KENNESAW STATE UNIVERSITY
GRADUATE COURSE PROPOSAL OR REVISION,
Cover Sheet
Course Number/Program Name ITEC 9410/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
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 9410______________________
Course Title ____ Instructional Leadership & Technology Facilitation___
Credit Hours
3
Prerequisites
Admission to EDS or Ed.D. Program or Permission of
Instructor
Description (or Proposed Degree Requirements)
This course will assist candidates in connecting their technology facilitation efforts to broader instructional
issues such as academic achievement; best practices; national/state content/ technology literacy standards;
socio/economic issues; and private sector interests. The course will provide case studies of effective
integration of technology into other high-profile instructional initiatives. The need for teachers and other
instructional leaders to become informed advocates of instructional technology initiatives will also be
addressed.
III.
Justification
In order to maximize their impact as technology facilitators, candidates must also establish themselves as
“instructional leaders” and “advocates” for instructional technology. They must well-versed in broader
professional efforts related to curriculum, instruction, and assessment, and they must learn to integrate
technology into the issues of greatest concern at the school, district, state, and national levels. The purpose
of the course is to position candidates to make significant contributions as technology facilitators,
beginning with their doctoral research efforts.
IV.
Additional Information (for New Courses only)
GOALS AND OBJECTIVES: (Aligned to Content Standards)
Candidates will participate in instructional improvement and technology facilitation efforts at local, state, national,
and international levels.
In pursuit of this goal, the learning objectives of this course include (ISTE/NCATE TF II, II, V, VI):
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
21.
22.
23.
24.
25.
26.
Modeling the creation of developmentally appropriate curriculum units that use technology (TF II)
Modeling methods and strategies for teaching computer/technology concepts and skills within the context
of classroom learning (TF II)
Modeling strategies to support the diverse needs of learners including adaptive and assistive technologies
and disseminate information to teachers (TF II)
Modeling the use of technology resources reflecting district and state standards (TF II)
Creating professional development lessons integrating technology resources that reflect content standards.
Modeling the use of technology resources within the context of learning activities (TF II)
Modeling a variety of strategies to manage student learning in a technology-enhanced environment and
support the teachers as they implement the strategies (TF II)
Modeling the use of appropriate instructional design principles associated with the development of
technology resources (TFII)
Summarizing major research findings and trends related to the use of technology in education to support
integration throughout the curriculum (TF II)
Disseminating information regarding curricular methods and strategies that are aligned with
district/region/state/ national content and technology standards (TF III)
Summarizing and disseminate major research findings and trends related to the use of technology in
education to support integration throughout the curriculum (TF III)
Implementing policies that support district-wide professional growth opportunities for staff, faculty, and
administrators (TF V)
Continually evaluating professional practice to make informed decisions regarding the use of technology in
support of student learning and disseminate findings to district administrators (TF V)
Modeling the integration of advanced features of word processing, desktop publishing, graphics programs,
and utilities to demonstrate professional products (TF V)
Facilitating activities to help others in locating, selecting, capturing, and integrating video and digital
images, in varying formats for use in presentations, publications and/or other products (TF V)
Facilitating the use of specific-purpose electronic devices (such as graphing calculators, languages
translators, scientific probeware, or electronic thesaurus) in content areas (TF V)
Using a variety of distance learning systems to support personal/professional development (TF V)
Applying instructional design principles to demonstrate hypermedia/multimedia products to support
professional development (TF V)
Modeling the use of appropriate tools for communicating concepts, conducting research, and solving
problems for an intended audience and purpose (TF V)
Setting and manipulating preferences and defaults of operating systems and productivity tool programs, and
troubleshoot problems associated with their operation (TF V)
Staying abreast of current telecommunications tools and resources for information sharing, remote
information access, and multimedia/hypermedia publishing in order to nurture student learning (TF V)
Analyzing rules, policies, and procedures to support the legal and ethical use of technology (TF-VI)
Conducting research to determine effective strategies for achieving equitable access to technology
resources for all students and teachers (TF-VI)
Staying abreast of current developments to configure computer/technology systems and related peripherals
in laboratory, classroom cluster, and other appropriate instructional arrangements (TF-VI)
Locating and disseminating current research in educational technology (TF-VI)
Providing information on the benefits of forming school partnerships to support technology integration and
locate an existing partnership within a school setting (TF-VI)
27. Examining the impact of curriculum activities or performances that meet national, state, and local
technology standards (TF-VI)
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. Modeling the creation of developmentally
appropriate curriculum units that use technology
2. Modeling methods and strategies for teaching
computer/technology concepts and skills within the
context of classroom learning
3. Modeling strategies to support the diverse needs
of learners including adaptive and assistive
technologies and disseminate information to
teachers
4. Modeling the use of technology resources
reflecting district and state standards
5. Creating professional development lessons
integrating technology resources that reflect
content standards.
6. Modeling the use of technology resources within
the context of learning activities
7. Modeling a variety of strategies to manage
student learning in a technology-enhanced
environment and support the teachers as they
implement the strategies
8. Modeling the use of appropriate instructional
design principles associated with the development
of technology resources
Doctoral
KSDs
4d
3a, 3c, 4e
Distributed School
Leadership Roles*
Learning &
Development Leader
Curriculum,
Instruction &
Assessment Leader
PSC/NCATE
Standard
1.2, 1.5
1.2, 1.5, 1.8
6a, 6c, 6d
Learning &
Development Leader
Curriculum,
Instruction &
Assessment Leader
1.2, 1.5, 1.8
3a, 3c, 4e
Learning &
Development Leader
Curriculum,
Instruction &
Assessment Leader
1.2, 1.5, 1.8
4e, 5f
Learning &
Development Leader
Curriculum,
Instruction &
Assessment Leader
1.2, 1.5, 1.8
3c
Learning &
Development Leader
Curriculum,
Instruction &
Assessment Leader
1.2, 1.5, 1.8
4e
Learning &
Development Leader
Curriculum,
Instruction &
Assessment Leader
1.2, 1.5, 1.8
4c
Learning &
Development Leader
Curriculum,
Instruction &
Assessment Leader
1.2, 1.5, 1.8
9. Summarizing major research findings and trends
related to the use of technology in education to
support integration throughout the curriculum
10. Disseminating information regarding curricular
methods and strategies that are aligned with
district/region/state/ national content and
technology standards
11. Summarizing and disseminate major research
findings and trends related to the use of technology
in education to support integration throughout the
curriculum
12. Implementing policies that support districtwide professional growth opportunities for staff,
faculty, and administrators
13. Continually evaluating professional practice to
make informed decisions regarding the use of
technology in support of student learning and
disseminate findings to district administrators
14. Modeling the integration of advanced features
of word processing, desktop publishing, graphics
programs, and utilities to demonstrate professional
products
15. Facilitating activities to help others in locating,
selecting, capturing, and integrating video and
digital images, in varying formats for use in
presentations, publications and/or other products
16. Facilitating the use of specific-purpose
electronic devices (such as graphing calculators,
languages translators, scientific probeware, or
electronic thesaurus) in content areas
17. Using a variety of distance learning systems to
support personal/professional development
18. Applying instructional design principles to
demonstrate hypermedia/multimedia products to
support professional development
19. Modeling the use of appropriate tools for
communicating concepts, conducting research, and
solving problems for an intended audience and
purpose
20. Setting and manipulating preferences and
defaults of operating systems and productivity tool
programs, and troubleshoot problems associated
with their operation
21. Staying abreast of current telecommunications
tools and resources for information sharing, remote
information access, and multimedia/hypermedia
publishing in order to nurture student learning
22. Analyzing rules, policies, and procedures to
support the legal and ethical use of technology
1a
1a
1a
1b
4b
Learning &
Development Leader
Learning &
Development Leader
Curriculum,
Instruction &
Assessment Leader
Learning &
Development Leader
Learning &
Development Leader
Process
Improvement
Learning &
Development Leader
Learning &
Development Leader
1.2, 1.5
1.2, 1.5, 1.8
1.2, 1.5
1.2, 1.5
1.2, 1.5
3c
Learning &
Development Leader
1.2, 1.5
3a, 4e
Learning &
Development Leader
1.2, 1.5
3a, 4e
Learning &
Development Leader
1.2, 1.5
5f
Learning &
Development Leader
Learning &
Development Leader
1.2, 1.5, 1.8
3c, 5f
Learning &
Development Leader
1.2, 1.5
3c
Operations
1.5
5f
Learning &
Development Leader
1.2, 1.5
1b, 1c
Process
Improvement Leader
1.5
3c, 5f
1.2, 1.5
23. Conducting research to determine effective
strategies for achieving equitable access to
technology resources for all students and teachers
1c, 5a, 5b
24. Staying abreast of current developments to
configure computer/technology systems and
related peripherals in laboratory, classroom cluster,
and other appropriate instructional arrangements
25. Locating and disseminating current research in
educational technology
26. Providing information on the benefits of
forming school partnerships to support technology
integration and locate an existing partnership
within a school setting
27. Examining the impact of curriculum activities
or performances that meet national, state, and local
technology standards
5f
1a
2b, 2d, 2e
3b, 4b
Learning &
Development Leader
Operations Leader
Learning &
Development Leader
Operation Leader
Learning &
Development Leader
Relationship Leader
Curriculum,
Instruction &
Assessment Leader
1.2, 1.5
1.2, 1.5
1.2, 1.5
1.6
1.2, 1.5, 1.8
Learning &
Development Leader
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 instructional technology
a. 1:1
b. wireless
c. virtual learning
d. e-texts
7. Social, human, ethical, and legal issues related to instructional applications of technology
a. Internet safety
b. copyright
c. acceptable use
8. Technology and the international education community
9. Professional organizations and the process of advocacy
10. Technology and education policy
a. Professional learning
b. Certification
c. Safety
d. Acceptable use
11. Research and the larger context
12. 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
2.
3.
4.
5.
6.
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 that 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.
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
Faculty
Other Personnel
Equipment
Supplies
Travel
New Books
New Journals
Other (Specify)
TOTAL
Amount
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 9410
Instructional Leadership & Tech Facilitation
3__________________________________
Fall 2006
Regular
N.A.
N.A.
APPROVED:
________________________________________________
Vice President for Academic Affairs or Designee __
VII Attach Syllabus