KENNESAW STATE UNIVERSITY
GRADUATE COURSE PROPOSAL OR REVISION,
Cover Sheet
Course Number/Program Name EDL 9510/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 9510______________________
Course Title ____ Leadership in Educational Technology___
Credit Hours
3
Prerequisites
Admission to EDS or Ed.D. Program or Permission of
Instructor
Description (or Proposed Degree Requirements)
This course will explore the relationship between (1) research; (2) critical issues in K-12 educational
technology programs; (3) national/state policies affecting educational technology; and (4) the influence of
the private sector on the field. Topics will include issues such as advocacy, the Federal Elementary and
Secondary Education Acts, virtual learning, digital equity, funding trends, and the role of K-12/business
partnerships. Candidates will be charged with illustrating how their proposed doctoral research will
address a practical, critical need in the field of education.
III.
Justification
In order to maximize their impact as educational leaders, candidates must “understand, respond to, and
influence the larger political, social, economic, legal and cultural context” (ELCC Standard 6). Therefore,
this course guides candidates in an advanced understanding of the complex interplay of forces that operate
in K-12 leadership arenas. The purpose of the course is to position candidates to make significant
contributions as educational leaders, beginning with their doctoral research efforts.
IV.
Additional Information (for New Courses only)
GOALS AND OBJECTIVES: (Aligned to Content Standards)
Candidates will participate in the educational process at local, state, national, and international levels for the
purposes of advancing the use of technologies to improve learning in K-12 settings.
In pursuit of this goal, the learning objectives of this course include:
1. Identify and evaluate 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 6; Nets-A VI; TL II)
2. Developing technology resources based on the content standards (ELCC 2; Nets-A II; TL II)
3. Facilitating technology-enhanced experiences that address content standards and student technology
standards (ELCC 2; Nets-A II; ETL III)
4. Using current research and district/region/state/national content and technology standards to build lessons
and units of instruction (ELCC 2; Nets-A II; TL III)
5. Modeling curricular methods and strategies that are aligned with district/region/state /national content and
technology standards (ELCC 2; Nets-A II; TL III)
6. Disseminating major trends related to the use of technology in education to support integration throughout
the curriculum (ELCC 2; Nets-A II; TL III)
7. Planning, implementing and revising policies that support district-wide professional growth opportunities
for staff, faculty, and administrators (ELCC 2; Nets-A III; TL V)
8. Advocating for rules, policies, and procedures to support legal and ethical use of technologies at the
national and international level (ELCC 6; Nets-A VI; TL VI)
9. Researching adaptive /assistive hardware and software for students and teachers with special needs and
advocate appropriate use at the national and international level (ELCC 6; Nets-A VI; TL VI)
10. Conducting research and advocate safe and healthy use of technology (ELCC 6; Nets-A VI; TL VI)
11. Advocating for national and international policies that provide equitable access to technology resources for
all students and teachers (ELCC 6; Nets-A VI; TL VI)
12. Building collaborations, alliances, and partnerships involving educational technology initiatives (ELCC 6;
Nets-A VI; TL VIII)
13. Assist in the development of national, state, and local standards for the development of curriculum plans
for integrating technology in the school environment (ELCC 6; Nets-A VI; 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. Identify and evaluate 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
2. Developing technology resources based on the
content standards
3. Facilitating technology-enhanced experiences
that address content standards and student
technology standards
4. Using current research and
district/region/state/national content and
technology standards to build lessons and units of
instruction
5. Modeling curricular methods and strategies that
are aligned with district/region/state /national
content and technology standards
6. Disseminating major trends related to the use of
technology in education to support integration
throughout the curriculum
7. Planning, implementing and revising policies
that support district-wide professional growth
opportunities for staff, faculty, and administrators
8. Advocating for rules, policies, and procedures to
support legal and ethical use of technologies at the
national and international level
9. Researching adaptive /assistive hardware and
software for students and teachers with special
needs and advocate appropriate use at the national
and international level
10. Conducting research and advocate safe and
healthy use of technology
11. Advocating for national and international
Doctoral
KSDs
4b
Distributed School
Leadership Roles*
Curriculum,
Instruction &
Assessment Leader
PSC/NCATE
Standard
1.2, 1.5, 1.8
4d
Curriculum,
Instruction &
Assessment Leader
Curriculum,
Instruction &
Assessment Leader
1.2, 1.5, 1.8
3a, 4e
1.2, 1.5, 1.8
1c, 4d
Learning &
Development Leader
Curriculum,
Instruction &
Assessment Leader
1.2, 1.5, 1.8
3a
Learning &
Development Leader
Curriculum,
Instruction &
Assessment Leader
1.2, 1.5, 1.8
1a
Learning &
Development Leader
Curriculum,
Instruction &
Assessment Leader
1.2, 1.5, 1.8
1b, 5f
Learning &
Development Leader
Process
Improvement Leader
1.5
1b, 1c
Operations Leader
1.5
1b, 6c, 6d
Curriculum,
Instruction &
Assessment Leader
1.2, 1.5, 1.8
5a
Operations Leader
1.5
1b, 1c
Operations Leader
1.5
policies that provide equitable access to
technology resources for all students and teachers
12. Building collaborations, alliances, and
partnerships involving educational technology
initiatives
13. Assist in the development of national, state,
and local standards for the development of
curriculum plans for integrating technology in the
school environment
2a, 2b, 2c,
2d, 2e
Relationship Leader
1.6
1b
Curriculum,
Instruction &
Assessment Leader
1.2, 1.5, 1.8
*Georgia’s Leadership Institute for School Improvement & Georgia Committee on Educational Leadership
Preparation’s Distributed School Leadership Roles
COURSE OUTLINE:
1. Technology and the Elementary and Secondary Education Acts
2. Technology and state legislation
3. The role of national and state technology standards in K-12 programs
4. The relationship between technology and content standards
5. Technology and the private sector
a. Vendors
b. Business partners
c. Work place readiness
d. Foundations
6. Trends and issues in K-12 virtual learning
7. Technology and the international education community
8. Professional organizations and the process of advocacy
9. Technology and education policy
a. Professional learning
b. Certification
c. Safety
d. Acceptable use
10. Research and the larger context
11. The media and decision-making
COURSE REQUIREMENTS/ASSIGNMENTS:
1.
2.
3.
4.
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 locate and post at least one recent media article on technology and education. The article
will be accompanied by a short summary and reflection on the article (not to exceed one page, doublespaced).
Candidates will locate and post one professional or scholarly article on a technology-related policy issue in
K-12 education. The article will be accompanied by a short summary and reflection on the article (not to
exceed one page, double-spaced).
Candidates will post a one-page summary on a professional organization that promotes professional
learning and advocates for technology issues. Summaries should include the website of the organization; a
list of publications/learning opportunities sponsored by the organization; membership requirements/fees;
and current interests/projects/pursuits promoted by the organization.
5.
6.
Candidates will obtain copies of the technology-related policies that are in place at a system level at school
districts. They will also determine (1) the factors that led to the proposal of this policy and (2) the process
by which that process was drafted, adopted and implemented. In small groups candidates will compare the
policy-adoption processes and the content/format of the policies. Groups will summarize the policies to the
group and present their findings on adoption procedures, content, and format to the class.
Candidates will select and research a current policy and/or implementation issue surrounding virtual
learning for K-12 students and will write a 5-10 page position paper explaining the issue and posing
possible solutions. Topics other than K-12 virtual learning can be substituted upon the approval of the
instructor.
EVALUATION AND GRADING:
Online and In-class Discussion of Readings (30% of grade)
Media article (5%)
Scholarly article (5%)
Professional organization summary (10%)
Local policy analysis (25%)
Virtual School position paper (25%)
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
required as prerequisites
Educational Leadership – Concentration in
Technology Leadership
EDL 9510
Leadership in Educational Technology
3__________________________________
Fall 2006
Regular
N.A.
N.A.
APPROVED:
________________________________________________
Vice President for Academic Affairs or Designee __
VII Attach Syllabus