KENNESAW STATE UNIVERSITY
GRADUATE COURSE PROPOSAL OR REVISION,
Cover Sheet (10/02/2002)
Course Number/Program Name EDL 6755 Technology Leadership
Department Educational Leadership
Degree Title (if applicable) Master of Education in Educational Leadership
Proposed Effective Date Fall, 2005
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:
Approved
Dr. Traci Redish
Faculty Member
2-15-05_
Date
Not Approved
Department Curriculum Committee Date
Approved
Approved
Approved
Approved
Approved
Approved
Not Approved
Department Chair
Date
School Curriculum Committee
Date
School Dean
Date
GPCC Chair
Date
Dean, Graduate Studies
Date
Not Approved
Not Approved
Not Approved
Not Approved
Not Approved
Vice President for Academic Affairs Date
Approved
Not Approved
President
EDL 6755 Technology Leadership
Date
1
KENNESAW STATE UNIVERSITY
GRADUATE COURSE/CONCENTRATION/PROGRAM CHANGE
I.
Current Information (Fill in for changes)
Page Number in Current Catalog
Course Prefix and Number
Course Title
Credit Hours
Prerequisites ___________________________________________
Description (or Current Degree Requirements)
II.
Proposed Information (Fill in for changes and new courses)
Course Prefix and Number _EDL 6755_______________________
Course Title _ Technology Leadership ______________________
Credit Hours 3
Prerequisites Admission to M.Ed. program in Ed. Leadership or___
graduate Ed. Leadership certification program
Description (or Proposed Degree Requirements)
This course is designed to develop educational 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.
III.
Justification
This course focuses on the development of effective school leaders who can lead in the
planning and implementation of educational technology initiatives within a school.
Effective school leaders must be skilled in engaging representatives from all stakeholder
groups in the development, implementation, and ongoing assessment of a school
technology plan consistent with the district improvement plan. Leaders must be
knowledgeable of the issues and trends in the field of educational technology and be
prepared to serve as an advocate to the school community, media, and community at
large for effective technology use in schools for improved student learning and efficiency
of school operations.
EDL 6755 Technology Leadership
2
IV.
Additional Information (for New Courses only)
Instructor:
Text:
Creighton, T. (2002). The principal as technology leader. Thousand Oaks, CA: Corwin Press.
Sun, J. (2000). Planning into practice: Resources for planning, implementing, and integrating instructional
technology. Durham, NC: SEIR*TEC. (Available online at http://www.seirtec.org/P2P.html).
Prerequisites:
Admission to M.Ed. program in Ed. Leadership or graduate Ed. Leadership
certification program
Objectives:
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
Candidates will develop a vision for technology that reflects the district’s core values as they
relate to overall school improvement. (NETS-A 1) (ELCC 1)
Candidates will discuss the leader’s role in modeling the routine, intentional, and effective use of
technology. (NETS-A 3), (ELCC 2)
Candidates will develop an understanding of the steps involved in technology implementation—
the building of the infrastructure, adoption of student and teacher technology competencies,
professional development strategies, purchasing, funding, scheduling, support, and evaluation.
(NETS-A 1-6) (ELCC 1, 2)
Candidates will review current research and identify essential conditions that must exist in order
for technology implementation to have a significant impact on student learning. (NETS-A 2, 5)
(ELCC 2)
Candidates will demonstrate an understanding of the National Educational Technology Standards
for students (NETS-S), teachers (NETS-T), and administrators (NETS-A) and how these standards
impact professional practice. (NETS-A 1, 2, 5) (ELCC 2, 6)
Candidates will review the National Educational Technology Plan and articulate its impact on the
state and local districts. (NETS-A 1, 2, 5) (ELCC 6)
Candidates will examine various models for technology planning. (NETS-A 1-6) (ELCC 1-6)
Candidates will design or adopt a process of technology planning that strategically moves from
vision to reality—from planning into practice—and becomes an integral part of comprehensive
educational planning. (NETS-A 1-6), (ELCC 1-6)
Candidates will identify the components of a comprehensive technology plan. (NETS-A 1, 4)
(ELCC 1-6)
Candidates will plan new interventions for individual students, groups of students, classes, and/or
grade levels using relevant, up-to-date information. (NETS-A 1, 2, 4), (ELCC 1, 2, 4)
Candidates will provide for ongoing review and evaluation of the technology plan and other
school improvement efforts. (NETS-A 1, 2, 4, 5) (ELCC 2)
Candidates will critically examine local and state technology plans to determine whether they
contain the components necessary to ensure a successful implementation. (NETS-A 1, 4) (ELCC
1-6)
Candidates will utilize various tools (checklists, templates, and frameworks) that are useful in
helping districts and schools create strategic educational technology plans. (NETS-A 1, 3, 4)
(ELCC 2)
Candidates will develop a technology plan that will address school improvement needs and
involves a wide range of school and community stakeholders, including teachers, administrators,
school staff, parents, students, local business and industry, and community service providers.
(NETS-A 1-6) (ELCC 1-6)
EDL 6755 Technology Leadership
3
15. Candidates will demonstrate interpersonal skills necessary to achieve support and buy-in from the
school community for the implementation of the technology plan. (NETS-A 1, 2) (ELCC 6)
16. Candidates will explore the multiple technology funding opportunities available from state
departments of education, the federal government, and many private sectors. (NETS-A 4) (ELCC
3)
17. Candidates will examine and reflect on issues and trends related to the implementation of
technology within schools. (NETS-A 1-6) (ELCC 1-6)
18. Candidates will develop an understanding of school culture and the need to re-culture schools to
become professional learning communities.
19. Candidates will describe ways to facilitate change in schools. (NETS-A 1, 2, 3) (ELCC 1, 2)
Instructional Method
The instructional method will blend traditional face-to-face lecture, professional
readings and class discussions with hands-on experiences, online exercises,
discussion forums and collaborative activities.
Method of Evaluation
Candidates will be evaluated using the following criteria:
Tech Plan Evaluations
Technology Plan
Grant Proposal
Discussion Forums
20 points
40 points
20 points
20 points
Grades will be assigned as follows:
92-100 average points
A
85-91 average points
B
76-84 average points
C
<76 average points
F
EDL 6755 Technology Leadership
4
For a grade of A:
 All parts of the
assignments are
complete as defined
by the instructor.
 Topics are fully
developed.
 Knowledge of subject
matter is clear and
work is focused on
assigned topics.
 Additional
information beyond
requirements is
included if
appropriate.
 Work shows a clear
match between
theory and practice.
 Work shows
evidence of critical
thinking.
 Work contains few or
no errors in writing.
 Citations and
references are used
correctly and
consistently.
EDL 6755 Technology Leadership
The student’s work will exhibit the following:
For a grade of B:
For a grade of C or below:
 All parts of the assignments
 Assignments do not address
are addressed, but one or two
all requirements or do not
may be incomplete or unclear
meet some criteria specified.
(i.e., perhaps examples are not
 Topics may be only partially
sufficient or are not explained
developed.
in sufficient detail for the
 No clear match between
reader to form a clear picture.
theory and practice.
 Knowledge of subject matter
 Contains numerous errors in
is clear.
writing.
 Work shows a clear match
 Errors in citations and
between theory and practice.
references or no citations
 Work contains several errors
and references where
in writing.
needed.
 Citations and references are
used correctly and
consistently.
5
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
No additional funds are anticipated.
EDL 6755 Technology Leadership
6
VI. COURSE MASTER FORM
This form will be completed by the requesting department and will be sent to the Office of the
Registrar once the course has been approved by the Office of the President.
The form is required for all new courses.
DISCIPLINE
COURSE NUMBER
COURSE TITLE FOR LABEL
(Note: Limit 16 spaces)
CLASS-LAB-CREDIT HOURS
Approval, Effective Term
Grades Allowed (Regular or S/U)
If course used to satisfy CPC, what areas?
Learning Support Programs courses which are
required as prerequisites
Educational Leadership
EDL 6755
Tech. Leadership
3 credit class
Fall 2005
Regular
APPROVED:
________________________________________________
Vice President for Academic Affairs or Designee __
EDL 6755 Technology Leadership
7
EDL 6755
Technology Leadership
Department of Educational Leadership
Kennesaw State University
_________ Semester, 20__
Instructor:
Name:
Address:
Office Phone:
E-mail:
Class Sessions:
Day:
Location:
WebCT: Utilized in tandem with on-site attendance
Semester Hours:
3
Prerequisites:
Admission to M. Ed. program in Educational Leadership or graduate Educational
Leadership Add-On Certification program.
Texts (required):
Creighton, T. (2002). The principal as technology leader. Thousand Oaks, CA: Corwin Press.
Sun, J. (2000). Planning into practice: Resources for planning, implementing, and integrating instructional
technology. Durham, NC: SEIR*TEC. (Available online at http://www.seirtec.org/P2P.html).
Recommended Text:
American Psychological Association (APA). (2001). Publication manual of the American Psychological
Association (5th ed.). Washington, DC: American Psychological Association.
Readings: Professional journal readings will be assigned over the course of study.
Referenced Journals and Instructional Resources:
Association for the Advancement of Computing in Education http://www.aace.org
Center for Applied Research in Educational Technology http://caret.iste.org
Consortium for School Networking http://www.cosn.org/index.cfm
Educational Researcher http://www.aera.net/publications/?id=317
Georgia Learning Connections http://www.glc.k12.ga.us
International Society for Technology in Education http://www.iste.org
Journal of Educational Technology and Society http://www.ifets.info
EDL 6755 Technology Leadership
8
Journal of Research on Technology in Education http://www.iste.org/jrte/37/2/index.cfm
Journal of Technology Education http://scholar.lib.vt.edu/ejournals/JTE
Learning and Leading with Technology http://www.iste.org/LL/32/4/index.cfm
Regional Educational Laboratory Network http://www.relnetwork.org
Teaching Horizons in Education (THE) Journal http://www.thejournal.com
Catalog Description:
This course is designed to develop educational 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.
Purpose/Rationale:
This course focuses on the development of effective school leaders who can lead in the planning and implementation
of educational technology initiatives within a school. Effective school leaders must be skilled in engaging
representatives from all stakeholder groups in the development, implementation, and ongoing assessment of a school
technology plan consistent with the district improvement plan. Leaders must be knowledgeable of the issues and
trends in the field of educational technology and be prepared to serve as an advocate to the school community,
media, and community at large for effective technology use in schools for improved student learning and efficiency
of school operations.
Conceptual Framework:
COLLABORATIVE DEVELOPMENT OF EXPERTISE IN
TEACHING AND LEARNING
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.
EDL 6755 Technology Leadership
9
Diversity Statement
A variety of materials and instructional strategies will be employed to meet the needs of the different learning styles
of diverse learners in class. Candidates will gain knowledge as well as an understanding of differentiated strategies
and curricula for providing effective instruction and assessment within multicultural classrooms. One element of
course work is raising candidate awareness of critical multicultural issues. A second element is to cause candidates
to explore how multiple attributes of multicultural populations influence decisions in employing specific methods
and materials for every student. Among these attributes are age, disability, ethnicity, family structure, gender,
geographic region, giftedness, language, race, religion, sexual orientation, and socioeconomic status. An emphasis
on cognitive style differences provides a background for the consideration of cultural context.
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 there are other support/mentor groups on the campus of Kennesaw State University that address
each of the multicultural variables outlined above.
Statement for School-Based Activities
While completing your graduate program at Kennesaw State University, you are required to be involved in a variety
of leadership and school-based activities directed at the improvement of teaching and learning. Appropriate
activities may include, but are not limited to, attending and presenting at professional conferences, actively serving
on or chairing school-based committees, attending PTA/school board meetings, leading or presenting professional
development activities at the school or district level, and participating in education-related community events. As
you continue your educational experiences, you are encouraged to explore every opportunity to learn by doing.
Professional Portfolio Narrative
A required element in each portfolio for the graduate program is the portfolio narrative. The purpose of the portfolio
narrative is to ensure that every candidate reflects on each of the proficiencies on the CPI with regard to what
evidence the candidate has selected for his/her portfolio. In your portfolio, you need to include a narrative, which
includes descriptive, analytic, and reflective writing in which you reflect on each proficiency and how you make the
case that the evidence you have selected in your portfolio supports a particular proficiency, using the Portfolio
Narrative Rubric found in the Portfolio Handbook as a guide. The narrative should be comprehensive, documenting
research-based best practices.
Goals and Objectives:
This course is designed to meet the following objectives:
20. Candidates will develop a vision for technology that reflects the district’s core values as they
relate to overall school improvement. (NETS-A 1) (ELCC 1)
21. Candidates will discuss the leader’s role in modeling the routine, intentional, and effective use of
technology. (NETS-A 3), (ELCC 2)
22. Candidates will develop an understanding of the steps involved in technology implementation—
the building of the infrastructure, adoption of student and teacher technology competencies,
professional development strategies, purchasing, funding, scheduling, support, and evaluation.
(NETS-A 1-6) (ELCC 1, 2)
23. Candidates will review current research and identify essential conditions that must exist in order
for technology implementation to have a significant impact on student learning. (NETS-A 2, 5)
(ELCC 2)
EDL 6755 Technology Leadership
10
24. Candidates will demonstrate an understanding of the National Educational Technology Standards
for students (NETS-S), teachers (NETS-T), and administrators (NETS-A) and how these standards
impact professional practice. (NETS-A 1, 2, 5) (ELCC 2, 6)
25. Candidates will review the National Educational Technology Plan and articulate its impact on the
state and local districts. (NETS-A 1, 2, 5) (ELCC 6)
26. Candidates will examine various models for technology planning. (NETS-A 1-6) (ELCC 1-6)
27. Candidates will design or adopt a process of technology planning that strategically moves from
vision to reality—from planning into practice—and becomes an integral part of comprehensive
educational planning. (NETS-A 1-6), (ELCC 1-6)
28. Candidates will identify the components of a comprehensive technology plan. (NETS-A 1, 4)
(ELCC 1-6)
29. Candidates will plan new interventions for individual students, groups of students, classes, and/or
grade levels using relevant, up-to-date information. (NETS-A 1, 2, 4), (ELCC 1, 2, 4)
30. Candidates will provide for ongoing review and evaluation of the technology plan and other
school improvement efforts. (NETS-A 1, 2, 4, 5) (ELCC 2)
31. Candidates will critically examine local and state technology plans to determine whether they
contain the components necessary to ensure a successful implementation. (NETS-A 1, 4) (ELCC
1-6)
32. Candidates will utilize various tools (checklists, templates, and frameworks) that are useful in
helping districts and schools create strategic educational technology plans. (NETS-A 1, 3, 4)
(ELCC 2)
33. Candidates will develop a technology plan that will address school improvement needs and
involves a wide range of school and community stakeholders, including teachers, administrators,
school staff, parents, students, local business and industry, and community service providers.
(NETS-A 1-6) (ELCC 1-6)
34. Candidates will demonstrate interpersonal skills necessary to achieve support and buy-in from the
school community for the implementation of the technology plan. (NETS-A 1, 2) (ELCC 6)
35. Candidates will explore the multiple technology funding opportunities available from state
departments of education, the federal government, and many private sectors. (NETS-A 4) (ELCC
3)
36. Candidates will examine and reflect on issues and trends related to the implementation of
technology within schools. (NETS-A 1-6) (ELCC 1-6)
37. Candidates will develop an understanding of school culture and the need to re-culture schools to
become professional learning communities.
38. Candidates will describe ways to facilitate change in schools. (NETS-A 1, 2, 3) (ELCC 1, 2)
Course Requirements/Assignments:
1.
The student will read and evaluate their school and district technology plans and submit a critical
analysis of their overall effectiveness. A thorough analysis of the process for how the plans were
developed as well as the effectiveness of the evaluation component will also be required.
2.
The student, individually or as part of a group, will develop and plan for the implementation and
evaluation of a technology plan for their school based on areas targeted in the school improvement plan.
The technology plan must be consistent with the National Education Technology Plan, the State of
Georgia K-12 Technology Plan, and the district technology plan, including (but not limited to) the
following:
a. Executive summary
b. Technology committee
c. Technology vision
i. Why are we interested in using technology?
ii. How will technology impact teaching and learning in our school?
d. Current status of educational technology in our school
i. Instructional uses
ii. Administrative uses
iii. Parent/Community uses
EDL 6755 Technology Leadership
11
e.
f.
g.
h.
iv. Access to technology
v. System support
Student academic and technology literacy needs
Goals and benchmarks
Budget
Communication/Marketing
3.
The student will research various grant opportunities and submit an abbreviated grant proposal describing
a technology-enhanced project designed to increase student achievement in any content area. The project
should challenge and actively engage students in higher levels of cognitive processing. The project must
demonstrate an evaluation component that reflects clear educational outcomes.
4.
The student will participate in a series of online discussion forums responding to professional readings
and exploring critical issues and trends related to the implementation of educational technologies.
Student positions on each issue/trend should be shaped by facts and research gathered from professional
readings and validated through professional experiences. Postings should include specific examples
drawn from professional practice. Students will read and review submissions by other students and
provide an analytical response to at least two of their peers.
Evaluation and Grading:
For a grade of A:
 All parts of the
assignments are
complete as defined
by the instructor.
 Topics are fully
developed.
 Knowledge of subject
matter is clear and
work is focused on
assigned topics.
 Additional
information beyond
requirements is
included if
appropriate.
 Work shows a clear
match between
theory and practice.
 Work shows
evidence of critical
thinking.
 Work contains few or
no errors in writing.
 Citations and
references are used
correctly and
consistently.
Tech Plan Evaluations
Technology Plan
Grant Proposal
Discussion Forums
EDL 6755 Technology Leadership
The student’s work will exhibit the following:
For a grade of B:
For a grade of C or below:
 All parts of the assignments
 Assignments do not address
are addressed, but one or two
all requirements or do not
may be incomplete or unclear
meet some criteria specified.
(i.e., perhaps examples are not
 Topics may be only partially
sufficient or are not explained
developed.
in sufficient detail for the
 No clear match between
reader to form a clear picture.
theory and practice.
 Knowledge of subject matter
 Contains numerous errors in
is clear.
writing.
 Work shows a clear match
 Errors in citations and
between theory and practice.
references or no citations
 Work contains several errors
and references where
in writing.
needed.
 Citations and references are
used correctly and
consistently.
20 points
40 points
20 points
20 points
12
Grades will be assigned as follows:
92-100 average points
A
85-91 average points
B
76-84 average points
C
<76 average points
F
Academic Integrity Statement:
Every KSU student is responsible for upholding the provisions of the Student Code of Conduct, as published in the
Undergraduate and Graduate Catalogs. 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 either 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.
Class Attendance Policy:
See appropriate graduate KSU catalog for statement.
Course Outline:
(subject to change)
Topic
Principal Leadership and Successful Technology Implementation:
Reflecting on a Vision for Technology
Are Schools and Technology Leaders Doing Enough?
Why Do Technology Programs Fail?
Strategic Planning for Technology
Setting the Stage for Staff Development
Dealing with Teacher Resistance to Technology Implementation
Teacher Evaluation and the Use of Technology
Sustaining Effective Technology Plans
Leadership and Technology Implementation
References/Bibliography
Conceptual Framework Summary References:
Odell, S. J., Huling, L., & Sweeny, B. W. (2000). Conceptualizing quality mentoring, background
information. In S. J. Odell & L. Huling (Eds.), Quality mentoring for novice teachers (pp. 3-14).
Indianapolis, IA: Kappa Delta Pi.
Sternberg, R. J. (1996). Educational psychology has fallen, but it can get up. Educational
PsychologyRreview, 8(2), 175-185.
Sternberg, R. J. (1998). Metacognition, abilities, and developing expertise: What makes an expert student?
Instructional Science, 26, 127-140.
Course References:
Association for the Advancement of Computing in Education http://www.aace.org
Brooks-Young, S. (2002). Making technology standards work for you: A guide for school administrators.
Eugene, OR: ISTE.
Center for Applied Research in Educational Technology http://caret.iste.org
Consortium for School Networking (2004-2005, Dec.-Jan.). Essential skills of the K-12 CTO. Learning &
Leading with Technology, 32(4), 40-45.
EDL 6755 Technology Leadership
13
Eaker, R., DuFour, R. & Dufour, R. (2002). Getting started: Reculturing schools to become professional learning
communities. Bloomington, IN: National Education Service.
Georgia Technology Plan http://www.doe.k12.ga.us/_documents/technology/state/TechPlan.pdf
International Society for Technology in Education http://www.iste.org
International Society for Technology in Education (2002). National educational technology standards for
administrators: Effective school leadership through technology. Eugene, OR: ISTE.
International Society for Technology in Education (2002). National educational technology standards for teachers:
Preparing teachers to use technology. Eugene, OR: ISTE.
Journal of Educational Technology and Society http://www.ifets.info
Journal of Technology Education http://scholar.lib.vt.edu/ejournals/JTE
Kouzes, J. & Posner, B. (2002). The leadership challenge (3rd ed.). San Francisco, CA: Jossey-Bass.
Learning and Leading with Technology http://www.iste.org/LL/32/4/index.cfm
Marzano, R., Pickering, D. & Pollock, J. (2001). Classroom instruction that works: Research-based strategies for
increasing student achievement. Alexandria, VA: Association for Supervision and Curriculum Development.
National Technology Plan http://www.nationaledtechplan.org/default.asp
Pflaum, W. (2004). The technology fix: The promise and reality of computers in our schools. Alexandria, VA:
Association for Supervision and Curriculum Development.
Provenzo, Jr. E. & Brett, A. (2005). Computer, curriculum, and cultural change: An introduction for teachers, (2nd
ed.). Mahwah, NJ: Lawrence Erlbaum Associates.
Robbins, P. & Alvy, H. (2003). The principal’s companion (2nd ed.). Thousand Oaks, CA: Corwin Press.
Rogers, E. (1995). Diffusion of innovations (4th ed.). New York: The Free Press.
Scheltzer, T. (2001). Training administrators to be technology leaders. Retrieved January 28, 2005, from the
Technology and Learning Web site: http://www.techlearning.com/db_area/archives/TL/200106/training.html.
Teaching Horizons in Education (THE) Journal http://www.thejournal.com
Technology Standards for School Administrators (TSSA) Collaborative (2001). Technology standards for
school administrators. Retrieved January 28, 2005, from http://cnets.iste.org/tssa/pdf/tssa.pdf.
U.S. Department of Education (2001). Enhancing education through technology act of 2001. Retrieved
January 28, 2005, from http://www.ed.gov/policy/elsec/leg/esea02/pg34.html.
EDL 6755 Technology Leadership
14