KENNESAW STATE UNIVERSITY
GRADUATE COURSE PROPOSAL OR REVISION,
Cover Sheet
Course Number/Program Name EDL 8500/Education Doctorate in Educational Leadership –
Concentration in Technology Leadership
Department
Educational Leadership
Degree Title (if applicable)
Education Doctorate
Proposed Effective Date
Fall 2006
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
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
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
Credit Hours
Prerequisites
Description (or Current Degree Requirements)
II.
Proposed Information (Fill in for changes and new courses)
Course Prefix and Number _EDL 8500______________________
Course Title ____ Technology & School Improvement___
Credit Hours
3
Prerequisites
Admission to EDS or Ed.D. Program or Permission of
Instructor
Description (or Proposed Degree Requirements)
Candidates enrolled in this course will explore how technology can support contemporary school
improvement initiatives through: (1) research-based, standards-based instruction; (2) parent and community
involvement in student learning; (3) frequent and high-quality student assessment of learning (4)
individualized instruction; and (5) the management of student data for improved instructional decisionmaking. The course also explores how technology can meet the needs and interests of ESOL students,
culturally-diverse populations, and at-risk learners.
III.
Justification
Technology programs and school improvement initiatives are often developing in isolation from one
another. Yet, educational technologies can make great contributions toward increased student achievement
and accountability—especially in the areas of data-management and decision-making. This course is
designed to help technology directors understand the critical roles they can play in the important
educational arena of school improvement. This course is also designed to help educational leaders
understand the importance of cross-program collaboration.
IV.
Additional Information (for New Courses only)
GOALS AND OBJECTIVES: (Aligned to Content Standards)
Candidates will be equipped to support local school improvement initiatives with technology solutions. (ELCC
Standards 1, 2, 3; NETS-A Standard III; ISTE/NCATE TL Standards I, II, III, V, VI, VII, and VIII).
In pursuit of these goals, the learning objectives of this course include:
1. Implementing instructional technologies to support research-based, standards-based instruction (ELCC 1,
2; NETS-A III; TL II)
2. Using current technology resources and strategies to support the diverse needs of learners.
3. Identifying technology resources and evaluate them for accuracy and suitability based on the content
standards (ELCC 1, 2; NETS-A III; TL II)
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
21.
22.
23.
24.
25.
26.
27.
28.
Evaluating a variety of strategies to manage student learning in a technology-enhanced environment (ELCC
1, 2; NETS-A III; TL II)
Facilitating technology-enhanced experiences that address content standards and student technology
standards. (ELCC 1, 2; NETS-A III; TL III)
Using technology to support learner-centered strategies that address the diverse needs of students (ELCC
1, 2; NETS-A III; TL III)
Designing methods and model strategies for teaching hypermedia development, scripting, and/or computer
programming, in a problem-solving context in the school environment (ELCC 1, 2; NETS-A III; TLIII)
Disseminating curricular methods and strategies that are aligned with district/region/state /national content
and technology standards (ELCC 1, 2; NETS-A III; TLIII)
Facilitating the development of a variety of techniques to use technology to assess student learning of
subject matter (ELCC 1, 2; NETS-A III; TL IV)
Providing technology resources for assessment and evaluation of artifacts and data. (ELCC 1, 2; NETS-A
III; TLIV)
Using technology resources to collect and analyze data, interpret results, and communicate findings to
improve instructional practice and maximize student learning (ELCC 1, 2; NETS-A III; TLIV)
Identifying and procuring technology resources to aid in analysis and interpretation of data (ELCC 3;
NETS-A III; TLIV)
Modeling the integration of data from multiple software applications using advanced features of
applications such as word processing, database, spreadsheet, communication, and other tools into a product
(ELCC 3; NETS-A III; TLIV)
Documenting and Assessing field-based experiences and observations using specific-purpose electronic
devices (ELCC 1, 2, 3; NETS-A III; TLIV)
Designing and Practicing strategies for testing functions and evaluating technology use effectiveness of
instructional products that were developed using multiple technology tools.
Modeling and implementing the use of telecommunications tools and resources to foster and support
information sharing, remote information access, and communication between students, school staff,
parents, and local community (ELCC 1, 2; NETS-A III; TLIV)
Organize, coordinate, and participate in an online learning community related to the use of technology to
support learning (ELCC 1, 2; NETS-A III; TLIV)
Designing, modifying, maintaining, and facilitating the development of web pages and sites that support
communication and information access between the entire school district and local/state/national/
international communities (ELCC 1, 2; NETS-A III; TL IV)
Communicating research on best practices related to applying appropriate technology resources to enable
and empower learners with diverse backgrounds, characteristics, and abilities (ELCC 1, 2; NETS-A III;
TLVI)
Communicating research on best practices related to applying appropriate technology resources to affirm
diversity and address cultural and language differences (ELCC 1, 2; NETS-A III; TLVI)
Communicating and Applying principles and practices of educational research in educational technology
(ELCC 1, 2; NETS-A III; TLVIIII)
Discussing issues relating to building collaborations, alliances, and partnerships involving educational
technology initiatives. (ELCC 1, 2; NETS-A III; TLVIII)
Using national, state, and local standards to develop curriculum plans for integrating technology in the
school environment (ELCC 1, 2; NETS-A III; TLVIII)
Using evaluation findings to recommend modifications in technology implementations.
Developing curriculum activities or performances that meet national, state, and local technology standards
(ELCC 1, 2; NETS-A III; TLVIII)
Comparing and Evaluating district-level technology plans in order to determine the technology plan’s
relationship and alignment to the school improvement plan (ELCC 1, 2; NETS-A III; TL-VIII)
Using strategic planning principles to lead and assist in the acquisition, implementation, and maintenance
of technology resources (ELCC 1, 2; NETS-A III; TL-VIII)
Planning, developing, and implementing strategies and procedures for resource acquisition and
management of technology-based systems including hardware and software (ELCC 1, 2; NETS-A III; TLVIII)
GOALS AND OBJECTIVES – aligned to Program Standards
The Professional Teacher Education Unit prepares learning facilitators who understand their disciplines and
principles of pedagogy, who reflect on their practice, and who apply these understandings to making instructional
decisions that foster the success of all learners. As a result of the satisfactory fulfillment of the requirements of
these courses, the candidate will demonstrate the following outcomes:
Course objective
1. Implementing instructional technologies to
support research-based, standards-based
instruction
2. Using current technology resources and
strategies to support the diverse needs of learners.
Doctoral
KSDs
4e
4e, 6a, 6c,
6d
3. Identifying technology resources and evaluate
them for accuracy and suitability based on the
content standards
4. Evaluating a variety of strategies to manage
student learning in a technology-enhanced
environment
5. Facilitating technology-enhanced experiences
that address content standards and student
technology standards.
6. Using technology to support learner-centered
strategies that address the diverse needs of students
4b
7. Designing methods and model strategies for
teaching hypermedia development, scripting,
and/or computer programming, in a problemsolving context in the school environment
8. Disseminating curricular methods and strategies
that are aligned with district/region/state /national
content and technology standards
4d
9. Facilitating the development of a variety of
techniques to use technology to assess student
learning of subject matter
10. Providing technology resources for assessment
and evaluation of artifacts and data.
4e
4e
4e, 6a, 6c,
6d
1a
Distributed School
Leadership Roles*
Curriculum,
Instruction &
Assessment Leader
Learning &
Development Leader
Curriculum,
Instruction &
Assessment Leader
Learning &
Development Leader
Curriculum,
Instruction &
Assessment Leader
Curriculum,
Instruction &
Assessment Leader
Learning &
Development Leader
PSC/NCATE
Standard
1.2, 1.5, 1.8
1.2, 1.5, 1.8
1.2, 1.5
1.2, 1.5, 1.8
1.2, 1.5
Curriculum,
Instruction &
Assessment Leader
Learning &
Development Leader
1.2, 1.5, 1.8
Curriculum,
Instruction &
Assessment Leader
1.2, 1.5, 1.8
1.2, 1.5
4b
Learning &
Development Leader
Curriculum,
Instruction &
Assessment Leader
1.2, 1.5, 1.8
4b
Learning &
Development Leader
Curriculum,
Instruction &
Assessment Leader
1.8
Data Analysis
11. Using technology resources to collect and
analyze data, interpret results, and communicate
findings to improve instructional practice and
maximize student learning
12. Identifying and procuring technology resources
to aid in analysis and interpretation of data
13. Modeling the integration of data from multiple
software applications using advanced features of
applications such as word processing, database,
spreadsheet, communication, and other tools into a
product
14. Documenting and Assessing field-based
experiences and observations using specificpurpose electronic devices
15. Designing and Practicing strategies for testing
functions and evaluating technology use
effectiveness of instructional products that were
developed using multiple technology tools.
16. Modeling and implementing the use of
telecommunications tools and resources to foster
and support information sharing, remote
information access, and communication between
students, school staff, parents, and local
community
17. Organize, coordinate, and participate in an
online learning community related to the use of
technology to support learning
18. Designing, modifying, maintaining, and
facilitating the development of web pages and sites
that support communication and information
access between the entire school district and
local/state/national/ international communities
19. Communicating research on best practices
related to applying appropriate technology
resources to enable and empower learners with
diverse backgrounds, characteristics, and abilities
20. Communicating research on best practices
related to applying appropriate technology
resources to affirm diversity and address cultural
and language differences
21. Communicating and Applying principles and
practices of educational research in educational
technology
22. Discussing issues relating to building
collaborations, alliances, and partnerships
involving educational technology initiatives.
23. Using national, state, and local standards to
develop curriculum plans for integrating
technology in the school environment
24. Using evaluation findings to recommend
4f
4b, 4f
3c
3c
4b
3c
Leader
Data Analysis
Leader
Data Analysis
Leader
Data Analysis
Leader
Learning &
Development Leader
Learning &
Development Leader
Curriculum,
Instruction &
Assessment Leader
Learning &
Development Leader
Relationship Leader
1.2, 1.5, 1.8
1.2, 1.5, 1.8
1.2, 1.5, 1.8
1.2, 1.5
1.2, 1.5, 1.8
1.2, 1.5
Learning &
Development Leader
3b, 3d, 3e
Learning &
Development Leader
1.2, 1.5
3e
Relationship Leader
1.2, 1.6
1a
Curriculum,
Instruction &
Assessment Leader
1.2, 1.5, 1.8
1a
Learning &
Development Leader
Learning &
Development Leader
1.2, 1.5
1a
Learning &
Development Leader
1.2, 1.5
2a, 2b, 2d,
2e
Relationship
Development Leader
1.2, 1.5, 1.6
4d
Curriculum,
Instruction &
Assessment Leader
Curriculum,
1.2, 1.5, 1.8
4a
1.2, 1.5, 1.8
modifications in technology implementations.
25. Developing curriculum activities or
performances that meet national, state, and local
technology standards
26. Comparing and Evaluating district-level
technology plans in order to determine the
technology plan’s relationship and alignment to the
school improvement plan
27. Using strategic planning principles to lead and
assist in the acquisition, implementation, and
maintenance of technology resources
28. Planning, developing, and implementing
strategies and procedures for resource acquisition
and management of technology-based systems
including hardware and software
Instruction &
Assessment Leader
4d
4e
Operations Leader
Curriculum,
Instruction &
Assessment Leader
Operations Leader
1.2, 1.5, 1.8
1.5
Performance Leader
1b
Operations Leader
1.5
1b
Operations Leader
1.5
*Georgia’s Leadership Institute for School Improvement & Georgia Committee on Educational Leadership
Preparation’s Distributed School Leadership Roles
COURSE OUTLINE:
1.
Overview AYP elements
2.
Review of research in school improvement
3.
Role of technology in aligning instructional resources to standards
1. Managed Learning Systems
2. Tagging instructional resources
4.
Technology-assisted evaluation in the classroom
1. Online Assessment Systems
2. Student Response Systems
3. Adaptive testing
5.
Online testing
6.
Student information systems/Data management
7.
Technology, motivation, authenticity for low-performing students
8.
Best practices in technology-assisted English language learning
9.
Best practices in parent-school communication systems
10. Relationship of technology planning to school improvement planning
COURSE REQUIREMENTS/ASSIGNMENTS:
1.
2.
Candidates will participate in a series of online discussion forums and in-class activities responding to
assigned readings, recommended websites, and critical issues related to the professional learning and
instructional technology. Candidate responses should relate not only to the question(s), but also to the
comments made by classmates and/or instructor. These responses should clearly demonstrate that
candidates have read the required articles, thoroughly examined recommended websites, and participated
fully in course assignments and exercises. Responses should be relevant to the topic and should serve to
move the discussion forward—not simply agree or disagree with what has already been stated. Candidates
should interact with classmates constructively and respectively, allowing for everyone to participate.
Candidates should follow the rules of netiquette to be provided in class.
In a paper not to exceed 20 pages, candidates will describe what types of standards-based student
achievement data are currently being collected at the classroom, school, and system level in their district.
The paper should also explain (1) when this data is collected; (2) how it is analyzed and by whom; (3) how,
when, and to whom it is reported; and (4) how the data is being used to inform instruction. Finally, the
paper should offer proposals of how data collection, analysis and reporting cycles in the school system
3.
could be improved. In their proposals, candidates should highlight ways that commercial, customized, or
yet-to-be-designed technology solutions might facilitate best practices in using data for improving
instruction/achievement. All proposed assessment practices must be grounded in theory or research. Paper
should be appropriately documented with references and a bibliography.
In small groups, candidates will critique an assigned class of assessment products currently on the market
and suggest ways that the products might best be implemented for school improvement.
EVALUATION AND GRADING:
Online and In-class Discussion of Readings (40% of grade)
Data for School Improvement Paper (40% of grade)
Product Assessment (20% of grade)
A:
B:
C:
F:
V.
92% - 100%
84%-91%
75%-83%
74% or lower
Resources and Funding Required (New Courses only)
Resource
Amount
Faculty
Other Personnel
Equipment
Supplies
Travel
New Books
New Journals
Other (Specify)
TOTAL
Funding Required Beyond
Normal Departmental Growth
* Resources and Funding addressed in a comprehensive manner in the comprehensive proposal
for the umbrella Ed.D degree.
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
Educational Leadership – Concentration in
Technology Leadership
EDL 8500
Technology & School Improvement
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
3__________________________________
Fall 2006
Regular
N.A.
N.A.
APPROVED:
________________________________________________
Vice President for Academic Affairs or Designee __
VII Attach Syllabus