KENNESAW STATE UNIVERSITY
GRADUATE COURSE PROPOSAL OR REVISION,
Cover Sheet
Course Number/Program Name ITEC 9430/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 9430
Course Title ____ Evaluating Professional Learning & Practice___
Credit Hours
3
Prerequisites
Admission to EDS or Ed.D. Program or Permission of
Instructor
Description (or Proposed Degree Requirements)
In this course, candidates will review the theoretical principles and practices that are best suited to highquality evaluations of professional learning programs, classroom instruction, and online learning.
III.
Justification
This course is designed to equip instructional technology professionals with the knowledge and skills
needed to promote continuous improvement in professional learning and classroom practice. It is critical
that professional learning programs are evaluated and strengthened as needed.
IV.
Additional Information (for New Courses only)
GOALS AND OBJECTIVES: (Aligned to Content Standards)
Candidates will be able to evaluate professional development programs, especially in the following areas:
(1) effective use of technology to support professional learning
(2) the impact of professional learning in promoting effective technology use in schools. (ISTE/NCATE TF
Standards I, II, III, V, and VIII).
In pursuit of these goals, the learning objectives of this course include:
1. Conducting needs assessment to determine baseline data on teachers’ knowledge, skills, and understanding
of concepts related to technology.
2. Evaluating the effectiveness of modeling used to demonstrate teachers’ knowledge, skills, and
understanding of concepts related to technology (TF I)
3. Evaluating the effectiveness of modeling appropriate strategies essential to continued growth and
development of the understanding of technology operations and concepts (TF I)
4. Modeling the creation of developmentally appropriate curriculum units that use technology (TF II)
5. Modeling methods and strategies for teaching computer/technology concepts and skills within the context
of classroom learning (TF II)
6. Modeling strategies to support the diverse needs of learners including adaptive and assistive technologies
and disseminate information to teachers (TF II)
7. Modeling strategies reflecting current research on teaching and learning with technology when planning
learning environments and experiences (TF II)
8. Modeling the use of technology resources reflecting district and state standards (TF II)
9. Modeling the use of appropriate instructional design principles associated with the development of
technology resources (TF II)
10. Facilitating technology-enhanced experiences that address content standards and student technology
standards (TF III)
11. Using technology to support learner-centered strategies that address the diverse needs of students (TF III)
12. Applying technology to demonstrate students' higher order skills and creativity (TF III)
13. Disseminating information regarding curricular methods and strategies that are aligned with
district/region/state/ national content and technology standards (TF III)
14. Summarizing and disseminating major research findings and trends related to the use of technology in
education to support integration throughout the curriculum (TF III)
15. Recommending evaluation strategies for improving students' use of technology resources for learning,
communication, and productivity (TF IV)
16. Analyzing data from a research project that includes evaluating the use of a specific technology in a P-12
environment (TF IV)
17. Using resources and professional development activities available from professional technology
organizations to support ongoing professional growth related to technology (TF V)
18. Implement policies that support district-wide professional growth opportunities for staff, faculty, and
administrators (TF V)
19. Continually evaluating professional practice to make informed decisions regarding the use of technology in
support of student learning and disseminating findings to district administrators (TF V)
20. Analyzing and recommending appropriate technology resources to enable and empower learners with
diverse backgrounds, characteristics, and abilities (TF V)
21. Examining the impact of national, state, and local standards for integrating technology in the school
environment (TF VIII)
22. Examining the impact of curriculum activities or performances that meet national, state, and local
technology standards (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
Doctoral
KSDs
5f
Distributed School
Leadership Roles*
Performance Leader
PSC/NCATE
Standard
1.2, 1.5
2. Evaluating the effectiveness of modeling used
to demonstrate teachers’ knowledge, skills, and
understanding of concepts related to technology
3a, 4b
Learning &
Development Leader
Performance Leader
1.2, 1.5
3. Evaluating the effectiveness of modeling
appropriate strategies essential to continued growth
and development of the understanding of
technology operations and concepts
4. Modeling the creation of developmentally
appropriate curriculum units that use technology
3a, 4b, 5f
Learning &
Development Leader
Performance Leader
1.2, 1.5
1. Conducting needs assessment to determine
baseline data on teachers’ knowledge, skills, and
understanding of concepts related to technology.
5. Modeling methods and strategies for teaching
computer/technology concepts and skills within the
context of classroom learning
3a, 5f
4e
6. Modeling strategies to support the diverse needs
of learners including adaptive and assistive
technologies and disseminate information to
teachers
6a, 6c, 6d
7. Modeling strategies reflecting current research
on teaching and learning with technology when
planning learning environments and experiences
1a
8. Modeling the use of technology resources
reflecting district and state standards
9. Modeling the use of appropriate instructional
design principles associated with the development
of technology resources
3a, 3c, 4e
4c
Learning &
Development Leader
Learning &
Development Leader
Curriculum,
Instruction &
Assessment Leader
Learning &
Development Leader
Curriculum,
Instruction &
Assessment Leader
Learning &
Development Leader
Curriculum,
Instruction &
Assessment Leader
Learning &
Development Leader
Curriculum,
Instruction &
Assessment Leader
Learning &
Development Leader
Curriculum,
Instruction &
Assessment Leader
Learning &
Development Leader
1.2, 1.5, .8
1.2, 1.5, 1.8
1.2, 1.5, 18
1.2, 1.5, 1.8
1.2, 1.5, 1.8
1.2, 1.5, 1.8
10. Facilitating technology-enhanced experiences
that address content standards and student
technology standards
11. Using technology to support learner-centered
strategies that address the diverse needs of students
3a, 3b, 3c,
4f
4f, 6c
12. Applying technology to demonstrate students'
higher order skills and creativity
4d
13. Disseminating information regarding curricular
methods and strategies that are aligned with
district/region/state/ national content and
technology standards
1a
14. Summarizing and disseminating major research
findings and trends related to the use of technology
in education to support integration throughout the
curriculum
1a
15. Recommending evaluation strategies for
improving students' use of technology resources
for learning, communication, and productivity
4b
16. Analyzing data from a research project that
includes evaluating the use of a specific
technology in a P-12 environment
17. Using resources and professional development
activities available from professional technology
organizations to support ongoing professional
growth related to technology
18. Implement policies that support district-wide
professional growth opportunities for staff, faculty,
and administrators
19. Continually evaluating professional practice to
make informed decisions regarding the use of
technology in support of student learning and
disseminating findings to district administrators
4b
Curriculum,
Instruction &
Assessment Leader
Learning &
Development Leader
Curriculum,
Instruction &
Assessment Leader
Learning &
Development Leader
Curriculum,
Instruction &
Assessment Leader
Curriculum,
Instruction &
Assessment Leader
Learning &
Development Leader
Curriculum,
Instruction &
Assessment Leader
Learning &
Development Leader
Curriculum,
Instruction &
Assessment Leader
Learning &
Development Leader
Curriculum,
Instruction &
Assessment Leader
Learning &
Development Leader
1.2, 1.5, 1.8
1.2, 1.5, 1.8
1.2, 1.5, 1.8
1.2, 1.5, 1.8
1.2, 1.5, 1.8
1.2, 1.5, 1.8
1.2, 1.5
5f
Learning &
Development Leader
1.2, 1.5
1b
Learning &
Development Leader
1.2, 1.5
4b
Process
Improrvement
Leader
Learning &
Development Leader
Curriculum,
Instruction &
Assessment Leader
1.2, 1.5, 1.8
20. Analyzing and recommending appropriate
technology resources to enable and empower
learners with diverse backgrounds, characteristics,
and abilities.
6a, 6c, 6d
21. Examining the impact of national, state, and
local standards for integrating technology in the
school environment
22. Examining the impact of curriculum activities
or performances that meet national, state, and local
technology standards
1c
3b, 4b
Learning &
Development Leader
Curriculum,
Instruction &
Assessment Leader
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
*Georgia’s Leadership Institute for School Improvement & Georgia Committee on Educational Leadership
Preparation’s Distributed School Leadership Roles
COURSE OUTLINE:
1.
Goals of professional learning programs
2.
Professional development standards and principles
3.
Evaluation frameworks applicable to evaluating professional learning and practice
4.
Documentation versus evaluation
5.
Process-focused versus results-focused evaluations
6.
Links between professional learning and student achievement
7.
Planning evaluations
8.
Collaborative models of evaluation
9.
Implementing the evaluation
1. Assess “evaluability”
2. Formulate evaluation questions
3. construct the framework
4. Collect data
5. Organize and Analyze data
6. Interpret data
7. Disseminate results
8. Evaluate the evaluation
COURSE REQUIREMENTS/ASSIGNMENTS:
1.
2.
3.
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 compile and submit an annotated bibliography of three scholarly articles on evaluating
professional learning in K-12 settings.
As a culminating project, students will develop and implement an evaluation plan related to a specific K-12
professional learning program, classroom practice, or an online course.
EVALUATION AND GRADING:
Online and In-class Discussion of Readings (40% of grade)
Web bibliography of Resources (15% of grade)
Professional Development Design Project (45% 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 9430
Evaluating Professional Learning & Practice
3__________________________________
Fall 2006
Regular
N.A.
N.A.
APPROVED:
________________________________________________
Vice President for Academic Affairs or Designee __
VII Attach Syllabus