KENNESAW STATE UNIVERSITY
GRADUATE COURSE PROPOSAL OR REVISION,
Cover Sheet
Course Number/Program Name EDL 9520/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 9520______________________
Course Title ____ Evaluation of K-12 Technology Programs___
Credit Hours
3
Prerequisites
Admission to EDS or Ed.D. Program or Permission of
Instructor
Description (or Proposed Degree Requirements)
This course will provide candidates with several frameworks and approaches to high-quality program
evaluation appropriate for the many facets of K-12 educational technology programs, including but not
limited to infrastructure, technical support, instructional programs, professional learning, and procurement.
Students will review the strengths and weaknesses of each design and be able to choose appropriate
evaluation methods for specific types of program goals. As a culminating project students will develop and
implement an evaluation plan related to a specific K-12 technology plan or program.
III.
Justification
Program evaluation is critical to the continuous improvement in K-12 technology programs. Successful
programs must be identified and weak programs must be strengthened or eliminated. Evaluating the
effectiveness of technology programs has been difficult for educators and must be emphasized in order to
capitalize on the power of technology to enhance education.
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 evaluating K-12
educational technology programs (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.
Assessing a variety of professional development opportunities that facilitate the ongoing development of
knowledge, skills, and understanding of concepts related to technology (ELCC 2; NETS-A V; TL I)
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
Developing and assessing a variety of professional development opportunities that facilitate the continued
growth and development of the understanding of technology operations and concepts (ELCC 2; NETS-A
V; TL I)
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 V; TL II)
Assessing professional development models aligning technology resources and content standards (ELCC 2;
NETS-A V; TL II)
Developing, implementing and evaluating a professional development model for assisting teachers in the
identification and application of instructional design principles associated with the development of
technology resources (ELCC 2; NETS-A V; TL II)
Developing, implementing and assessing innovative techniques, which include the use of technology for
assessing student learning (ELCC 2; NETS-A V; TL IV)
Developing, implementing and assessing innovative technology resources for assessment and evaluation of
artifacts and data (ELCC 2, 3; NETS-A V; TL IV)
Developing, implementing and assessing innovative technology resources to aid in analysis and
interpretation of data (ELCC 2, 3; NETS-A V; TL IV)
Researching and disseminating findings on the effectiveness of technology resources for evaluating
learning, communication, and productivity (ELCC 2; NETS-A V; TL IV)
Designing a research project that includes evaluating the use of several technology resources in a p-12
environment (ELCC 2, 6; NETS-A V; TL IV)
Evaluating professional development activities presented at professional technology conferences to support
ongoing professional growth related to technology (ELCC 2; NETS-A V; TL V)
Planning, implement, and revise policies that support district-wide professional growth opportunities for
staff, faculty, and administrators (ELCC 2; NETS-A V; TL V)
Evaluating current information involving facilities planning issues and computer related technologies
(ELCC 3; NETS-A V; TLVII)
Evaluating policies and procedures concerning staging, scheduling, and security for managing hardware,
software, and related technologies in a variety of instructional and administrative school settings. (ELCC 3,
6; NETS-A V; TL VII)
Conducting evaluations to determine needed modifications in technology implementations (ELCC 2,3,6;
NETS-A V; 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. Assessing a variety of professional development
opportunities that facilitate the ongoing
development of knowledge, skills, and
understanding of concepts related to technology.
2. Developing and assessing a variety of
professional development opportunities that
facilitate the continued growth and development of
the understanding of technology operations and
concepts.
3. Identifying and evaluating methods and
strategies for teaching computer/technology
concepts and skills within the context of classroom
learning and coordinate dissemination of best
Doctoral
KSDs
1A, 5F
Distributed School
Leadership Roles*
Learning &
Development Leader
PSC/NCATE
Standard
1.2, 1.5
1A, 3C, 5F
Learning &
Development Leader
1.2, 1.5
1A,1B, 4C
Curriculum,
Instruction &
Assessment Leader
1.3, 1.5
practices at the national and international level.
4. Assessing professional development models
aligning technology resources and content
standards.
1A, 5F
5. Developing, implementing and evaluating a
professional development model for assisting
teachers in the identification and application of
instructional design principles associated with the
development of technology resources.
1A, 3A, 4C,
4E, 5F
6. Developing, implementing and assessing
innovative techniques, which include the use of
technology for assessing student learning.
4C, 4F
Learning &
Development Leader
Curriculum,
Instruction &
Assessment Leader
1.2, 1.5
Learning &
Development Leader
Curriculum,
Instruction &
Assessment Leader
1.3, 1.5
Learning &
Development Leader
Curriculum,
Instruction &
Assessment Leader
1.5, 1.8
Data Analysis
Leader
7. Developing, implementing and assessing
innovative technology resources for assessment
and evaluation of artifacts and data.
4B, 4F
Learning &
Development Leader
Curriculum,
Instruction &
Assessment Leader
1.5, 1.8
Data Analysis
Leader
8. Developing, implementing and assessing
innovative technology resources to aid in analysis
and interpretation of data.
4B, 4F
Learning &
Development Leader
Curriculum,
Instruction &
Assessment Leader
1.5, 1.8
Data Analysis
Leader
9. Researching and disseminating findings on the
effectiveness of technology resources for
evaluating learning, communication, and
productivity.
10. Designing a research project that includes
evaluating the use of several technology resources
in a p-12 environment.
1A, 1B, 1C
1A, 1B, 1C,
4F
Learning &
Development Leader
Curriculum,
Instruction &
Assessment Leader
Curriculum,
Instruction &
Assessment Leader
1.5, 1.8
1.5, 1.8
Data Analysis
Leader
11. Evaluating professional development activities
1A, 3C, 5F
Learning &
Development Leader
Learning &
1.2, 1.5
presented at professional technology conferences
to support ongoing professional growth related to
technology.
12. Planning, implement, and revise policies that
support district-wide professional growth
opportunities for staff, faculty, and administrators.
13. Evaluating current information involving
facilities planning issues and computer related
technologies.
14. Evaluating policies and procedures concerning
staging, scheduling, and security for managing
hardware, software, and related technologies in a
variety of instructional and administrative school
settings.
15. Conducting evaluations to determine needed
modifications in technology implementations.
Development Leader
1B, 1C
Change Leader
1.5, 1.8
Curriculum,
Instruction &
Assessment Leader
3B, 4A
3B, 4E
Learning &
Development Leader
Operations Leader
Curriculum,
Instruction &
Assessment Leader
1.8
1.5, 1.8
Operations Leader
1A, 1B, 1C,
3B, 4E
Process
Improvement Leader
Curriculum,
Instruction &
Assessment Leader
1.5, 1.8
Operations Leader
Process
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 educational program evaluation
2.
Frameworks and tools for evaluation of K-12 educational technology programs
3.
Technology and student achievement
4.
Promoting and monitoring student technology literacy
5.
Review of evaluation components of K-12 Technology Plans
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. (30 pts.)
Candidates will compile and submit a one-page summary of three scholarly articles on program evaluation
in K-12 settings (20 points).
3.
As a culminating project, students will develop and implement an evaluation plan for a district-level
technology program or district-level technology plan (50 points).
EVALUATION AND GRADING:
Online and In-class Discussion of Readings (30% of grade)
Evaluation summaries (20%)
Evaluation plan (50%)
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)
If course used to satisfy CPC, what areas?
Learning Support Programs courses which are
Educational Leadership – Concentration in
Technology Leadership
EDL 9520
Evaluation of K-12 Technology Programs
3__________________________________
Fall 2006
Regular
N.A.
required as prerequisites
N.A.
APPROVED:
________________________________________________
Vice President for Academic Affairs or Designee __
VII Attach Syllabus