BAGWELL COLLEGE OF EDUCATION
Ed.D. Program
EDL 9510 Leadership in Educational Technology
Kennesaw State University
Bagwell College of Education
Department: Educational Leadership
Department phone number:
Semester: XXXX
Credit Hours: 3
INSTRUCTOR:
e-mail:
Web page:
Office Phone:
TEXTS:
COURSE CATALOG DESCRIPTION:
Prerequisites:
Admission to the Ed.S. or Ed.D. program in Educational Leadership or approval of the
Educational Leadership Department to enroll in this course as an elective course.
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.
PURPOSE/RATIONALE:
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.
KSU CONCEPTUAL FRAMEWORK SUMMARY
Collaborative Development of Expertise in Teaching and Learning
The Professional Teacher Education Unit (PTEU) at Kennesaw State University is committed to
developing expertise among candidates in initial and advanced programs as teachers and leaders
who possess the capability, intent and expertise to facilitate high levels of learning in all of their
“The Collaborative Development of Expertise”
Page 1
of 12
students through effective, research-based practices in classroom instruction, and who enhance
the structures that support all learning. To that end, the PTEU fosters the development of
candidates as they progress through stages of growth from novice to proficient to expert and
leader. Within the PTEU conceptual framework, expertise is viewed as a process of continued
development, not an end-state. To be effective, teachers and educational leaders must embrace
the notion that teaching and learning are entwined and that only through the implementation of
validated practices can all students construct meaning and reach high levels of learning. In that
way, candidates at the doctoral level develop into leaders for learning and facilitators of the
teaching and learning process. Finally, the PTEU recognizes, values, and demonstrates
collaborative practices across the college and university and extends collaboration to the
community-at-large. Through this collaboration with professionals in the university, the public
and private schools, parents and other professional partners, the PTEU meets the ultimate goal of
assisting Georgia schools in bringing all students to high levels of learning.
Knowledge Base:
Teacher development is generally recognized as a continuum that includes four phases:
preservice, induction, in-service, renewal (Odell, Huling, and Sweeny, 2000). Just as Sternberg
(1996) believes that the concept of expertise is central to analyzing the teaching-learning process,
the teacher education faculty at KSU believe that the concept of expertise is central to preparing
effective classroom teachers and teacher leaders. Researchers describe how during the continuum
phases teachers progress from being Novices learning to survive in classrooms toward becoming
Experts who have achieved elegance in their teaching. We, like Sternberg (1998), believe that
expertise is not an end-state but a process of continued development.
Use of Technology:
Technology Standards for Educators are required by the Professional Standards Commission.
Telecommunication and information technologies will be integrated throughout the master
teacher preparation program, and all candidates must be able to use technology to improve
student learning and meet Georgia Technology Standards for Educators. During the courses,
candidates will be provided with opportunities to explore and use instructional media. They will
master use of productivity tools, such as multimedia facilities, local-net and Internet, and feel
confident to design multimedia instructional materials, and create WWW resources.
Field Experience:
While participating in all field experiences, you are encouraged to be involved in a variety of
school-based activities directed at the improvement of teaching and learning. Activities may
include, but are not limited to, attending and presenting at professional conferences, participating
in leadership activities, attending PTA/school board meetings, and participating in educationrelated community events. As you continue your field experiences, you are encouraged to explore
every opportunity to learn by doing.
Diversity:
A variety of materials and instructional strategies will be employed to meet the needs of the
different learning styles of diverse learners in class. Candidates will gain knowledge as well as an
understanding of differentiated strategies and curricula for providing effective instruction and
assessment within multicultural classrooms. One element of course work is raising candidate
“The Collaborative Development of Expertise”
Page 2
of 12
awareness of critical multicultural issues. A second element is to cause candidates to explore
how multiple attributes of multicultural populations influence decisions in employing specific
methods and materials for every student. Among these attributes are ethnicity, race,
socioeconomic status, gender, giftedness, disability, language, religion, family structure,
sexual orientation, and geographic region. An emphasis on cognitive style differences
provides a background for the consideration of cultural context.
Kennesaw State University provides program accessibility and accommodations for persons
defined as disabled under Section 504 of the Rehabilitation Act of 1973 or the Americans with
Disabilities Act of 1990. A number of services are available to support students with disabilities
within their academic program. In order to make arrangements for special services, students
must visit the Office of Disabled Student Support Services (770-423- 6443) and develop an
individual assistance plan. In some cases, certification of disability is required.
Please be aware that there are other support/mentor groups on the campus of Kennesaw State
University that address each of the multicultural variables outlined above. For more information
contact the Student Life Center at 770-423-6280.
Doctorate of Education (EdD)
The knowledge, skills and dispositions (KSD’s) of the graduates of the The Kennesaw
State University Doctorate of Education program of the Bagwell College of Education reflect the
unique aspects of this degree. Collaboratively developed by faculty from across the university
and in consultation with community/school partners, these outcomes and proficiencies delineate
the high expectations we have for graduates who will be Leaders for Learning. Clearly, the
proficiencies reflect the complex nature of student learning in advanced degree programs leading
to a terminal degree. Consequently, many of the proficiencies listed below incorporate aspects
of knowledge, skills and dispositions within a single proficiency. These proficiencies are clearly
linked to our conceptual framework, The Collaborative Development of Expertise in Teaching,
Learning and Leadership.
Graduates from the Doctorate of Education Program at Kennesaw State University
1. Demonstrate leadership as advocates for students and education. Candidates
a. synthesize and apply the latest research on learning, leadership, developmental theory
advocating the implementation of best practices and assist colleagues to do the same to
ensure all students learn.
b. are knowledgeable, articulate and think critically about educational practice, policy and
issues on national and international arenas.
c. understand, respond to , and influence the larger political, social, economic, legal, and
cultural context in matters related to education.
d. are knowledgeable about the factors contributing to safe physical environments for
education.
e. develop, articulate, implement, and steward a vision of learning supported by the
school community
“The Collaborative Development of Expertise”
Page 3
of 12
2. Demonstrate leadership as agents for change, collaboration and collegiality. Candidates
a. understand the complexity of schools and the ambiguous nature of educational issues.
b. act in concert with and/or on behalf of colleagues to improve teaching and learning in
the classroom as supported by effective school, district, state level policies and
operations.
c. facilitate shared-decision making and teamwork.
d. improve teaching and learning by intentionally and systematically building networks of
influence at local, state, national and international arenas.
e. impact student learning for all and mentor other educators to do the same by effectively
working within the structures and culture of schools, families and communities.
f. support the teaching and learning process by soliciting all sources of funding and
educational resources.
3. Demonstrate leadership as mentors. Candidates
a. support and guide teachers to improve teaching and learning for all.
b. are committed to improving student learning by improving teaching and the learning
environment.
c. model routine, intentional, and effective use of technology while mentori8ng and
encouraging others to do the same.
4. Demonstrate leadership as expert teachers and instructional leaders. Candidates
a. are creative and flexible in their thinking and in seeking solutions to educational
challenges.
b. are knowledgeable of assessment, evaluation and accountability practices and critically
synthesize and utilize the data to improve student learning.
c. are master-teachers and instructional leaders possessing and demonstrating content and
pedagogical expertise who are able to make international comparisons in both areas.
d. develop and/or support appropriate, meaningful curricula that positively impact student
learning for all and assist others to do the same.
e. facilitate and support curricular design, instructional strategies, and learning
environments that integrate appropriate technologies to maximize teaching and
learning.
f. use technology to collect and analyze data, interpret results, and communicate findings
to improve instructional practice and student learning.
5. Demonstrate leadership as models of professionalism. Candidates
a. effectively design and conduct educational research which positively influences
educational practice or policy.
b. exhibit ethical behavior in all professional and personal interactions.
c. respect others, value differences and are open to feedback.
d. believe that for every problem there is a solution and actualize that belief when
engaging colleagues, students, families and community partners.
e. seek out responsibility and are accountable for their actions.
f. maintain current knowledge and best practices through continued professional
development.
“The Collaborative Development of Expertise”
Page 4
of 12
6. Demonstrate leadership in meeting the needs of diverse constituents. Candidates
a. value and recognize the strength and power of diversity.
b. incorporate global perspectives and cultural richness in curriculum planning and
decision making.
c. address exceptionalities in planning, teaching, and assessment and respond to diverse
community interests and needs by mobilizing community resources.
d. proactively and intentionally advocate for and work to build educational environments
that are inclusive and supportive of diverse students, families and colleagues
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)
“The Collaborative Development of Expertise”
Page 5
of 12
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
Doctoral
KSDs
1. Identify and evaluate methods and
4b
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
4d
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
3a, 4e
Distributed
School
Leadership
Roles*
Curriculum,
Instruction &
Assessment
Leader
PSC/NCATE
Standard
Curriculum,
Instruction &
Assessment
Leader
Curriculum,
Instruction &
Assessment
Leader
1.2, 1.5, 1.8
1.2, 1.5, 1.8
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
Learning &
“The Collaborative Development of Expertise”
Page 6
of 12
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 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
1a
1b, 5f
Development
Leader
Curriculum,
Instruction &
Assessment
Leader
Learning &
Development
Leader
Process
Improvement
Leader
1.2, 1.5, 1.8
1.5
1b, 1c
Operations
Leader
1.5
1b, 6c, 6d
Curriculum,
Instruction &
Assessment
Leader
1.2, 1.5, 1.8
5a
Operations
Leader
Operations
Leader
1.5
2a, 2b, 2c,
2d, 2e
Relationship
Leader
1.6
1b
Curriculum,
Instruction &
Assessment
Leader
1.2, 1.5, 1.8
1b, 1c
1.5
*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
“The Collaborative Development of Expertise”
Page 7
of 12
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. 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.
2. 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, double-spaced).
3. Candidates will locate and post one professional or scholarly article on a technologyrelated 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).
4. 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. 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.
“The Collaborative Development of Expertise”
Page 8
of 12
6. 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:
92% - 100%
84%-91%
75%-83%
74% or lower
Note: All written work should reflect careful organization of material and the high standards of
investigation associated with college-level studies. Papers should be typewritten, on 8 1/2 x 11 in. paper.
Action research work submitted should follow APA format. Manuscripts must be proof read to ensure
accuracy in spelling, punctuation, and grammar. Written work should be attractive and neat -ESPECIALLY WITH MATERIALS INTENDED FOR STUDENT USE.
ACADEMIC HONESTY STATEMENT:
The KSU Graduate Catalog states “KSU expects that graduate students will pursue their
academic programs in an ethical, professional manner. Any work that students present in
fulfillment of program or course requirements should reflect their own efforts, achieved without
giving or receiving any unauthorized assistance. Any student who is found to have violated these
expectations will be subject to disciplinary action.”
PROFESSIONALISM: CLASS ATTENDANCE/PARTICIPATION POLICY:
Attendance is required for each class session, and candidates are expected to be on time. Part of
your success in this class is related to your ability to provide peer reviews and feedback to your
group members regarding group projects. Furthermore, responding effectively and appropriately
to feedback from your peers and the professor is another measure of one’s professionalism. Since
each class meeting represents one week of instruction/learning, failure to attend class will impact
your performance on assignments and final exams. Class discussions, group work, and activities
require that everyone be present. There is no way to “make up” this class. Please be prepared
with all readings completed prior to class. You are expected to ask insightful and pertinent
questions.
“The Collaborative Development of Expertise”
Page 9
of 12
REFERENCES AND BIBLIOGRAPHY:
Dede, C. (2001). State policy framework for assessing educational technology implementation.
Co-sponsored by the National Science Foundation, the Benton Foundation, the Council of
Chief
State School Officers, and NEIR*TEC. http://www.neirtec.org/statepolicy/forum1/
Dickard, N. (2003). Edtech 2002: Budget Challenges, Policy Shifts and Digital Opportunities. In
N. Dickard, (Ed.), The Sustainability Challenge: Taking edtech to the next level. Washington,
D.C.: Benton Foundation. http://www.benton.org
Dickard, N., Honey, M., & Wilhem, A. (2003). Introduction: The challenge of taking edtech to
the next level. In N. Dickard, (Ed.), The Sustainability Challenge: Taking edtech to the next
level. Washington, D.C.: Benton Foundation. http://www.benton.org
EdWeek (2003, May 8). Tech Counts Special Issue. http://www.edweek.com
EdWeek (2001). Tech Counts Special Issue. http://www.edweek.com
EnGauge: A framework for planning and evaluating the systemwide use of educational
technology (2000). Naperville, IL: North Central Regional Educational Laboratory,
http://www.ncrel.org/engauge/
Fatemi, E. (1999, Sept.). Building the digital curriculum. Ed Week, Tech Counts Special Issue.
http://www.edweek.com
Fitzgerald, S. (2003). Back to the Future: Total cost of ownership and other edtech sustainability
models. In N. Dickard, (Ed.), The Sustainability Challenge: Taking edtech to the next level.
Washington, D.C.: Benton Foundation. http://www.benton.org
Georgia’s Statewide Study of Technology Use. (2002). Study conducted by the Georgia
Department of Education and the National Business in Education Alliance.
Hoffman, D. L., & Novak, T. P. (1999, May). The evolution of the digital divide: Examining the
relationship of race to internet access and usage over time. Working paper [Online].
Available: http://www.2000.ogsm.vanderbilt.edu/digital.divide.html.
Jones, B., Valdez, G., Norakowski, J., & Rasmussen, C. (1995). Plugging in: Choosing and using
technology. Naperville, IL: North Central Regional Educational Laboratory.
Keane, J., Gersick, A. Kim, C. and Honey, M. (2003). Toward a sustainability framework:
Lessons from the literature and the field. In N. Dickard, (Ed.), The Sustainability Challenge:
Taking edtech to the next level. Washington, D.C.: Benton Foundation. http://www.benton.org
Krathwohl, D., Bloom, B. S., & Masia, B. B. (1984). Taxonomy of educational objectives,
handbook 1: Cognitive domain. New York: Longman.
Lemke, C. (2000). 21st Century Skills. In EnGauge: A framework for planning and evaluating the
systemwide use of educational technology. Naperville, IL: North Central Regional
Educational Laboratory. http://www.ncrel.org/engauge/skills/skills.htm .
Lemke, C. & Coughlin, E (1998). Technology in America’s schools: Seven dimensions for
gauging progress. Santa Monica, CA: Milken Family Foundation.
http://www.mff.org/publications/publications.taf?page=158 .
Mann, D., Shakeshaft, C., Becker, J., Kottkamp, R. (1999). The West Virginia Story:
Achievement Gains from a Statewide Comprehensive Instructional Technology Program.
Santa Monica, CA: Milken Family Foundation.
http://www.mff.org/publications/publications.taf?page=155
Market Data Retrieval. (2002). “Technology in Education Survey.” As published in EdWeek’s
Tech Counts Issue, May 8, 2003. http://www.edweek.com
“The Collaborative Development of Expertise”
Page 10
of 12
Moersch, C. (2001). Using LoTI as a research tool. Leading and Learning with Technology,
29(3), pp. 22-27. http://www.learning-quest.com/publicationsandresearch.html
National Educational Research Policy and Priorities Board. (1999). Recommendations regarding
research priorities: An advisory report (Reports-Evaluative PPB-1999-6307). Washington,
D.C.: National Academy of Education.
National Center for Education Statistics. (2000). Schools and staffing survey, 1999-2000. As
published in EdWeek’s Tech Counts Issue, May 8, 2003. http://www.edweek.com .
National Center for Educational Statistics. (2002). Internet access in U.S. public schools and
classrooms. Washington, D.C.: U.S. Department of Education.
http://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2002018
National Education Technology Plan: Getting America’s students ready for the 21st Century,
(1996). Washington, D.C.: U.S. Department of Education. http://www.airdc.
org/forum/goals.htm
National Leadership Institute Toolkit. (2003). Arlington, VA: State Education Technology
Directors’ Association. http://www.setda.org/nli2002/CD/index.htm
NETS Project, (2000). National educational technology standards for students—Connecting
curriculum and technology, Eugene, OR: International Society for Technology in Education.
[ISBN 1-56484-150-2] www.iste.org
NETS Project, (2002). National educational technology standards for teachers—Preparing
teachers to use technology, Eugene, OR: International Society for Technology in Education.
[ISBN 1-56484-173-1] www.iste.org
NETS Project, (2000). National educational technology standards for students—Connecting
curriculum and technology, Eugene, OR: International Society for Technology in Education.
[ISBN 1-56484-150-2]
Newmann, F. (1996). Authentic achievement: Restructuring schools for intellectual quality. San
Francisco: Jossey-Bass.
Newmann, F. & Wehlage, G. (1993, April) Five standards of authentic instruction. Educational
Leadership, 50, 8.
Newmann, F. & Wehlage, G. (1995). Successful school restructuring: A report to the public and
educators. Madison, WI: Center on Organization and Restructuring of Schools, Wisconsin
Center for Education Research, University of Wisconsin.
Porter, B. (2002). Grappling with accountability 2002: MAPPing tools for organizing and
assessing technology for student results. Sedalia, CO: Educational Technology Planners,
Inc.http://www.bjpconsulting.com/
Rogers, E. (1995). Diffusion of innovations (4th ed.). New York: Free Press.
Ronnkvist, A., Dexter, S., & Anderson, R. (2000). Technology support: Its depth, breadth, and
impact on America's schools: Teaching, learning, and computing 1998 survey, report # 5.
Irvine, CA: Center for Research on Information, Technology, and Organizations at
University of California, Irvine and the University of Minnesota.
http://www.crito.uci.edu/tlc/findings/technology-support/ .
Secretary’s Commission on Achieving Necessary Skills (1991). What work requires of Schools:
A SCANS report for America 2000. Washington, D.C.: U.S. Department of Labor.
http://wdr.doleta.gov/SCANS/whatwork/whatwork.html
Tech Counts Issue,
May 8, 2003. http://www.edweek.com
Technology Standards for School Administrators Collaborative, (2001). Technology standards
“The Collaborative Development of Expertise”
Page 11
of 12
for school administrators. Naperville, IL: North Central Regional Educational Laboratory.
http://cnets.iste.org/tssa/
U. S. Department of Commerce, National Telecommunications and Information Administration.
(1999). Chart A-8: Percent of U. S. households with computers by income, 1984-1998
(Selected years). In Falling through the net: Defining the digital divide. Washington, D.C.
Available online: http://www.ntia.doc.gov/ntiahome/fttn99/contents.html
U. S. Department of Commerce, National Telecommunications and Information Administration.
(1998). Falling through the net II: New data on the digital divide [Online]. Available:
http://www.ntia.doc.gov/ntiahome/net2/falling.html
U. S. Census Bureau. (2000). Home computers and Internet use in the United States.
Washington, D.C.: U.S. Department of Commerce.
http://www.census.gov/prod/2001pubs/p23-207.pdf
Valdez, G., McNabb, M., Foertsch, M., Anderson, M., Hawkes, M., and Raack, L. (2000).
Computer-based technology and learning: Evolving uses and expectations. Naperville, IL:
North Central Educational Laboratory.
Wenglinsky, H. (2002, February). How schools matter: The link between teacher classroom
practices and student academic performance. Education Policy Analysis Archives, 10(12).
http://epaa.asu.edu/epaa/v10n12/
Williams, C. (2000). Statistics in brief: Internet access in U. S. public schools and classrooms,
1994-1999. Washington, D.C.: National Center for Education
.
“The Collaborative Development of Expertise”
Page 12
of 12