KENNESAW STATE UNIVERSITY
GRADUATE COURSE PROPOSAL OR REVISION,
Cover Sheet
Course Number/Program Name EDL 8510/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
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Not Approved
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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 8510______________________
Course Title ____ Research & Best Practices in Curriculum, Instruction &
Technology Integration___
Credit Hours
3
Prerequisites
Admission to EDS or Ed.D. Program or Permission of
Instructor
Description (or Proposed Degree Requirements)
This course will provide an overview of curriculum, instruction and assessment theories and research which
serve as the foundation for effective technology use in classrooms. Using these foundational principles,
candidates will develop a personal framework for evaluating and responding to current technology use in
K-12 classrooms. Issues surrounding using technology to differentiate instruction and to accommodate
needs of special learners also will be discussed.
III.
Justification
Researchers consistently have determined that technology use is most effective when it is integrated into
high-quality teaching and learning practices in the classroom. Yet, research also shows that technology use
in K-12 schools often falls short of this ideal. Unfortunately, much technology use remains infrequent,
peripheral to primary learning activities in the classroom, disconnected from state and national learning
standards, and/or focused on lower-level cognitive tasks. Through this course, leaders will develop the
skills necessary to establish and articulate a vision of and expectations for effective technology use in
classrooms.
IV.
Additional Information (for New Courses only)
GOALS AND OBJECTIVES: (Aligned to content Standards)
Candidates will support the adoption and effective use of learning technologies in education by articulating a vision
for effective classroom integration of technology, providing models of effective integration to staff members and
stakeholder, providing constructive response to staff as they attempt to achieve the vision for technology integration,
and choosing appropriate technologies for specific standards-based learning goals. (ELCC Standard 2, NETS-A
Standard I, II; 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. Researching and disseminating project-based instructional units modeling appropriate uses of technology to
support learning (ELCC 2, NETS-A II, TL II)
2. Identifying and evaluating methods and strategies for teaching computer/technology concepts and skills
within the context of classroom learning and coordinate dissemination of best practices at the
district/state/regional level (ELCC 2, NETS-A II, TL II)
3. Staying abreast of current technology resources and strategies to support the diverse needs of learners
including adaptive and assistive technologies and disseminate information to teachers.
4. Locating and evaluating current research on teaching and learning with technology when planning learning
environments and experiences (ELCC 2, NETS-A II, TL II)
5. Identify technology resources and evaluate them for accuracy and suitability based on the content standards
(ELCC 2, NETS-A II, TL II)
6. Identifying and evaluating options for the management of technology resources within the context of
learning activities (ELCC 2, NETS-A II, TL II)
7. Continually evaluating a variety of strategies to manage student learning in a technology-enhanced
environment and disseminate through professional development activities.
8. Identifying and evaluating instructional design principles associated with the development of technology
resources (ELCC 2, NETS-A II, TL II)
9. Designing methods and strategies for teaching concepts and skills that support integration of all state and
national content and technology standards in orders to promote the academic achievement and technology
literacy of all students (ELCC 2, NETS-A II, TLII, III)
10. Disseminating curricular methods and strategies that are aligned with district/region/state /national content
and technology standards (ELCC 2, NETS-A II, TL III)
11. Investigate major research findings and trends related to the use of technology in education to support
integration throughout the curriculum (ELCC 2, NETS-A II, TL III)
12. Facilitating the development of a variety of techniques to use technology to assess student learning of
subject matter (ELCC 2, NETS-A II, TL IV)
13. Providing technology resources for assessment and evaluation of artifacts and data (ELCC 2, NETS-A II,
TL IV)
14. Documenting and assessing field-based experiences and observations using specific-purpose electronic
devices (ELCC 2, NETS-A II, TL V)
15. Applying instructional design principles to develop and analyze substantive interactive multimedia
computer-based instructional products (ELCC 2, NETS-A II, TL V)
16. Designing and practicing strategies for testing functions and evaluating technology use effectiveness of
instructional products that were developed using multiple technology tools (ELCC 2, NETS-A II, TL V)
17. Organizing, coordinating, and participating in an online learning community related to the use of
technology to support learning (ELCC 2, NETS-A II, TL V)
18. Communicating research on best practices related to applying appropriate technology resources to enable
and empower learners with diverse backgrounds, characteristics, and abilities (ELCC 2, NETS-A II, TL VI)
19. Communicating and applying principles and practices of educational research in educational technology
(ELCC 2, NETS-A II, TL VIII)
20. Describing social and historical foundations of education and how they relate to the use of technology in
schools (ELCC 2, NETS-A II, TL VIII)
21. Discussing issues relating to building collaborations, alliances, and partnerships involving educational
technology initiatives (ELCC 2, NETS-A II, TL VIII)
22. Designing and leading in the implementation of an effective group process related to technology leadership
or planning (ELCC 2, NETS-A II, TL VIII)
23. Using evaluation findings to recommend modifications in technology implementations.
24. Using national, state, and local standards to develop curriculum plans for integrating technology in the
school environment (ELCC 2, NETS-A II, TL VIII)
25. Comparing and evaluating the instructional vision in district-level technology plans (ELCC 2, NETS-A II,
TL VIII)
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. Researching and disseminating project-based
instructional units modeling appropriate uses of
technology to support learning
2. Identifying and evaluating methods and
strategies for teaching computer/technology
concepts and skills within the context of classroom
learning and coordinate dissemination of best
practices at the district/state/regional level
3. Staying abreast of current technology resources
and strategies to support the diverse needs of
learners including adaptive and assistive
technologies and disseminate information to
teachers.
4. Locating and evaluating current research on
teaching and learning with technology when
planning learning environments and experiences
5. Identify technology resources and evaluate them
for accuracy and suitability based on the content
standards
6. Identifying and evaluating options for the
management of technology resources within the
context of learning activities
7. Continually evaluating a variety of strategies to
manage student learning in a technology-enhanced
environment and disseminate through professional
development activities.
8. Identifying and evaluating instructional design
principles associated with the development of
technology resources
9. Designing methods and strategies for teaching
concepts and skills that support integration of all
state and national content and technology
standards in orders to promote the academic
achievement and technology literacy of all students
10. Disseminating curricular methods and
strategies that are aligned with district/region/state
/national content and technology standards
Doctoral
KSDs
1a, 4d, 4e
Distributed School
Leadership Roles*
Curriculum,
Instruction &
Assessment Leader
Curriculum,
Instruction &
Assessment Leader
PSC/NCATE
Standard
1.8
5f
Learning &
Development Leader
1.2, 1.5, 1.8
1a
Curriculum,
Instruction &
Assessment Leader
Curriculum,
Instruction &
Assessment Leader
1.2, 1.5, 1.8
4b, 4e
4b
4b, 4e
4e
Learning &
Development Leader
Curriculum,
Instruction &
Assessment Leader
Curriculum,
Instruction &
Assessment Leader
1.8
1.2, 1.5, 1.8
1.2, 1.5, 1.8
1.2, 1.5, 1.8
4e
Learning &
Development Leader
Curriculum,
Instruction &
Assessment Leader
1.2, 1.5, 1.8
1c, 4e
Learning &
Development Leader
Curriculum,
Instruction &
Assessment Leader
1.2, 1.5, 1.8
1a
Curriculum,
Instruction &
Assessment Leader
1.2, 1.5, 1.8
11. Investigate major research findings and trends
related to the use of technology in education to
support integration throughout the curriculum
12. Facilitating the development of a variety of
techniques to use technology to assess student
learning of subject matter
13. Providing technology resources for assessment
and evaluation of artifacts and data
14. Documenting and assessing field-based
experiences and observations using specificpurpose electronic devices
15. Applying instructional design principles to
develop and analyze substantive interactive
multimedia computer-based instructional products
16. Designing and practicing strategies for testing
functions and evaluating technology use
effectiveness of instructional products that were
developed using multiple technology tools
17. Organizing, coordinating, and participating in
an online learning community related to the use of
technology to support learning
18. Communicating research on best practices
related to applying appropriate technology
resources to enable and empower learners with
diverse backgrounds, characteristics, and abilities
19. Communicating and applying principles and
practices of educational research in educational
technology
20. Describing social and historical foundations of
education and how they relate to the use of
technology in schools
21. Discussing issues relating to building
collaborations, alliances, and partnerships
involving educational technology initiatives
22. Designing and leading in the implementation
of an effective group process related to technology
leadership or planning
1a
4b, 4e
4b
3c
4e
4b
2a, 2b, 2c,
2d, 2e
1a, 6a, 6c,
6d
1a
Curriculum,
Instruction &
Assessment Leader
Learning &
Development Leader
Curriculum,
Instruction &
Assessment Leader
Curriculum,
Instruction &
Assessment Leader
Data Analysis
Leader
Learning &
Development Leader
Curriculum,
Instruction &
Assessment Leader
1.2, 1.5, 1.8
1.2, 1.5, 1.8
1.2, 1.5, 1.8
1.2, 1.5, 1.8
1.2, 1.5, 1.8
Learning &
Development Leader
Curriculum,
Instruction &
Assessment Leader
1.2, 1.5, 1.8
Learning &
Development Leader
Curriculum,
Instruction &
Assessment Leader
1.2, 1.5, 1.8
Learning &
Development Leader
Curriculum,
Instruction &
Assessment Leader
1.2, 1.5, 1.8
Learning &
Development Leader
Learning &
Development Leader
1.2, 1.5, 1.8
1c
Learning &
Development Leader
1.2, 1.5, 1.8
2a
Relationship
Development Leader
1.2, 1.5, 1.8
2c
Relationship
Development Leader
1.5, 1.6
Process
Improvement Leader
23. Using evaluation findings to recommend
modifications in technology implementations.
24. Using national, state, and local standards to
develop curriculum plans for integrating
technology in the school environment
25. Comparing and evaluating the instructional
vision in district-level technology plans
4b
4d, 4e
1b
Operations Leader
Curriculum,
Instruction &
Assessment Leader
Learning &
Development Leader
Curriculum,
Instruction &
Assessment Leader
Curriculum,
Instruction &
Assessment Leader
1.2, 1.5, 1.8
1.2, 1.5, 1.8
1.2, 1.5, 1.6,
1.8
Operations Leader
Change Leader
Performance
Improvement Leader
*Georgia’s Leadership Institute for School Improvement & Georgia Committee on Educational Leadership
Preparation’s Distributed School Leadership Roles
COURSE OUTLINE:
1.
Principles and models of research-based instruction
2.
The role of technology in instruction
3.
Technology and student achievement
4.
Promoting and monitoring student technology literacy
5.
Promoting range of use
6.
Matching technology tools to learning goals
7.
Research on technology integration
8.
Observing practice and providing constructive response on classroom technology use
9.
Expecting and supporting technology integration
COURSE REQUIREMENTS/ASSIGNMENTS:
1.
2.
3.
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.
Small groups of candidates will review and compare popular models of backward design and technology
integration. They will weigh strengths and weakness of each model and collaboratively construct a
common framework for responding to classroom practice. They will present their framework to the class in
a presentation.
Candidates will observe and document a teacher using technology in a classroom (Video taping is
preferred). Then they will use the standard framework developed in class to respond to the technology
integration example and to provide the teacher with constructive feedback and suggestions for enriching,
expanding, or improving the learning experience.
EVALUATION AND GRADING:
Online and In-class Discussion of Readings (40% of grade)
Framework Presentation (15% of grade)
Observation of Practice (45% 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
CLASS-LAB-CREDIT HOURS
Approval, Effective Term
Grades Allowed (Regular or S/U)
Educational Leadership – Concentration in
Technology Leadership
EDL 8510
Research & Best Practices in Curriculum,
Instruction & Technology Integration
3__________________________________
Fall 2006
Regular
If course used to satisfy CPC, what areas?
Learning Support Programs courses which are
required as prerequisites
N.A.
N.A.
APPROVED:
________________________________________________
Vice President for Academic Affairs or Designee __
VII Attach Syllabus