KENNESAW STATE UNIVERSITY
GRADUATE COURSE PROPOSAL OR REVISION,
Cover Sheet
Course Number/Program Name EDL 9500/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 9500______________________
Course Title ____ Research & Theory in Educational Technology___
Credit Hours
3
Prerequisites
Admission to EDS or Ed.D. Program or Permission of
Instructor
Description (or Proposed Degree Requirements)
Candidates will review the socio-historical foundations of educational technology as an academic
discipline. They will explore landmark research findings and theoretical perspectives that have shaped the
field in the past two decades. They will also review current research in the field of educational technology
and explore the questions that are influencing current research agendas.
III.
Justification
Educational technology is a diverse and relatively new academic field that covers a broad range of topics
and draws from many different theoretical and methodological traditions. This course is designed (1) to
help educational leaders apply current research to improve practice in their own schools/districts; and (2) to
help candidates to strengthen their ability to conceptualize and conduct research that will add to the current
knowledge base in the field of educational technology.
IV.
Additional Information (for New Courses only)
GOALS AND OBJECTIVES: (Aligned to Content Standards)
Candidates will apply research on the effective use of technology to instructional environments in their own schools,
and they will conduct research that will assist educators in using technology to improve teaching and learning.
(ELCC 1, 2, 3, 5, 6; Nets-A I, II, II, IV, VI; TL II, III, IV, VI, VI, 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.
14.
15.
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 national and
international level (ELCC 2; NETS-A II; TL II)
Conducting research on teaching and learning with technology when planning learning environments and
experiences (ELCC 2; NETS-A I, II; TL II)
Researching findings on the management of technology resources within the context of learning activities
and create a professional development model (ELCC 3; Nets-A II, III; TL II)
Conducting research on a variety of strategies to manage student learning in a technology-enhanced
environment and disseminate results (ELCC 2, 6; Nets-A II; TL II)
Disseminating major research findings and trends related to the use of technology in education to support
integration throughout the curriculum (ELCC 1, 6; Nets-A I, II; TL III)
Researching and disseminate findings on the effectiveness of technology resources for evaluating learning,
communication, and productivity (ELCC 1, 2, 6; Nets-A I, II, III; TL IV)
Researching best practices related to applying appropriate technology resources to enable and empower
learners with diverse backgrounds, characteristics, and abilities (ELCC 2, 5, 6; Nets-A I, II; TL VI)
Researching adaptive /assistive hardware and software for students and teachers with special needs and
advocate appropriate use at the national and international level (ELCC 2, 5, 6; Nets-A I, II; TL VI)
Conducting research to determine best practices for applying appropriate technology resources to affirm
diversity and address cultural and language differences (ELCC 2, 5, 6;Nets-A I, II, VI; TL VI)
Conducting research and advocate safe and healthy use of technology (Nets-A VI; TL VI)
Researching the social historical foundations of education and how they relate to the use of technology in
schools (ELCC 1, 6; Nets-A I; TL VIII)
Researching to determine effectiveness of strategies and procedures for resource acquisition and
management of technology-based systems including hardware and software (ELCC 3, 6; Nets-A IV; TL
VIII)
Advocating for research-based practices (ELCC 1,2,6; Nets-A I; TL I, II, III, V, VI, VII, and VIII)
Understanding, responding to, and influencing research that is relevant to the field of educational
technology (ELCC I; Nets-A VI; TL I, II, III, V, VI, VII, and VIII)
Using technology to facilitate the research process and to increase candidates’ productivity as a researcher
(ELCC 6; Nets-A III; 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. Identifying and evaluating methods and
strategies for teaching computer/technology
concepts and skills within the context of
Doctoral
KSDs
4e
Distributed School
Leadership Roles*
Curriculum,
Instruction &
Assessment Leader
PSC/NCATE
Standard
1.2, 1.5, 1.8
classroom learning and coordinate dissemination
of best practices at the national and international
level.
2. Conducting research on teaching and learning
with technology when planning learning
environments and experiences.
3. Researching findings on the management of
technology resources within the context of
learning activities and create a professional
development model.
5a
4e
4. Conducting research on a variety of strategies
to manage student learning in a technologyenhanced environment and disseminate results.
5. Disseminating major research findings and
trends related to the use of technology in
education to support integration throughout the
curriculum.
6. Researching and disseminate findings on the
effectiveness of technology resources for
evaluating learning, communication, and
productivity.
7. Researching best practices related to applying
appropriate technology resources to enable and
empower learners with diverse backgrounds,
characteristics, and abilities.
8. Researching adaptive /assistive hardware and
software for students and teachers with special
needs and advocate appropriate use at the
national and international level.
9. Conducting research to determine best
practices for applying appropriate technology
resources to affirm diversity and address cultural
and language differences.
10. Conducting research and advocate safe and
healthy use of technology.
11. Researching the social historical foundations
of education and how they relate to the use of
technology in schools.
12. Researching to determine effectiveness of
strategies and procedures for resource
acquisition and management of technologybased systems including hardware and software.
13. Advocating for research-based practices.
5a
14. Understanding, responding to, and
influencing research that is relevant to the field
of educational technology.
15. Using technology to facilitate the research
process and to increase candidates’ productivity
as a researcher.
1c
1a
Learning &
Development
Leader
Curriculum,
Instruction &
Assessment Leader
Curriculum,
Instruction &
Assessment Leader
Learning &
Development
Leader
Learning &
Development
Leader
Learning &
Development
Leader
1.2, 1.5, 1.8
1.2, 1.5, 1.8
1.2, 1.5, 1.8
1.2, 1.5
1a
Learning &
Development
Leader
1.2, 1.5
1a
Learning &
Development
Leader
1.2, 1.5
6a, 6b, 6c,
6d
Curriculum,
Instruction &
Assessment Leader
1.2, 1.5, 1.8
5a
Curriculum,
Instruction &
Assessment Leader
1.2, 1.5, 1.8
5a
Operations Leader
1.5
1c
Learning &
Development
Leader
Operations Leader
1.2, 1.5
Curriculum,
Instruction &
Assessment Leader
Learning &
Development
Leader
Learning &
Development
Leader
1.2, 1.5, 1.8
1b
1a
5a
1.5
1.2, 1.5
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.
Theoretical traditions in educational technology research
2.
Methodologies common to studying educational applications of technology
3.
Research topics in educational technology research
4.
Current issues in educational technology research
5.
Technologies for facilitating the research process and the productivity of the researcher
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 submit one-page summaries and reflections on a minimum of 2 books and 10 articles.
Selected publications should be focused on theories and/or research related to the instructional applications
of technology for teaching and learning. Reflections should center on how this source is relevant to their
own doctoral research project. Summaries will be accompanied by an annotated bibliography suitable for
posting on a public web site. Reviewed articles and books should be current (within the last two-five years)
unless it has significant historical merit to a particular topic.
Candidates will submit a three-five page paper identifying a critical question suitable to guide future
research/development related to the instructional applications of technology in K-12 schools. The paper
should also build a rationale of why this research would add to the theoretical knowledge in the field and
the results might serve to improve teaching and learning in K-12 schools.
EVALUATION AND GRADING:
Online and In-class Discussion of Readings (40% of grade)
Research Summaries (40% of grade)
Critical Questions Paper (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
Faculty
Other Personnel
Equipment
Supplies
Travel
New Books
New Journals
Amount
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)
If course used to satisfy CPC, what areas?
Learning Support Programs courses which are
required as prerequisites
Educational Leadership – Concentration in
Technology Leadership
EDL 9500
Research & Theory in Educational Tech
3__________________________________
Fall 2006
Regular
N.A.
N.A.
APPROVED:
________________________________________________
Vice President for Academic Affairs or Designee __
VII Attach Syllabus