KENNESAW STATE UNIVERSITY
GRADUATE COURSE PROPOSAL OR REVISION,
Cover Sheet
Course Number/Program Name EDL 8530/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
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Department Chair
Date
School Curriculum Committee
Date
School Dean
Date
GPCC Chair
Date
Dean, Graduate Studies
Date
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Vice President for Academic Affairs Date
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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 8530______________________
Course Title ____ Strategic Planning for Educational Technology Programs___
Credit Hours
3
Prerequisites
Admission to EDS or Ed.D. Program or Permission of
Instructor
Description (or Proposed Degree Requirements)
This course reviews comprehensive strategic planning processes appropriate for developing and
implementing instructional and administrative technology programs in K-12 settings. Content also includes
project management strategies; needs assessments; community-based communications/marketing;
managing large-group planning processes; business/community partnerships; and procedure/policy
development.
III.
Justification
When planning for educational technology programs, instructional leaders face many challenges. These
challenges include: (1) accounting for the rapid rate of change in the field of instructional technology; (2)
gaining support for educational technology initiatives from the general public; (3) determining the often
“hidden” costs related to purchases, such as technical support, maintenance, and repair; and (4) financing
purchases and program costs through school budgets that traditionally have not included sufficient line
items for technology. To address these challenges, educational technology leaders need to be very skilled
in deploying most up-to-date, effective practices in collaborative, long-range, strategic planning. They
must also possess additional knowledge and skills related to the unique challenges of technology planning.
IV.
Additional Information (for New Courses only)
GOALS AND OBJECTIVES: (aligned to Content Standards)
Candidates will be able to initiate and lead long-range strategic planning processes that are focused on using
educational technologies to improve student achievement. In pursuit of this goal, this course will address the
following learning objectives (ELCC Standard 1-6; NETS-A Standard III, ISTE/NCATE TL Standards II, III, V, VI,
VII, and VIII):
In pursuit of these goals, the learning objectives of this course include:
1.
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 (ELCC 2; Nets-A II;
TL II)
2. Locating and evaluating current research on teaching and learning with technology when planning learning
environments and experiences (ELCC 2; Nets-A II; TL II)
3. Disseminating curricular methods and strategies that are aligned with district/region/state / national content
and technology standards (ELCC 2; Nets-A II; TL II)
4. Investigating 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)
5. Planning and implementing policies that support district-wide professional growth opportunities for staff,
faculty, and administrators (ELCC2; Nets-A I, III; TL V)
6. Communicating research and establish policies to promote safe and healthy use of technology (ELCC 1, 5,
6; Nets-A IV; TL VI)
7. Using research findings in establishing policy and implementation strategies to promote equitable access to
technology resources for students and teachers (ELCC 1, 5, 6; Nets-A IV; TL VI)
8. Developing plans to configure software/computer/technology systems and related peripherals in laboratory,
classroom cluster, and other appropriate instructional arrangements (ELCC 1, 5, 6; Nets-A IV; TL VII)
9. Facilitating the development of a shared vision for comprehensive integration of technology and foster an
environment and culture conducive to the realization of the vision (ELCC 1, 5, 6; Nets-A IV; TL VIII)
10. Identifying and applying educational and technology related research, the psychology of learning, and
instructional design principles in guiding the use of computers and technology in education (ELCC 1, 5, 6;
Nets-A IV; TL VIII)
11. Communicating and applying principles and practices of educational research in educational technology
(ELCC 1, 5, 6; Nets-A IV; 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. 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
2. Locating and evaluating current research on
teaching and learning with technology when
planning learning environments and experiences
3. Disseminating curricular methods and strategies
that are aligned with district/region/state / national
content and technology standards
4. Investigating major research findings and trends
related to the use of technology in education to
support integration throughout the curriculum
5. Planning and implementing policies that support
district-wide professional growth opportunities for
Doctoral
KSDs
5f
Distributed School
Leadership Roles*
Learning
Development Leader
PSC/NCATE
Standard
1.2, 1.5, 1.8
4b, 4e
Learning
Development Leader
1.2, 1.5
1a, 3a, 3b
Curriculum,
Instruction &
Assessment Leader
1.2, 1.5, 1.8
1a
1b
Learning
Development Leader
Curriculum,
Instruction &
Assessment Leader
Learning
Development Leader
Process
Improvement Leader
1.2, 1.5, 1.8
1.2, 1.5
staff, faculty, and administrators
1a, 1b
Learning
Development Leader
Operations Leader
1.5
7. Using research findings in establishing policy
and implementation strategies to promote equitable
access to technology resources for students and
teachers
8. Developing plans to configure
software/computer/technology systems and related
peripherals in laboratory, classroom cluster, and
other appropriate instructional arrangements
9. Facilitating the development of a shared vision
for comprehensive integration of technology and
foster an environment and culture conducive to the
realization of the vision
10. Identifying and applying educational and
technology related research, the psychology of
learning, and instructional design principles in
guiding the use of computers and technology in
education
1b, 5b
Process
Improvement Leader
Operations Leader
1.5
4e
Operations Leader
1.5
4e
Performance
Improvement Leader
1.5
4e
Curriculum,
Instruction, &
Assessment Leader
1.2, 1.5, 1.8
11. Communicating and applying principles and
practices of educational research in educational
technology
1a, 4e
6. Communicating research and establish policies
to promote safe and healthy use of technology
Learning
Development Leader
Performance
Improvement Leader
1.2, 1.5
Learning
Development Leader
*Georgia’s Leadership Institute for School Improvement & Georgia Committee on Educational Leadership
Preparation’s Distributed School Leadership Roles
COURSE OUTLINE:
1. Models of strategic planning
2. Unique challenges of Planning for Technology
3. Facilitating collaborative, community-based planning
4. Principles of project management
5. Review of state and federal technology planning requirements
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.
After reviewing principles of strategic planning, candidates will graphically represent the planning process
that they would use to produce a K-12 technology plan. The planning process should include key activities,
3.
4.
5.
timeline, persons responsible and a budget needed to produce the technology plan. Computer-generated
graphic representations should be supported by a 3-5 page text document explaining the process and a
spreadsheet representing the budget. Candidates will work individually to determine their own planning
processes, but will compare their work in class.
In small groups, candidates will construct and submit a “vision of learning” appropriate for three -to -fiveyear instructional technology plans. The vision will be three to five sentences and supporting statements
explaining what will be seen. Groups will also present a research-based rationale explaining why this
particular vision is being promoted. Vision statements and rationales should include references. Projects
will be presented to the class using PowerPoint or another approved presentation format and will be posted
on the class website.
Candidates will work individually to produce a three to five page paper on an expected trend in educational
technology in the next three, five, and seven years and the implications of these trends on current strategic
planning processes.
Candidates will submit at least one strategy that could be used for facilitating, collaborative large group
planning processes. The description should include the context in which the strategy could be deployed; a
list of materials and supplies needed; an estimated time frame to deploy the strategy; the type of physical or
online environment most conducive to successful implementation of the strategy; and expected outcomes.
The description of the strategy should also include a rationale of why this strategy would be considered a
best practice. Types of strategies may include: relationship building; prioritizing; consensus building;
knowledge building; decision making; and/or visioning. Examples will be provided in class.
EVALUATION AND GRADING:
Online and In-class Discussion of Readings (25% of grade)
Planning Process Description (15%)
Vision of Learning (20%)
Trends Paper (25%)
Facilitation Strategy (15%)
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.
I. 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 8530
Strategic Planning for Educational
Technology Programs
3__________________________________
Fall 2006
Regular
N.A.
N.A.
APPROVED:
________________________________________________
Vice President for Academic Affairs or Designee __
VII Attach Syllabus