KENNESAW STATE UNIVERSITY
GRADUATE COURSE PROPOSAL OR REVISION,
Cover Sheet
Course Number/Program Name
8540/Education Doctorate in Educational Leadership –
Concentration in Technology Leadership
Department
Educational Leadership
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 _EDL 8540______________________
Course Title ____ 21st Century Facilities & Finance___
Credit Hours
3
Prerequisites
Admission to EDS or Ed.D. Program or Permission of
Instructor
Description (or Proposed Degree Requirements)
This course provides a comprehensive overview of fiscal and facilities management associated with 21 st
century public school administration. Topics include reviewing the sources of funding for public schools
and procedures for accounting for those funds. Theories and research related to facility and program
management will also be discussed. Special issues surrounding planning for and funding technology
programs in K-12 schools and managing technology-rich learning organizations will be highlighted.
III.
Justification
Introducing, adopting, and sustaining technology uses in organizations, especially schools, is a complex
endeavor that often fails without the correct types of system support for the innovation. Among the
important types of system support is facilities and fiscal management and operations. This course will
provide educational leaders with a stronger framework for funding, planning, creating, securing, and
managing 21st Century Learning Environments.
IV.
Additional Information (for New Courses only)
GOALS AND OBJECTIVES: (Aligned to Program Standards)
Candidates will be prepared to plan, finance, and administer 21 st Century learning facilities:
In pursuit of these goals, the learning objectives of this course include:
1.
2.
3.
Designing and equipping learning facilities to accommodate needs of diverse learners, including adaptive
and assistive technologies (ELCC 3; NETS-A IV; TL II)
Locating and evaluating current research on teaching and learning with technology when planning learning
environments (ELCC 3; NETS-A IV; TL-II)
Identifying technology resources and evaluate them for accuracy and suitability based on the content
standards (ELCC 2, 3; NETS-A IV; TL II)
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
21.
22.
23.
24.
25.
26.
27.
28.
29.
30.
31.
32.
Modeling the integration of data from multiple software applications using advanced features of
applications such as word processing, database, spreadsheet, communication, and other tools into a product.
(ELCC 3; NETS-A IV; TL V )
Organizing, coordinating, and participating in an online learning community related to the use of
technology to support learning (ELCC 6; NETS-A IV; TLV)
Developing policies related to the acquisition of appropriate adaptive/assistive hardware and software for
students and teachers with special needs. (ELCC 2,3; NETS-A IV; TLVI)
Communicating research and establish policies to promote/enforce privacy, security, wellness, and safety
related to technology use (ELCC 2, 3; NETS-A IV, VI; TL VI)
Using research findings in establishing a policy and implementation strategies to promote equitable access
to technology resources for students and teachers (ELCC 2, 3; NETS-A IV; TL VI)
Promote environmentally safe and healthy practices related to technology (ELCC 3; NETS-A VI)
Ensure equity of access to technology resources that enable and empower all learners and educators (ELCC
3, 5, 6; NETS-A VI)
Developing plans to configure software/computer/technology systems and related peripherals in laboratory,
classroom cluster, and other appropriate instructional arrangements (ELCC 3; NETS-A IV; TL VII)
Installing local mass storage devices and media to store and retrieve information and resources (ELCC 3;
NETS-A IV; TL VII)
Prioritizing issues related to selecting, installing, and maintaining wide area Networks (WANs) for school
districts and facilitate integration of technology infrastructure with the WAN (ELCC 3; NETS-A IV; TL
VII)
Managing software used in classroom and administrative settings (ELCC2, 3; NETS-A IV; TLVII)
Evaluating methods of installation, maintenance, inventory, and management of software libraries (ELCC
3; NETS-A IV; TLVII)
Developing and disseminating strategies for troubleshooting and maintaining various hardware/software
configurations found in school settings (ELCC 3; NETS-A IV; TL- VII)
Selecting Network software packages used to operate a computer Network system or a Local Area Network
(LAN) (ELCC 3; NETS-A IV; TL-VII)
Analyzing need for technology support personnel to manage district technology resources and maximize
use by administrators, teachers and students to improve learning (ELCC 3; NETS-A IV; TL VII)
Investigating purchasing strategies and procedures for acquiring administrative and instructional software
for educational settings (ELCC 2, 3; NETS-A IV; TL VII)
Developing and utilizing guidelines for budget planning and management procedures related to educational
computing and technology facilities and resources (ELCC3; NETS-A IV; TL VII)
Developing and disseminating a system for analyzing and implementing procedures related to
troubleshooting and preventive maintenance on technology infrastructure (ELCC3; NETS-A IV; TL VII)
Maintaining and disseminating current information involving facilities planning issues and computer
related technologies (ELCC3; NETS-A IV; TL VII)
Designing and developing policies and procedures concerning staging, scheduling, and security for
managing hardware, software, and related technologies in a variety of instructional and administrative
school settings (ELCC3; NETS-A IV; TL VII)
Differentiating among specifications for purchasing technology systems in school settings.
Communicating and applying principles and practices of educational research in educational technology
(ELCC3; NETS-A IV; TL VII)
Describing social and historical foundations of education and how they relate to the use of technology in
schools (ELCC3; NETS-A IV; TL VII)
Discussing issues relating to building collaborations, alliances, and partnerships involving educational
technology initiatives (ELCC3; NETS-A IV; TL VII)
Designing and lead in the implementation of an effective group process related to technology leadership or
planning (ELCC3; NETS-A IV; TL-VIII)
Using evaluation findings to recommend modifications in technology implementations (ELCC3; NETS-A
IV; TL-VIII)
Comparing and evaluating district-level technology plans (ELCC3; NETS-A IV; TL-VIII)
Developing, implementing, and monitoring policies and guidelines to ensure compatibility of computers
(ELCC 3; NETS-A IV)
Designing and supporting technology replacement cycles (ELCC3, NETS-A IV)
33. Using strategic planning principles to lead and assist in the acquisition, implementation, and maintenance
of technology resources (ELCC 3, NETS-A IV; TL VII)
34. Plan, develop, and implement strategies and procedures for resource acquisition and management of
technology-based systems including hardware and software (ELCC 3, NETS-A IV; TL VII)
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. Designing and equipping learning facilities to
accommodate needs of diverse learners, including
adaptive and assistive technologies
2. Locating and evaluating current research on
teaching and learning with technology when
planning learning environments
3. Identifying technology resources and evaluate
them for accuracy and suitability based on the
content standards
4. Modeling the integration of data from multiple
software applications using advanced features of
applications such as word processing, database,
spreadsheet, communication, and other tools into a
product.
5. Organizing, coordinating, and participating in an
online learning community related to the use of
technology to support learning.
6. Developing policies related to the acquisition of
appropriate adaptive/assistive hardware and
software for students and teachers with special
needs.
7. Communicating research and establish policies
to promote/enforce privacy, security, wellness, and
safety related to technology use
8. Using research findings in establishing a policy
and implementation strategies to promote equitable
access to technology resources for students and
teachers
9. Promote environmentally safe and healthy
practices related to technology
10. Ensure equity of access to technology
resources that enable and empower all learners and
educators
11. Developing plans to configure
software/computer/technology systems and related
peripherals in laboratory, classroom cluster, and
other appropriate instructional arrangements
Doctoral
KSDs
4e, 6a, 6c,
6d
Distributed School
Leadership Roles*
Operations Leader
PSC/NCATE
Standard
1.5
1a
Curriculum,
Instruction &
Assessment Leader
1.2, 1.5, 1.8
4b
3c
2a, 2b, 2c,
2d, 2e
Learning &
Development Leader
Curriculum,
Instruction &
Assessment Leader
Data Analysis
Leader
Learning &
Development Leader
Learning &
Development Leader
1.2, 1.5, 1.8
1.2, 1.5, 1.8
1.2, 1.5
1b
Process
Improvement Leader
1.5
1a, 1b
Operations Leader
1.5
1a, 5b
Operations Leader
1.5
1b
Operations Leader
1.5
1b
Operations Leader
1.5
1b, 5b
Operations Leader
1.5
12. Installing local mass storage devices and media
to store and retrieve information and resources
13. Prioritizing issues related to selecting,
installing, and maintaining wide area Networks
(WANs) for school districts and facilitate
integration of technology infrastructure with the
WAN
14. Managing software used in classroom and
administrative settings
4e
Operations Leader
1.5
4e
Operations Leader
1.5
4e
Curriculum,
Instruction &
Assessment Leader
1.2, 1.5, 1.8
15. Evaluating methods of installation,
maintenance, inventory, and management of
software libraries
16. Developing and disseminating strategies for
troubleshooting and maintaining various
hardware/software configurations found in school
settings
17. Selecting Network software packages used to
operate a computer Network system or a Local
Area Network
18. Analyzing need for technology support
personnel to manage district technology resources
and maximize use by administrators, teachers and
students to improve learning
19. Investigating purchasing strategies and
procedures for acquiring administrative and
instructional software for educational settings
20. Developing and utilizing guidelines for budget
planning and management procedures related to
educational computing and technology facilities
and resources
21. Developing and disseminating a system for
analyzing and implementing procedures related to
troubleshooting and preventive maintenance on
technology infrastructure
22. Maintaining and disseminating current
information involving facilities planning issues
and computer related technologies
23. Designing and developing policies and
procedures concerning staging, scheduling, and
security for managing hardware, software, and
related technologies in a variety of instructional
and administrative school settings
24. Differentiating among specifications for
purchasing technology systems in school settings.
4b
Operations Leader
Operations Leader
1.5
1a, 4a
Operations Leader
1.5
4e
Operations Leader
1.5
4e
Operations Leader
1.5
1b
Operations Leader
1.5
1b
Operations Leader
1.5
1a, 4a
Operations Leader
1.5
1a
Operations Leader
1.5
1a
Operations Leader
1.5
4e
Operations Leader
1.5
25. Communicating and applying principles and
practices of educational research in educational
technology
26. Describing social and historical foundations of
education and how they relate to the use of
technology in schools
5a
Learning &
Development Leader
1.2, 1.5
1c
Learning &
Development Leader
1.2, 1.5
27. Discussing issues relating to building
collaborations, alliances, and partnerships
involving educational technology initiatives
2a, 2b, 2c,
2d, 2e
Relationship
Development Leader
1.6
28. Designing and lead in the implementation of an
effective group process related to technology
leadership or planning
29. Using evaluation findings to recommend
modifications in technology implementations
30. Comparing and evaluating district-level
technology plans
2a, 2b, 2c,
2d, 2e
Relationship
Development Leader
1.6
4b
Process
Improvement Leader
Performance
Improvement Leader
1.5
31. Developing, implementing, and monitoring
policies and guidelines to ensure compatibility of
computers
32. Designing and supporting technology
replacement cycles
33. Using strategic planning principles to lead and
assist in the acquisition, implementation, and
maintenance of technology resources
1b
Operations Leader
Operations Leader
1.5
1b
Operations Leader
1.5
1b
Process
Improvement Leader
1.5
34. Plan, develop, and implement strategies and
procedures for resource acquisition and
management of technology-based systems
including hardware and software
1b
1c
Operations Leader
Process
Improvement Leader
1.5
1.5
Operations Leader
*Georgia’s Leadership Institute for School Improvement & Georgia Committee on Educational Leadership
Preparation’s Distributed School Leadership Roles
COURSE OUTLINE:
This course provides a comprehensive overview of fiscal and facilities management associated with administering
technology-rich educational programs. Topics include strategic planning for instructional technology
implementations, reviewing funding sources available for technology; reviewing procurement and accounting
procedures associated with large purchases; considering the pros and cons of lease versus purchase; providing
adequate technology support; and planning and managing infrastructure projects. reviewing theories and research
related to facility and program management;
Special issues surrounding planning for and funding technology programs in K-12 schools and managing
technology-rich learning organizations will be highlighted.
1.
2.
3.
Funding sources for technologies
1. Allocations
2. Competitive grants
3. Donations
4. Partnerships
5. SPLOST
6. Other revenue generating plans
Review of Technology Plans
Collaborative Planning for Technology
1. Designing Learning Environments
i. Learning tasks
ii. Configuration
4.
5.
6.
iii. Applications
iv. Assistive/Adaptive Tech
2. Evaluating Technical Options
i. Hardware
ii. Software
iii. Infrastructure/Security
iv. Policy/Procedures
v. Technology Support/Total Cost of Ownership
vi. Interoperability
vii. Redeployment
viii. Lease/Purchase
Technology Management Tools and Processes
Purchasing/Procurement
Accounting practices
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 research and compare two wide area network (WAN) and two local area network (LAN)
solutions commonly used in instructional settings. Students will compare the strengths and weaknesses of
the two solutions (including price and performance) for a specific instructional context. The comparison
will be presented in chart format and will include at least two industry references on each of the selected
technologies.
Based on the vision of learning developed in Strategic Planning for Educational Technology, small groups
of candidates will:
a. Identify an actual school, set of schools or school district.
b. Propose a practical, yet robust learning environment that would best support the realization of the
vision in that setting. The learning environment must consider hardware, software, Internet
access, and LAN/WAN solution.
c. Support the proposal with a 3-5 page rationale for the decisions made
d. Develop a plan for establishing that environment and maintaining for a span of five years.
e. Develop a budget for that plan
EVALUATION AND GRADING:
Online and In-class Discussion of Readings (40% of grade)
LAN/WAN Comparison (15% of grade)
Facility Design Project (45% of grade)
A:
B:
C:
F:
92% - 100%
84%-91%
75%-83%
74% or lower
V.
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
Educational Leadership – Concentration in
Technology Leadership
EDL 8540
21st Century Facilities & Finance
3__________________________________
Fall 2006
Regular
N.A.
N.A.
APPROVED:
________________________________________________
Vice President for Academic Affairs or Designee __
VII Attach Syllabus