KENNESAW STATE UNIVERSITY
GRADUATE COURSE PROPOSAL OR REVISION,
Cover Sheet
Course Number/Program Name ITEC 8420/Education Specialist in Instructional Technology
Department
Instructional Technology
Degree Title (if applicable)
Education Specialist
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 _ITEC 8420
Course Title ____Facilitating Professional Learning and Change_
Credit Hours
3
Prerequisites
Admission to EDS or Ed.D. Program or Permission of
Instructor
Description (or Proposed Degree Requirements)
This course is designed to prepare instructional leaders who are knowledgeable in the design and
implementation of professional learning programs within a school/district. This course is grounded in
research and focused on effective practices that promote continuous learning and development to increase
student achievement. Topics include: assessing professional learning needs, designing effective reflection
and learning experiences, facilitating and presenting skills, mentoring, and evaluation. This course will also
examine the design and development of effective online professional learning programs.
III.
Justification
Billions of dollars have been spent on instructional technology within schools/districts; however, the return
on the investment has been minimal in terms of improving student achievement. The research is very clear
that professional learning is the critical ingredient for the effective use of technology in the classroom. This
course focuses on the development of instructional leaders who can lead in the design and implementation
of powerful forms of professional learning. Traditional one-day workshops are not enough to prepare
teachers to use technology effectively. Effective instructional leaders must be skilled in facilitating various
forms of professional learning, such as teacher study groups, guided peer observations, mentoring, and
demonstration lessons by master teachers. Instructional leaders must design professional learning that
deepens teachers’ content knowledge and pedagogical skills; includes opportunities for practice, research,
and reflection; takes place throughout the school day; and is sustained over time.
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 designing and
implementing high-quality professional learning programs (ISTE/NCATE TF Standards I, II, III, V, VI, VII, and
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.
16.
Candidates will identify resources and participate in professional development activities and
organizations to support ongoing professional growth related to technology. (ISTE/NCATE TF-V)
Candidates will disseminate information on school/district-wide policies for the professional
growth opportunities for staff, faculty, and administration. (ISTE/NCATE TF-V)
Candidates will discuss and examine the need for high quality professional learning in schools.
(ISTE/NCATE TF-V)
Candidates will develop an understanding of the National Staff Development Council (NSDC)
standards for professional learning. (ISTE/NCATE TF-V)
Candidates will apply the NSDC standards when designing, implementing, and evaluating
professional learning programs for P-12 schools. (ISTE/NCATE TF-V)
Candidates will review adult learning theory and apply its principles when designing and
delivering professional learning programs. (ISTE/NCATE TF-VIII)
Candidates will identify the characteristics of a professional learning community. (ISTE/NCATE
TF-V)
Candidates will describe ways to facilitate the development of professional learning communities
in P-12 schools. (ISTE/NCATE TF-VIII)
Candidates will develop powerful professional learning programs to support technology initiatives
within P-12 schools. (ISTE/NCATE TF-V)
Candidates will develop online learning components to be used in conjunction with on-site
professional development and the creation of a supportive face-to-face learning community.
(ISTE/NCATE TF-V)
Candidates will participate in cooperative group process techniques and identify when each
technique is most effective. (ISTE/NCATE TF-VIII)
Candidates will assist teachers in the ongoing development of knowledge, skills, and
understanding of technology systems, resources, and services that are aligned with school, district
and state technology plans. (ISTE/NCATE TF-I)
Candidates will use technology resources to collect and analyze data, interpret results, and target
instructional technology practices to maximize student learning. (ISTE/NCATE TF-V)
Candidates will locate, select, capture and integrate video and digital images for use in
presentations, publications and online learning modules. (ISTE/NCATE TF-V)
Candidates will use technology to communicate and collaborate with peers, parents, and the larger
community. (ISTE/NCATE TF-V)
Candidates will participate in online learning communities for collaboration and communication.
(ISTE/NCATE TF-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. Candidates will identify resources and
participate in professional development activities
and organizations to support ongoing professional
growth related to technology
2. Candidates will disseminate information on
school/district-wide policies for the professional
growth opportunities for staff, faculty, and
administration
3. Candidates will discuss and examine the need
for high quality professional learning in schools
4. Candidates will develop an understanding of the
National Staff Development Council (NSDC)
standards for professional learning
5. Candidates will apply the NSDC standards when
designing, implementing, and evaluating
professional learning programs for P-12 schools
6. Candidates will review adult learning theory and
apply its principles when designing and delivering
professional learning programs.
7. Candidates will identify the characteristics of a
professional learning community
8. Candidates will describe ways to facilitate the
development of professional learning communities
in P-12 schools
9. Candidates will develop powerful professional
learning programs to support technology initiatives
within P-12 schools
10. Candidates will develop online learning
components to be used in conjunction with on-site
professional development and the creation of a
supportive face-to-face learning community
11. Candidates will participate in cooperative
group process techniques and identify when each
technique is most effective
12. Candidates will assist teachers in the ongoing
development of knowledge, skills, and
understanding of technology systems, resources,
and services that are aligned with school, district
and state technology plans
13. Candidates will use technology resources to
collect and analyze data, interpret results, and
target instructional technology practices to
Doctoral
KSDs
5f
Distributed School
Leadership Roles*
Learning &
Development Leader
PSC/NCATE
Standard
1.2, 1.5
1b, 5f
Learning &
Development Leader
1.2, 1.5
5f
Learning &
Development Leader
Learning &
Development Leader
1.2, 1.5
5f
Learning &
Development Leader
1.2, 1.5
1a, 5f
Learning &
Development Leader
1.2, 1.5
2a, 2b, 2c,
2d, 2e, 5f
Learning &
Development Leader
1.2, 1.5
2a, 2b, 2c,
2d, 2e, 5f
Relationship
Developer
Learning &
Development Leader
5f
1.2, 1.5
1.2, 1.5, 1.6
3c, 5f
Learning &
Development Leader
1.2, 1.5
3c, 5f
Learning &
Development Leader
1.2, 1.5
2a, 2b, 2c,
2d, 2e, 5f
Relationship
Development Leader
1.6
3a, 3b, 3c
Learning &
Development Leader
1.2, 1.5
4e, 4f
Data Analysis
Leader
1.8
maximize student learning.
14. Candidates will locate, select, capture and
integrate video and digital images for use in
presentations, publications and online learning
modules
15. Candidates will use technology to
communicate and collaborate with peers, parents,
and the larger community
16. Candidates will participate in online learning
communities for collaboration and communication.
3c
Learning &
Development Leader
1.2, 1.5
2a, 2b, 2c,
2d, 2e, 3c
Relationship
Development Leader
1.6
2a, 2b, 2c,
2d, 2e, 5f
Relationship
Development Leader
1.6
*Georgia’s Leadership Institute for School Improvement & Georgia Committee on Educational Leadership
Preparation’s Distributed School Leadership Roles
COURSE OUTLINE:
1.
Overview of principles of adult learning and conceptual change.
2.
Unique challenges of professional learning programs promoting technology adoption
3.
Research findings on technology adoption and use in schools
4.
Matching instructional methods to learning goals
5.
Providing adequate follow-up to traditional face-to-face or on-line training
6.
Successful technology-related professional learning programs in schools
7.
The role of technology in supporting professional learning
8.
Organizations and standards for professional learning in education
COURSE REQUIREMENTS/ASSIGNMENTS:
1.
Candidates will plan a professional learning program to support a technology initiative within a
school/district. The program must adhere to the National Staff Development Council (NSDC) standards
and include both face-to-face and online components. The plan should include: program description;
program outline; program objectives; assignments/deliverables; materials/resources; and budget. Online
component(s) must be fully developed in either an online portal or website. Candidates will present their
professional learning program to the class at the end of the semester.
2.
Candidates will create a mini-video of a technology-related lesson OR a software tutorial video that
could be used to advance the professional learning of other educators.
3.
Candidates will create a web page of resources to support the technology-enhanced professional learning
of faculty, staff, and/or administrators within a school/district. Resources might include technologyconnected lesson plans, software reviews, videos of technology-connected lessons, etc…
4.
Candidates will participate in a series of online discussion forums 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.
EVALUATION AND GRADING:
Online and In-class Discussion of Readings (25% of grade)
Video or online tutorial (20% of grade)
Web bibliography of Resources (15% of grade)
Professional Development Design Project (40% of grade)
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
(Note: Limit 16 spaces)
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
Instructional Technology
ITEC 8420
Facilitating Professional Learning & Change
3__________________________________
Fall 2005
Regular
N.A.
N.A.
APPROVED:
________________________________________________
Vice President for Academic Affairs or Designee __
VII Attach Syllabus