KENNESAW STATE UNIVERSITY
GRADUATE COURSE PROPOSAL OR REVISION,
Cover Sheet
Course Number/Program Name ITEC 9400/Education Doctorate in Instructional Technology
Department
Instructional Technology
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 _ITEC 9400______________________
Course Title ____ Research & Theory in Instructional Technology___
Credit Hours
3
Prerequisites
Admission to EDS or Ed.D. Program or Permission of
Instructor
Description (or Proposed Degree Requirements)
Candidates will explore landmark research findings and theoretical perspectives that have shaped the
instructional uses of technology for the last two decades. Candidates will also review current research and
explore the questions that are influencing current inquiry in the instructional applications of technology.
III.
Justification
Researchers consistently have determined that technology use is most effective when it is integrated into
high-quality teaching and learning practices in the classroom. Yet, research also shows that technology use
in K-12 schools often falls short of this ideal. Unfortunately, much technology use remains infrequent,
peripheral to primary learning activities in the classroom, disconnected from state and national learning
standards, and/or focused on lower-level cognitive tasks. Through this course, leaders will develop the skills
necessary to reverse these trends. Candidates will also strengthen their ability to construct a conceptual
framework for their own research in instructional technology.
IV.
Additional Information (for New Courses only)
GOALS AND OBJECTIVES: (Aligned to Content Standards)
Candidates will improve their ability (1) to apply current research to improve instructional technology practice in
their own schools/districts, and (2) to conceptualize and conduct research that will help explain how technology can
improve teaching and learning in K-12 schools.
In pursuit of these goals, the learning objectives of this course include:
1.
2.
3.
Model strategies reflecting current research on teaching and learning with technology when planning
learning environments and experiences (TF II)
Summarize major research findings and trends related to the use of technology in education to support
integration throughout the curriculum (TF III)
Summarize and disseminate major research findings and trends related to the use of technology in
education to support integration throughout the curriculum (TF III)
4.
5.
6.
7.
Use examples of emerging programming, authoring or problem solving environments that support
personal/professional development (TF V)
Research specifications for purchasing technology systems (TF VIII)
Locate and disseminate current research in educational technology (TF VIII)
Develop and implement activities that focus on the history of technology use in schools (TF 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. Model strategies reflecting current research on
teaching and learning with technology when
planning learning environments and experiences
2. Summarize major research findings and trends
related to the use of technology in education to
support integration throughout the curriculum
3. Summarize and disseminate major research
findings and trends related to the use of technology
in education to support integration throughout the
curriculum
4. Use examples of emerging programming,
authoring or problem solving environments that
support personal/professional development
5. Research specifications for purchasing
technology systems
6. Locate and disseminate current research in
educational technology
7. Develop and implement activities that focus on
the history of technology use in schools
Doctoral
KSDs
1a, 4e
Distributed School
Leadership Roles*
Learning &
Development Leader
PSC/NCATE
Standard
1.2, 1.5
1a
Curriculum,
Instruction &
Assessment,
1.2, 1.5, 1.8
1a
3c, 5f
Learning &
Development Leader
Curriculum,
Instruction &
Assessment,
Learning &
Development Leader
Learning &
Development Leader
1.2, 1.5, 1.8
1.2, 1.5
4e
Operations
1.2, 1.5
1a
Learning &
Development Leader
Learning &
Development Leader
1.2, 1.5
1b
1.2, 1.5
COURSE OUTLINE:
1.
Theoretical traditions in curriculum, instruction, and technology research
2.
Examples of research methodologies common to curriculum, instruction, and technology research
3.
Research topics in curriculum, instruction, and technology research in K-12 settings
4.
Current issues in curriculum, instruction, and technology research.
5.
Technologies for facilitating the research process and the productivity of the researcher
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
2.
3.
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 in educational technology. 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 in the field of educational technology. The paper should also build a rationale of
why this research would add to the theoretical knowledge in the field and how the results might serve to
improve operations or practice in K-12 schools.
EVALUATION AND GRADING:
Online and In-class Discussion of Readings (40% of grade)
Summaries of Books/Articles (20% of grade)
Critical Question/Rationale 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
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
Instructional Technology
ITEC 9400
Research & Theory in Instructional
Technology
3__________________________________
Fall 2006
Regular
N.A.
N.A.
APPROVED:
________________________________________________
Vice President for Academic Affairs or Designee __
VII Attach Syllabus