion so that candidates can apply them effectively in schools. Candidates learn
to contextualize teaching and draw effectively on representations from the students’ own
experiences and cultures. They learn to collaborate and engage with families in ways that value
the resources, understandings, and knowledge that students bring from their home lives,
communities and cultures as assets to enrich learning opportunities. Candidates maintain high
expectations for all students (including English learners, students with exceptionalities and other
historically marginalized and underrepresented students), and support student success through
research-based culturally, linguistically, and socially relevant pedagogies and curricula.
Kennesaw State University provides program accessibility and accommodations for persons defined as disabled under
Section 504 of the Rehabilitation Act of 1973 or the Americans with Disabilities Act of 1990. A number of services are
available to support students with disabilities within their academic program. In order to make arrangements for special
services, students must visit the Office of Disabled Student Support Services (ext. 6443) and develop an individual
assistance plan. In some cases, certification of disability is required.
Please be aware that there are other support/mentor groups on the campus of Kennesaw State University that address
each of the multicultural variables outlined above.
Field Experience Statement:
The major assignment(s) in this course are field-based activities that will require at least 30 hours of
beyond-class work to complete. These are STRUCTURED field experiences built into the course and do
not require candidates to complete logs. Assignments serving as structured field experiences are
labeled in the assignments section of this syllabus. The completed assignments and end-of-course
reflection serve as evidence of these completed field experience hours.
In addition to structured field experience hours, candidates are required to complete 10 hours of
UNSTRUCTURED field experiences and accompanying logs/reflections in each course. Unstructured
field experience hours should address the ISTE and CoSN standards identified in this syllabus. Each
candidate should work with school/district personnel to identify appropriate, technology-related
activities that the candidate can complete in the school/district. The instructor will provide candidates
with a list of possible field experiences that would meet or exceed performances appropriate for an
aspiring technology director and an UNSTRUCTURED field experience log to document the 10 hours of
unstructured field experiences. This log should be submitted to the instructor on the date indicated in
the course schedule. The unstructured field experience log will be provided to you by the professor of
each course.
Candidates are required to complete field experiences in diverse settings with diverse populations
from different socioeconomic groups and ethnic/racial groups. Candidates also work with English
language learners and students with disabilities. In order to meet these requirements, you should
complete several of your field experiences in diverse settings. You are required to document in your
field-experience log the diverse settings and various P-12 school levels in which you complete your
field experiences.
ISTE Technology Director Standards Assessed in this Course:
Standard 2: Digital-Age Learning Culture
Technology directors create, promote, and sustain a dynamic, digital-age learning culture that provides
a rigorous, relevant, and engaging education for all students.
2.2 Research-based Learning Strategies
Candidates locate, develop, and disseminate models of face-to-face, blended, and online
instruction that illustrate how technology can support standards-aligned, research-based
instruction and meet the needs and preferences of digital-age learners.
2.3 Assessment and Differentiation
Candidates assist educators in identifying and implementing technology resources to support
research-based differentiation and assessment practices that meet the identified needs of all
students.
2.4 Student Technology Standards
Candidates ensure technology standards for students and computer science/ICT coursework
are implemented, assessed, and supported by a scope and sequence and curriculum
alignments.
2.5 Learning Communities
Candidates locate, develop, and disseminate models of local and global learning communities
and support implementation through local infrastructure and policies.
Standard 5: Digital Citizenship
Technology directors model and facilitate understanding of social, ethical, and legal issues and
responsibilities related to an evolving digital culture.
5.4 Diversity, Cultural Understanding and Global Awareness
Candidates model and promote diversity, cultural understanding, and global awareness by
providing and supporting digital-age communication and collaboration tools for students and
faculty to engage in cross-cultural, collaborative projects addressing global issues in the
context of curricular goals and objectives.
Standard 6: Content Knowledge and Professional Growth
Technology directors demonstrate professional knowledge, skills, and dispositions in content, pedagogical,
and technological areas as well as adult learning, leadership, and management and are continually deepening
their knowledge and expertise.
6.1 Content and Pedagogical Knowledge
Candidates demonstrate content and pedagogical knowledge, skills, and dispositions in
technology integration and current and emerging technologies necessary to effectively
implement the NETS•S, NETS•T, and NETS•A.
6.4 Continuous Learning
Candidates engage in continuous learning to deepen their content, technical, and leadership
and management knowledge, skills, and dispositions.
6.5 Reflection
Candidates regularly evaluate, reflect on, and synthesize their work and research to improve
and strengthen their professional practice.
CoSN Framework of Essential Skills of the K-12 CTO Addressed in this Course:
Standard 4. Instructional Focus and Professional Development
Budget, plan, and coordinate ongoing, purposeful professional development for all staff using
technologies; ensure a sufficient budget through the implementation and assessment process
of emerging technologies.
4B. Best Practices
Identify and promote how technology can support educational best practices through
communication and collaboration with the district instructional leadership.
4D. 21st Century Skills
Promote standards for innovative teaching and learning that develop student proficiency in
21st century skills.
4E. Technology Literacy
Stay abreast of state and national standards, benchmarks, and frameworks for technology
literacy.
4F. Diversity
Promote the application of technology to address the diverse needs of students and maximize
student learning.
Standard
Course Activity
ISTE Technology Director Standards Assessed in this Course:
2.2 Research-based Learning Strategies
Technology-Supported Innovation Assignments
2.3 Assessment and Differentiation
Technology-Supported Innovation Assignments
2.4 Student Technology Standards
Self or District Analysis of NETS-S Implementation
Technology-Supported Innovation Assignments
2.5 Learning Communities
Technology-Supported Innovation Assignments
5.4 Diversity, Cultural Understanding and
Global Awareness
Technology-Supported Innovation Assignments
6.1 Content and Pedagogical Knowledge
Self or District Analysis of NETS-S Implementation
Technology-Supported Innovation Assignments
6.4 Continuous Learning
Self or District Analysis of NETS-S Implementation
Technology-Supported Innovation Assignments
Reflective Journal
6.5 Reflection
Reflective Journal
CoSN Framework of Essential Skills of the K-12 CTO Addressed in this Course:
4B. Best Practices
Technology-Supported Innovation Assignments
4D. 21st Century Skills
Technology-Supported Innovation Assignments
4E. Technology Literacy
Self or District Analysis of NETS-S Implementation
4F. Diversity
Technology-Supported Innovation Assignments
Course requirements:
MAJOR ASSIGNMENTS
2. Analysis of NETS-S Implementation (200 points)
Due: End of Module 2
Conduct a self-analysis of your implementation of the NETS-S (note: if you are not in a
classroom, you may conduct this analysis from a district perspective). Use the rubric located at
http://www.rcampus.com/rubricshowc.cfm?code=N5A3A6&sp=yes as the basis for this selfanalysis.
Include both the rubric and a 3-5 page analysis of your implementation of the NETS-S. The
paper should address the following:
 To what extent are students achieving NETS-S in your classroom, school or district?
(ISTE TD 2.4; CoSN 4E)
 What areas of the NETS-S are particularly strong in your classroom, school or
district? (ISTE TD 2.4, 6.1; CoSN 4E)
 What areas of the NETS-S are particularly weak in your classroom, school or district?
(ISTE TD 2.4, 6.1; CoSN 4E)
 What three specific things can you do to improve students’ achievement of NETS-S?
(ISTE TD 2.4, 6.4; CoSN 4E)
2. Technology-Supported Innovation Assignment 1 – Using technology to support assessment
and differentiation (200 points)
Due: End of Module 4
Take on the role of Technology Director for a school district. The school board has asked you to
develop a recommendation of a technology that will specifically address assessment and
differentiation for your school district. You are to develop a presentation (PowerPoint, Prezi, or
other) for the school board that addresses the following:
 A research-based analysis of the importance of assessment and differentiation
strategies in teaching and learning (ISTE 2.2, 2.3; CoSN 4B, 4F)
 A description and comparison of three different technologies (hardware, software or
web-based) that could serve to meet your assessment and differentiation needs (ISTE
2.2, 2.3, 6.4; CoSN 4D)
 A recommendation and rationale to the board for adoption of a specific assessment and
differentiation technology which includes how this technology will address the diverse
needs of students and maximize learning (ISTE 2.2, 2.3; 6.4; CoSN 4B, 4D, 4F)
As you will not actually give this presentation in class, you must include all of the information in
your presentation in either the notes section of the PowerPoint or in a set of notes to accompany
the Prezi.
4. Technology-Supported Innovation Assignment 2 – Using technology to support student
learning [FIELD EXPERIENCE] (400 points)
Due: End of Module 7
Take on the role of Technology Director for a school district. Identify an innovation that you
district is currently considering adopting or should consider adopting. You have been asked by
the school board to develop a white paper that explains the technology innovation and
provides a research-based rationale for implementing this innovation. Your white paper should
address the following:
 A description of the innovation and how it would be used in schools (ISTE 6.1; CoSN 4B,
4D, 4F)
 A research-based rationale for implementing this innovation (ISTE 2.2)
 A discussion of the learning theories undergirding the types of learning this innovation
supports (ISTE 2.2)
 A discussion of how this innovation supports the development of local and/or global
learning communities (ISTE 2.5; CoSN 4D)
 An explanation of the innovation’s potential to support digital-age collaborative
projects addressing global issues in the context of curricular goals and objectives (ISTE
5.4)
 A discussion of how this innovation supports advances in student technology literacy
(NETS-S). (ISTE 2.4, CoSN 4E)
The paper must be written in APA format and must be between 8-10 pages (excluding
references and appendices).
4. Reflective Journal (200 points)
Purposes: (a) Identify and describe the current trends of technology integration in K-12 schools;
(b) Discuss the historical, current and future roles of instructional technologies in teaching and
learning; (c) Critique and discuss the educational policies related to technology in schools and
their impact on the educational community; and (d) Engage in reflective practice. (ISTE 6.5)
Directions: Use your Weebly blog to post 3-5 paragraph bi-weekly reflections (one per module)
that focus on course reading assignments and what you are learning. The weblog will be graded
at mid-term and again at the end of the semester.
5. Field Experience Logs –Unstructured Field Experience Logs are due at the end of Module Seven.
No grades are assigned for the field experience logs, but your grade will drop one letter grade if
you do not fulfill the field experience requirement.
TOTAL POINTS FOR CLASS: 1000 points
Grades will be based on the following criteria:
A: 90% - 100%
B: 80% - 89%
C: 70% -79%
F: 69% or lower
COURSE POLICIES
LATE WORK POLICY:
Late work will be accepted for up to two assignments submitted within three days of original due
date/time. One letter grade will be deducted per day for late assignments. After the three-day period,
the instructor will assign a zero for the missing assignment. Extensions can be granted in rare,
extenuating, documentable circumstances and the student should discuss this possibility directly with
the instructor.
Postings for readings and discussions are to be completed in a timely manner. Late assignments disrupt
the collaborative nature of the course and inconvenience classmates. If candidates do not post their
work on time, the peers assigned to respond to their work are not required to wait until they post.
Instead they should respond to another classmate of their choice by the required deadline.
All work should be submitted through the official D2L course so that it receives official time stamps. If
there is a technical difficulty with the D2L site, seek help through D2L technical resources. If technical
solutions cannot be resolved, submit work directly to your instructors’ KSU email account by the due
date/time (see p. 1 of syllabus for contact information).
MISSING WORK:
All assigned work is expected to be completed. No student will receive an A in this course unless all
assignments are completed and submitted, even though credit for the assignment may not be awarded
for late assignments.
NETIQUETTE:
All online communication among class participants, including those involving the instructor, should be
governed by commonly-accepted rules of netiquette. See
http://www.albion.com/netiquette/corerules.html for an overview of netiquette principles.
DEPARTMENT POLICIES FOR ONLINE COURSES
Attendance/Participation Policy
Candidates must visit the course site once a day to view new announcements and course content.
Email must be checked on a daily basis. Participation requires more than attendance. It is expected
that candidates will keep up to date with the readings and share ideas online, as well as participate in
all course-related activities. All assignments must be turned in on time via the course site. Completion
of all assignments, course activities, and online discussions is required. To receive full credit for
attendance and participation in each module, you are required to complete all assignments according
to the due dates and guidelines.
Assignment Policy
 Candidates will submit all assignments electronically via the course site.
 If there are technical problems with the course site, assignments can be sent to your professor
in an e-mail. The subject line of the email must include your name, the course alphanumeric
designator, and the name of the assignment.
 All assignment due dates refer to midnight EST on the listed due dates.
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The course software standards for submission of assignments are Microsoft Word, PowerPoint,
Excel, and PDF. Assignments completed in other formats may not be accepted. Consult with
professor.
When technical problems occur and you cannot submit your assignment electronically, send an
email to your professor to explain the difficulty. If you cannot use email, call your professor to
explain the difficulty. If you reach your professor’s voicemail, leave a message explaining the
difficulty and a phone contact where you can be reached.
Your professor will grade assignments within five days of the due date and will send you
feedback electronically, either by email or through comments posted on an assignment
returned via the course site.
Grades on assignments will be posted within five days of the due date. You must refer to the
gradebook within the course site to determine the grade you earned on each assignment.
Please do NOT try to determine your grade by sending an email or calling your professor.
If you need to discuss your grade or feedback you received on an assignment, please make an
appointment with your professor. This may be done during published office hours, via email,
Wimba, or telephone contact.
In a graduate class, it is expected that work will be submitted on time; however if for some
reason you cannot submit an assignment on time, notify the professor. If the professor
chooses to accept the work late, there may be a penalty as determined by the instructor .
Candidates are responsible for keeping a copy of all graded assignments. If a candidate cannot
provide a copy of a graded assignment in question, no grade change or credit for a missing
assignment is possible.
Candidates must ensure that assignment files are free of viruses before submitting them.
Candidates must keep virus detection software up to date. Should an assignment file fail
scrutiny by the institution’s standard virus detection software, the candidate submitting the
assignment will be advised so by email. A virus-free version must be resubmitted within 24
hours of the posting date of the email. Any subsequent failure to adhere to this requirement
will cause an assignment to be unacceptable and result in grade of 0 to be recorded in the
gradebook.
Discussion Forum Policy
 Discussion forums will have an associated deadline by which time all students must have posted
their responses to receive credit for participation.
 Chats will have a specified time period during which candidates must participate to receive
credit.
 The professor will actively participate in discussions through a variety of strategies, such as
responding to individual candidate postings throughout the discussion or by summarizing
discussion points at the end.
 Candidates will be graded on discussion postings. Points are earned based on quality of
responses and compliance with the required number of postings as specified in discussion
assignment.
 The points earned by each candidate on a given discussion will be posted to the online
gradebook no later than five days after the discussion ends.
 Candidates are expected to focus on the specific topics for each discussion as assigned. The
introduction of irrelevant subjects is not permitted. Violators will be asked to leave the
discussion, and a grade of zero will be recorded in the gradebook.
 “Flaming” is posting abusive or insulting messages. Any candidate who engages in flaming in a
discussion will be required to leave the class. A grade of F for the course will be reported.
 All candidates have a right to discuss their opinions in discussions, however, all comments must
be respectful to others as determined by the professor. Any candidate posting a disrespectful
comment may be asked to leave the discussion, and a grade of zero may be recorded in the
gradebook.
 Controlling behavior includes, but is not limited to, attempts to dominate a discussion by
posting threads excessively, intentionally changing the discussion topic, or exhibiting an
inappropriate or argumentative attitude. Controlling behavior is not permitted. Violators may
be asked to leave the discussion, and a grade of zero may be recorded in the gradebook.
 Candidates required to leave a discussion will be notified of this consequence in a private email.
UNIVERSITY AND COLLEGE POLICIES
KSU policies can be found in the Graduate Catalog or on the Registrar's Website but a few of the most
relevant are highlighted here.
WITHDRAWAL FROM COURSES: Students may withdraw from one or more courses any time before
the last three weeks of the semester. To completely or partially withdraw from classes at KSU, a
student must withdraw online at www.kennesaw.edu, under Owl Express, Registration and Student
Records. Students who officially withdraw from courses before mid-semester will receive a “W” in
those courses and receive no credit. They will not, however, suffer any academic penalty. Students
who officially withdraw after mid-semester (and before the last three weeks of the semester) will
receive a “WF,” which will be counted as an “F” in the calculation of their grade point average. Exact
withdrawal dates will be published in the official academic calendar and are subject to approval by the
Board of Regents. Students who simply stop attending classes without officially withdrawing usually
are assigned failing grades.
The only exceptions to these withdrawal regulations will be for instances involving unusual
circumstances that are fully documented.
Students will receive refunds only when they withdraw from all their classes and only by the schedule
outlined in the University System refund policy.
INCOMPLETE GRADES: An “I” indicates an incomplete grade for the course, and will be awarded only
when the student has done satisfactory work up to the last two weeks of the semester, but for
nonacademic reasons beyond his/her control is unable to meet the full requirements of the course. A
grade of I must be removed (by completing the course requirements) within one calendar year from
the end of the semester or summer term in which the I was originally assigned. In addition, should the
student enroll in classes at KSU during the calendar year, the grade of I must be removed by the end of
the first semester or term of enrollment during that calendar year. Upon completion of the course
requirements within the specified time limits, a final grade will be assigned on the basis of the
student’s total performance. If the course requirements are not completed within the specified time
limits, then the I will be changed to an F (for a course which awards letter grades of A, B, C, D, or F) and
the cumulative and adjusted grade point average will be recalculated accordingly or, the I will be
changed to a U (for a pass/fail course which awards a grade of S or U). An I cannot be removed by reenrolling in the course.
ACADEMIC HONESTY STATEMENT: The KSU Graduate Catalog states “KSU expects that graduate
students will pursue their academic programs in an ethical, professional manner. Any work that
students present in fulfillment of program or course requirements should reflect their own efforts,
achieved without giving or receiving any unauthorized assistance. Any student who is found to have
violated these expectations will be subject to disciplinary action.
SUPPORT FOR STUDENTS WITH DISABILITIES: If you have a hidden or visible disability requiring
classroom or test accommodations, please provide documentation of your disability to your instructors
immediately. Accommodations can be made only after the instructor has been notified. If you have
not already done so, please register with KSU Disabled Student Support Services, the office responsible
for coordinating accommodations and services for students with disabilities. If you need assistance in
locating this information, please contact your instructor or look in the “Resources” section of your
online class materials.
ACADEMIC INTEGRITY EXPECTATIONS: The KSU Graduate Catalog states “KSU expects that graduate
students will pursue their academic programs in an ethical, professional manner. Any work that
students present in fulfillment of program or course requirements should reflect their own efforts,
achieved without giving or receiving any unauthorized assistance. The work completed in this class
should be original work for the purposes of this class only and not course work submitted in any other
class. Potential conflicts related to duplicative work should be discussed with the instructor. Any
student who is found to have violated these expectations will be subject to disciplinary action by the
university and/or the Professional Standards Commission, which authorizes teachers’ certification to
practice in the state of Georgia.
Every KSU student is responsible for upholding the provisions of the Student Code of Conduct, as
published in the Graduate Catalog. Section II of the Student Code of Conduct addresses the University's
policy on academic honesty, including provisions regarding plagiarism and cheating, unauthorized
access to University materials, misrepresentation/falsification of University records or academic work,
malicious removal, retention, or destruction of library materials, malicious/intentional misuse of
computer facilities and/or services, and misuse of student identification cards. Incidents of alleged
academic misconduct will be handled through the established procedures of the University Judiciary
Program, which includes with an “informal” resolution by a faculty member, resulting in a grade
adjustment, or a formal hearing procedure, which may subject a student to the Code of Conduct's
minimum one semester suspension requirement.
COURSE SCHEDULE
Items Due by End of
Module
Class orientation
None
Post short bio and photo in
Module 1
“Our Online Community”
Orientation
discussion forum. Make sure
8/15-8/19
you post the grade level(s)
and content area(s) you
teach
Tuesday, 8/19 – 7pm-9pm Synchronous session in Blackboard Collaborate
(Go to Desire2Learn, find the Communicate with Your Instructor Box and click on the
Blackboard Collaborate Classroom) (Optional but strongly encouraged)
Technology and Student Learning
See D2L
Self or district analysis of
Module 2
TPCK
NETS-S Implementation
8/20-9/2
Dates
Topics
Readings
Professional organizations and resources
Reflective Journal 1
Module 3
9/3-9/16
Module 4
9/17-9/30
Technology Enhanced Instructional
Models (anchored instruction, situated
learning, communities of practice,
problem-based learning, cognitive
flexibility theory, constructionism)
Assessment & Differentiation
See D2L
Reflective Journal 2
See D2L
Technology-Supported
Innovation 1
Reflective Journal 3
Tuesday, 9/30 – 7pm-9pm Synchronous session in Blackboard Collaborate
(Go to Desire2Learn, find the Communicate with Your Instructor Box and click on the
Blackboard Collaborate Classroom) (Optional but strongly encouraged)
Digital Divide
See D2L
Reflective Journal 4
Module 5
10/1-10/14
Mobile Devices / BYOD
See D2L
Reflective Journal 5
Module 6
10/15-10/28
Module 7
10/29-11/11
Distance and Collaborative Learning
See D2L
Reflective Journal 6
Tuesday, 11/11 – 7pm-9pm Synchronous session in Blackboard Collaborate
(Go to Desire2Learn, find the Communicate with Your Instructor Box and click on the
Blackboard Collaborate Classroom) (Optional but strongly encouraged)
Flipped Classrooms
See D2L
Technology-Supported
Module 8
Innovation 2 + Field
11/12-12/2
Experience Log
Reflective Journal 7
Unstructured Field
Experience Logs due
Bibliography:
Bransford, J., & Cocking, R. (Eds.). (1999). How people learn: Brain, mind, experience, and school.
Washington, DC: National Academy Press.
Fullan, M. (1999). Change forces: The sequel. London: Falmer.
Fullan, M. (2001). Leading in a culture of change. San Francisco: Jossey Bass
Grabe, M., & Grabe, C. (2007). Integrating technology into meaningful learning (Fifth ed.). New York:
Houghton Mifflin.
International Society for Technology in Education. ISTE NETS-S: Advancing Digital Age Learning.
Retrieved September 8, 2013 from https://www.iste.org/standards/nets-for-students
Jones, B., Valdez, G., Nowakowski, J., & Rasmussen, C. (1995). Plugging in: Choosing and using
educational technology. Oakbrook, IL: North Central Regional Laboratory
Kaiser Family Foundation. (2010). Generation M2: Media in the lives of 8-18 year-olds. Retrieved
September 8, 2013, from http://kff.org/other/event/generation-m2-media-in-the-lives-of/
Knewton. Flipped Classroom. Retrieved September 8, 2013 from http://www.knewton.com/flippedclassroom/
Leadership for Mobile Learning. Mobile Learning: A Guide for Administrators. Retrieved September 8,
2013 from https://sites.google.com/site/lmlguide/
Matzen, N., & Edmunds, J. (2007). Technology as a catalyst for change: The role of professional
development. Journal of Research on Techology in Education 39(4), 417-433.
Partnership for 21st Century Schools. Framework for 21st Century Learning. Retrieved September 8,
2013 from http://www.p21.org/overview/skills-framework
Roblyer, M. D. (2006). Integrating Technology into Teaching (Fourth ed.). Upper Saddle River, NJ:
Pearson.
Solomon, G. & Schrum, L. (2007). Web 2.0: New tools, new schools. Eugene, OR: ISTE.
Wiggins, G., & McTighe, J. (2006). Understanding by design (Second ed.). Upper Saddle River, NJ:
Pearson.