KENNESAW STATE UNIVERSITY
GRADUATE COURSE PROPOSAL OR REVISION,
Cover Sheet
Course Number/Program Name EDL 8520/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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Vice President for Academic Affairs Date
Approved
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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 8520______________________
Course Title ____ Adult Learning & Development___
Credit Hours
3
Prerequisites
Admission to EDS or Ed.S. Program or Permission of
Instructor
Description (or Proposed Degree Requirements)
This course reviews major trends in adult learning theory and development in order to establish a
framework for high-quality formal and informal professional learning programs. Theories most applicable
to promoting the adoption and effective use of technological innovations for learning will be highlighted.
Candidates will review how these theories influence national standards for professional learning programs
and reflect on how these standards are best implemented in educational settings. Candidates will apply
standards to current technology-related professional learning programs in their schools and will project the
types of professional learning programs they will support and promote as future educational leaders.
Integrating professional learning for technology programs with other initiatives will also be discussed.
III.
Justification
Introducing, adopting, and sustaining technology uses in organizations, especially schools, is a complex
endeavor that often fails without the correct types of system support for the innovation. Among the most
important type of system support is professional learning designed for adult learners in their work setting.
While technical training may be the most common representation of professional learning related to
technology, research also shows that traditional one-day workshops are not enough to prepare teachers to
use technology effectively. Other methods, such as teacher study groups, guided peer observations,
mentoring, coaching, and demonstrations by master teachers are also needed to support substantive changes
in practice. Research also shows that adoption and effective use also occur when the culture of the school
supports informal learning opportunities among educators. This course assists school leaders in designing
formal learning opportunities and promoting informal learning that will result in successful technology
integration. Since providing this type of in-depth support for technology adoption/use is difficult, the
course will also help school leaders integrate learning support for technology into other initiatives requiring
extensive professional learning.
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 (1) designing and
implementing high-quality professional learning programs; and (2) fostering cultures of professional learning and
innovation in schools (ELCC Standard I, 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.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
Understanding learning principles and research relevant to adult learning and conceptual change (ELCC 2,
TL-1, TL VII, TLVIII)
Using technology, including distance learning opportunities, to enhance professional learning for
practicing educators (ELCC 2, TL-V)
Focusing on authentic problems and tasks, mentoring, coaching, conferencing, and other techniques that
promote new knowledge and skills in the workplace (ELCC 2,)
Using strategies such as observations and collaborative reflection to help form comprehensive professional
growth plans with district and school personnel (ELCC 2, )
Help others develop personal professional growth plans that reflect commitment to life long learning and
best practice (ELCC 2)
Modeling the routine, intentional, and effective use of technology to improve learning (NETS-A IIIA, TL
III)
Employing technology for communication and collaboration among colleagues, staff, parents, students, and
the larger community (NETS-A IIIB)
Creating and participating in learning communities that stimulate, nurture, and support educators in using
technology for improved productivity (NETS-A IIIC)
Identifying and evaluating components needed for the continual growth of knowledge, skills, and
understanding of concepts related to technology (TL-1)
Using multimedia to effectively present content to practicing professionals (TL-V)
Identifying and recommend school, district, state and national policies that support professional learning
(ELCC 6, TL-V)
Identifying and disseminate information on assistive technologies, emerging technologies, data
management tools that might support the diverse needs of learners (TL- II, TL-VI)
Develop strategies to sustain personal learning about professional learning topics and practices (ELCC 2.6,
TL-V)
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. Understanding learning principles and research
relevant to adult learning and conceptual change
2. Using technology, including distance learning
opportunities, to enhance professional learning for
practicing educators
3. Focusing on authentic problems and tasks,
Doctoral
KSDs
2a, 2b, 2c,
2d, 2e
5f
Distributed School
Leadership Roles*
Learning &
Development Leader
Learning &
Development Leader
PSC/NCATE
Standard
1.2, 1.5
3a, 3b, 3c,
Learning &
1.2, 1.5
1.2, 1.5
mentoring, coaching, conferencing, and other
techniques that promote new knowledge and skills
in the workplace
4. Using strategies such as observations and
collaborative reflection to help form
comprehensive professional growth plans with
district and school personnel
5f
Development Leader
2b, 2e, 3a,
3b, 5f
Performance
Improvement Leader
5. Help others develop personal professional
growth plans that reflect commitment to life long
learning and best practice
5f
6. Modeling the routine, intentional, and effective
use of technology to improve learning
3c
7. Employing technology for communication and
collaboration among colleagues, staff, parents,
students, and the larger community
8. Creating and participating in learning
communities that stimulate, nurture, and support
educators in using technology for improved
productivity
2b, 2c, 2e
9. Identifying and evaluating components needed
for the continual growth of knowledge, skills, and
understanding of concepts related to technology
4b, 5f
10. Using multimedia to effectively present content
to practicing professionals
11. Identifying and recommend school, district,
state and national policies that support professional
learning
12. Identifying and disseminate information on
assistive technologies, emerging technologies, data
management tools that might support the diverse
needs of learners
13. Develop strategies to sustain personal learning
about professional learning topics and practices
2b, 2c, 2e
3c
2b, 2c, 5f
Learning &
Development Leader
Performance
Improvement Leader
Learning &
Development Leader
Change Leader
Performance
Improvement Leader
Relationship
Development Leader
Learning &
Development Leader
Performance
Improvement Leader
Learning &
Development Leader
Performance
Improvement Leader
Performance
Improvement Leader
Learning &
Development Leader
1.2, 1.5
1.2, 1.5
1.5
1.6
1.2, 1.5
1.2, 1.5
1.5
1.2, 1.5
1a
Curriculum,
Instruction &
Assessment Leader
1.2, 1.5, 1.8
5f
Learning &
Development Leader
1.2, 1.5
*Georgia’s Leadership Institute for School Improvement & Georgia Committee on Educational Leadership
Preparation’s Distributed School Leadership Roles
COURSE OUTLINE:
1.
Overview of major adult learning theories
2.
Conceptual change in adults
3.
Differences/similarities among theories
4.
Differences/similarities between adult and childhood/adolescent learning
5.
Unique challenges of technology adoption for adult learners
6.
Research findings on adult learning and technology adoption
7.
Models and frameworks for adult learning and technology adoption
8.
Successful technology-related professional learning programs in schools
9.
The role of technology in supporting adult learning
10.
Organizations and standards for professional learning in education
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.
Candidates will create a web page of resources to support the technology-enhanced professional learning of
faculty, staff, and/or administrators within a school/district. Resources might include technology-connected
lesson plans, software reviews, videos of technology-connected lessons, etc.
Using standards, principles, and research discussed in this course, candidates will:
a. Critique a current professional learning program related to technology. Discuss strong points and
make recommendation for improvements –orb. Design a professional development program for a real-life scenario in a K-12 setting, -orc. Design a professional development program for a constructed scenario provided by the instructor.
All options should include technology adoption as a goal of the professional development program and
include the effective use of technology to deliver the professional learning program.
The critique or design of a professional learning program will be submitted as a paper not to exceed 20
pages in length. Candidates also will present highlights of their paper in a brief class presentation.
EVALUATION AND GRADING:
Online and In-class Discussion of Readings (40% of grade)
Web bibliography of Resources (15% of grade)
Professional Development Design Project (45% of grade)
V.
A:
B:
92% - 100%
84%-91%
C:
F:
75%-83%
74% or lower
Resources and Funding Required (New Courses only)
Resource
Faculty
Other Personnel
Equipment
Supplies
Travel
New Books
New Journals
Other (Specify)
TOTAL
Amount
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)
If course used to satisfy CPC, what areas?
Learning Support Programs courses which are
required as prerequisites
Educational Leadership – Concentration in
Technology Leadership
EDL 8520
Adult Learning & Development
3__________________________________
Fall 2006
Regular
N.A.
N.A.
APPROVED:
________________________________________________
Vice President for Academic Affairs or Designee __
VII Attach Syllabus