UNIVERSITY SYSTEM OF GEORGIA
NEW GRADUATE PROGRAM PROPOSAL
MASTER OF EDUCATION
Major: INSTRUCTIONAL TECHNOLOGY
Kennesaw State University
November 2006
Proposed:
Department of Instructional Technology & Educational Foundations (ITEF)
Bagwell College of Education
Proposed Start Date: Fall 2007
KSU New Program Proposal
Master of Education, Major: Instructional Technology
7/27/2016
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KENNESAW STATE UNIVERSITY
GRADUATE PROGRAM/CONCENTRATION PROPOSAL
FORM 02/25/04
PROGRAM OR CONCENTRATION NAME:
Master of Education in Instructional Technology
DEPARTMENT: Proposed: Instructional Technology & Educational Foundations Department
PROPOSED EFFECTIVE DATE: Fall 2007
Check One or More of the Following and Complete the Appropriate Sections
_____New Program Proposal**
_____Change in Program/Concentration/Degree Requirements
_____New Concentration Proposal
Sections to be Completed
All
III – VII, XII
I – VII, XII
**A new course proposal is required for each new course that is part of the new program
Submitted by:
______________________________________________________
Faculty Member
Date
___ Approved ___ Not Approved
______________________________________________________
Department Curriculum Committee
Date
___ Approved ___ Not Approved
______________________________________________________
Department Chair
Date
___ Approved ___ Not Approved
______________________________________________________
School Curriculum Committee
Date
___ Approved ___ Not Approved
______________________________________________________
School Dean
Date
___ Approved ___ Not Approved
______________________________________________________
GPCC Chair
Date
___ Approved ___ Not Approved
______________________________________________________
Dean, Graduate Studies
Date
___ Approved ___ Not Approved
______________________________________________________
Vice President for Academic Affairs
Date
___ Approved ___ Not Approved
______________________________________________________
President
Date
KSU New Program Proposal
Master of Education, Major: Instructional Technology
7/27/2016
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UNIVERSITY SYSTEM OF GEORGIA
NEW GRADUATE PROGRAM PROPOSAL
Master of Education in Instructional Technology
Kennesaw State University
November, 2006
Proposed:
Department of Instructional Technology & Educational Foundations
BAGWELL COLLEGE OF EDUCTION
Proposed Start Date: Fall 2007
CIP:______
KSU New Program Proposal
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I.
Program Description
Unique Aspects of Program
A Master of Education in Instructional Technology continues and expands the Kennesaw State
University (KSU) College of Education’s commitment to preparing accomplished educators
through the collaborative development of expertise in teaching and learning. This commitment is
consistent with the conceptual framework of the Professional Teacher Education Unit (PTEU),
outlining a vision for developing educators from novice to proficient to expert and leader. The
Instructional Technology program will foster the development of knowledge, skills, and
dispositions necessary to be an effective user and facilitator of instructional technologies
improving teaching and learning. Specifically, and in concert with the PTEU vision, the goal of
the Master of Education in Instructional Technology is to establish technology teachers who are
experts in their field, facilitators of twenty-first century learning, and collaborative professionals
who are active leaders in their profession. This program further expands Kennesaw State
University’s philosophical foundation emphasizing ethics, leadership and community
engagement through creation of an accomplished community of technology leaders to advocate
for school improvement.
The PTEU embraces the development of educational professionals who, as collaborative
partners, engage in local, state, national, and international endeavors in teaching, research, and
service to become subject matter experts capable of facilitating high levels of learning within
diverse student populations (PTEU, 2004). The proposed Master of Education in Instructional
Technology confirms these ideals by promoting scholarly activity supporting inquiry, research,
and the validation of instructional technology initiatives aimed to bring all Georgia students to
higher levels of academic performance. Kennesaw State University faculty are committed to
promoting candidates who achieve intellectual proficiency in a challenging and facilitative
collegial environment fostering high-quality academic preparation, pedagogical study, and
professional leadership experiences (KSU Catalog, 2004-05).
The proposed Master of Education in Instructional Technology is distinctive in its emphasis on
how instructional technology can be used specifically to improve instruction and increase student
achievement and productivity. Traditionally, technology programs in the field of education have
emphasized either instructional design or library/media technology. This is the current status of
most graduate programs in the University System of Georgia. Candidates who successfully
complete the KSU program will exhibit the knowledge, skills, and dispositions equipping them
to teach technology applications; demonstrate effective use of technology to support student
learning of content; and provide professional development, mentoring, and basic technical
assistance for other teachers who require support in their efforts to apply technology to support
K-12 student learning (ISTE/NCATE, 2004).
The proposed Master of Education Program in Instructional Technology prepares candidates to
serve as building/campus-level technology facilitators. This program furthers Kennesaw State
University’s mission by providing a facilitative collegiate environment fostering high quality
academic preparation with a focus on critical thinking skills, global and multicultural
perspectives, effective communication and interpersonal skills, leadership development, social
KSU New Program Proposal
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responsibility, and lifelong learning. Kennesaw State University’s mission will be fully reflected
in this unique, well-balanced Master of Education Program in Instructional Technology.
The proposed Master of Education in Instructional Technology is aligned to the International
Society for Technology in Education (ISTE) standards for Technology Facilitation (TF). The
International Society for Technology in Education has developed standards for an in-depth
program in Technology Facilitation, preparing candidates to be building/campus-level
technology facilitators. These ISTE/NCATE technology facilitation standards encompass (1)
Technology Operations and Concepts; (2) Planning and Designing Learning Environments
and Experiences; (3) Teaching, Learning, and the Curriculum; (4) Assessment and
Evaluation; (5) Productivity and Professional Practice; (6) Social, Ethical, Legal, and
Human Issues; (7) Procedures, Policies, Planning, and Budgeting for Technology
Environments and; (8) Leadership and Vision (ISTE/NCATE, 2004). The National Council
for Accreditation of Teacher Education (NCATE) has adopted these standards and guidelines for
use in the accreditation of Instructional Technology programs. Unlike few other masters degree
programs from universities in the University System of Georgia, Kennesaw State University’s
proposed program is aligned to these national standards. The proposed program provides insight
into the specific development needs of educational technology facilitators and advance the
knowledge and preparation of quality practitioners. This distinction will drive the demand for
instructional technology professionals uniquely prepared to facilitate school improvement
through technology initiatives.
Furthermore, the Master of Education Program in Instructional Technology will meet a vital
need in the educational community. As schools and districts continue to adjust to the evolving
demands of a technological society, the need for expert technology leadership becomes
paramount. As schools in the Kennesaw State University service area implement innovative
instructional technologies, they need leaders to drive and support the reform effort. For example,
schools and districts are beginning to implement 1:1 initiatives in which all students are issued a
laptop computer. This initiative will revolutionize teaching and learning for teachers and
students while simultaneously increasing the demands on technology professionals.
Consequently, effective instructional technology leadership to support these types of school-wide
technology initiatives is crucial. The proposed program in Instructional Technology will generate
teachers with the knowledge, skills, and disposition to support such initiatives, thereby meeting
this demonstrated need.
Another vital need of professionals in the education community involves flexibility in
scheduling. KSU faculty are committed to providing a program of the highest caliber, serving the
learning needs of all candidates while modeling exemplary uses of twenty-first century
technologies. Therefore, the Master of Education Program in Instructional Technology will offer
a blended program, with traditional face-to-face courses mixed with collaborative, online
components. This flexibility will appeal to many professional candidates, thereby extending the
educational opportunity to a larger population. This blended format provides an authentic
learning environment that supports candidates in their professional endeavors, offers constant
opportunities for support and advisement, and fosters a collaborative learning environment. In
addition, experience with an online learning environment will be extremely beneficial to
candidates as they will be expected to support online learning in their schools/districts.
KSU New Program Proposal
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Eventually, the Instructional Technology program will conduct a pilot cohort that is completely
online. The Board of Regents has recently expressed its support for online programs and the
Instructional Technology program will certainly lend itself to this environment.
KSU is ideally positioned to offer the Master of Education Program in Instructional Technology
because of its long-standing relationship with the Georgia Department of Education (GDOE) to
host an Educational Technology Training Center (ETTC) at KSU. The mission of the ETTC is to
work collaboratively to provide professional learning, consulting, and service for Georgia
educators promoting the appropriate use of technology in support of teaching, learning, and
leadership. The Educational Technology Training Center constantly monitors the pulse of current
issues and trends in instructional technology in Georgia through a close partnership with the
Instructional Technology Department at the (GDOE). The Masters of Education Program in
Instructional Technology will benefit from the vast resources of the Educational Technology
Training Center including a highly competent staff, 21st century technology tools, and a state-ofthe-art learning facilities. The ETTC will provide an authentic learning environment for
candidates as faculty will be able to introduce issues into class that are current and relevant to the
field. It is through this partnership with the DOE that the ETTC has been recognized as a 21st
Century Educational Technology Center of Distinction. This distinction adds appeal to the
program, offering candidates a unique opportunity to experience the twenty-first century learning
environment and its affect on technology leadership. The ETTC maintains outstanding resources
to ensure the success of the proposed program in Instructional Technology.
Institutional Importance of the Program
The proposed program supports the academic priorities articulated in the October, 2004 draft of
Kennesaw State University’s Strategic Plan. Specifically, the program proposal increases
Kennesaw State University’s offerings of high-quality graduate degree programs. More
importantly, however, it provides an opportunity for Kennesaw State to initiate a new direction
in instructional technology programs by creating a nationally recognized program of excellence,
unique to the university system of Georgia, which will propel KSU as a significant regional
university. Further, the proposed program will build on Kennesaw State University’s established
foundation of instructional leadership, faculty expertise, and successful university and
community initiatives.
Specifically, the proposed M. Ed. program in Instructional Technology will help Kennesaw State
University meet the priorities and goals of our strategic plan in the following ways:
1. The program promotes Kennesaw State University as a progressive and innovative
university, thereby increasing the competitiveness of educational offerings by
providing a premier graduate program that is unique to the University System of
Georgia.
2. The program reflects a commitment to excellence in graduate education by offering
an exceptional graduate degree program based on national standards developed by the
International Society for Technology in Education (ISTE). Moreover, the program
diversifies instructional strategies by increasing hybrid, or blended, course offerings,
KSU New Program Proposal
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utilizing online and distance components to support face-to-face instruction.
3. The program promotes research, scholarship, and creativity, thereby bringing more
depth and significance to the learning experience. Furthermore, the program
addresses authentic issues of our global society with a focus on empirical research
linked to school improvement by promoting instructional technology leaders who can
effect positive change in school districts locally, regionally, and statewide.
4. The program provides candidates with in-depth training and experiences in the field
of instructional technology, thereby meeting the needs of the service area by
promoting professionals who can facilitate school improvement through technology
initiatives. In addition, the program’s emphasis on instructional technology in a
diverse, global environment furthers Kennesaw State University’s distinctive tradition
as a university devoted to student achievement and success.
Kennesaw State University's Mission and Strategic Plan
The proposed Master of Education in Instructional Technology Program exemplifies the vision
and mission of Kennesaw State University as a progressive and innovative university,
strategically focused on distinctive graduate programs that promote new heights in candidate
achievement and success. The proposed program builds on several of Kennesaw State’s Core
Values:







A commitment to expanding exceptional graduate programs with a distinctive
focus on professional development, community engagement, and empirical
research.
An emphasis on Kennesaw State University’s distinctive achievements in
leadership, ethics, and community-based learning.
A focus on research, scholarship, and creativity, which bring more depth and
significance to learning and connect real-life issues of our global society.
A dedication to teaching, academic excellence, and student success.
A commitment to developing faculty, staff, and candidates who are leaders,
role models, and mentors.
A focus on global and international perspectives.
A respect for diversity and individual differences.
System and State of Georgia Goals
The proposed program is closely aligned with the following University System of Georgia/Board
of Regents strategic goals:
Goal 1
Educating graduates who are intellectually and ethically informed
individuals with defined skills and knowledge, who are capable leaders,
creative thinkers, and contributing citizens;
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Goal 2
Expanding participation by increasing access, enhancing diversity,
improving service to nontraditional students, expanding use of distance
education opportunities, advancing public library usage, and marketing the
advantages of postsecondary education;
Goal 3
Increasing academic productivity through improved recruitment, increased
retention, accelerated graduation, expanded credit generation, augmented
continuing education opportunities, and current technology;
Goal 5
Accelerating Georgia’s economic development by providing needed
graduates, offering appropriate academic programs, and marketing the
System and its institutions as economic assets of the state;
Goal 8
Ensuring coordination, where appropriate, between University System
of Georgia policy and practices and those of the Department of
Education (DOE);
Goal 9
Increasing, diversifying, and strategically allocating resources.
Staffing, Facilities and Enrollment
Initially, the Masters in Instructional Technology program will be staffed by three full-time
faculty members including: Dr. Traci Redish, Dr. Jo Williamson, and a faculty member selected
in a search process that is currently underway. In addition, Dr. Mark Warner, Associate Dean,
and Mr. Jim Wright, Assistant Director of Field Experiences, will also teach in this program.
This program will draw expertise from professional staff housed in the Educational Technology
Training Center as well. These are tremendous accomplished leaders in instructional technology
and will serve as an excellent resource for this program. The Instructional Technology program
will be staffed as needed by adjunct faculty members drawn from local school districts and/or the
Department of Education Instructional Technology Division. Furthermore, the Instructional
Technology program plans to grow by adding faculty members as needed to support program
expansion. The revenue generated in this program will serve to fund additional faculty.
The facilities supporting the program are housed on the campus of Kennesaw State University in
Kennesaw Hall of the Bagwell College of Education. State of the art computer labs, professional
libraries, and on-line resources are available on campus. Specifically, the Educational
Technology Training Center features three high-tech computer labs, with an additional,
technical/networking lab at the KSU Center. The labs are equipped with 20-30 multimedia
computers each with Internet-connectivity, wireless capacity, a wide variety of productivity
programs as well as numerous curricular applications. Each computer lab is equipped with
presentation equipment, an interactive white board, printers, scanner, and multimedia hardware
and software tools. Furthermore, the ETTC has two wireless laptop carts of 20 laptops each,
representing both the Macintosh and Windows platforms. In addition, the Educational
Technology Training Center boasts a Twenty-First Century Model Classroom, supported by the
Georgia Department of Education’s Twenty-First Century Schools Initiative. Other support
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facilities are widespread in the Georgia Department of Education, the community at large, and
the school districts within the service area.
The Instructional Technology program will draw candidates from the Atlanta Metro Area,
particularly from Cobb County, Fulton County, DeKalb County, Paulding County, Cherokee
County and areas north of Atlanta. Some candidates are seeking the opportunity to advance their
careers in instructional technology with the attainment of a higher degree. Others ultimately
aspire to attain a terminal degree. Still other candidates may wish to validate their qualifications
and increase their compensation. The faculty supporting the Instructional Technology program
has frequent contact with interested educators, ETTC attendees, advisory board members, and an
Educational Technology Consortium of district leaders in the service area. Support for the
program is substantial. In a small survey conducted with a few local school districts, over 100
educators have expressed interest in this Masters degree in Instructional Technology. The
program is presently planned to admit one cohort of 25 students per year, with the ability, given
proper resources, to expand to two cohorts per year.
II
Objectives of the Program
The purpose of this program is to offer an advanced program of study in Instructional
Technology, which will provide the knowledge, skills, and dispositions to prepare candidates to
act as building/campus-level technology facilitators. Candidates who successfully complete the
program will exhibit the knowledge, skills, and dispositions equipping them to teach technology
applications; demonstrate effective use of technology to support student learning of content; and
provide professional development, mentoring, and basic technical assistance for other teachers
who require support in their efforts to apply technology to support K-12 student learning
(ISTE/NCATE, 2004).
This program is structured to meet the following ISTE/NCATE Objectives:
Technology Facilitation Standard I (TF-I) Technology Operations and Concepts
Educational technology facilitators demonstrate an in-depth understanding of technology
operations and concepts.
Technology Facilitation Standard II (TF-II) Planning and Designing Learning
Environments and Experiences
Educational technology facilitators plan, design, and model effective learning environments and
multiple experiences supported by technology.
Technology Facilitation Standard III (TF-III) Teaching, Learning, and the Curriculum
Educational technology facilitators apply and implement curriculum plans that include methods
and strategies for applying technology to maximize student learning.
Technology Facilitation Standard IV (TF-IV) Assessment and Evaluation
Educational technology facilitators apply technology to facilitate a variety of effective
assessment and evaluation strategies.
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Technology Facilitation Standard V (TF-V) Productivity and Professional Practice
Educational technology facilitators apply technology to enhance and improve personal
productivity and professional practice.
Technology Facilitation Standard VI (TF-VI) Social, Ethical, Legal, and Human Issues
Educational technology facilitators understand the social, ethical, legal, and human issues
surrounding the use of technology in P-12 schools and assist teachers in applying that
understanding in their practice.
Technology Facilitation Standard VII (TF-VII) Procedures, Policies, Planning and
Budgeting for Technology Environments
Educational technology facilitators promote the development and implementation of technology
infrastructure, procedures, policies, plans, and budgets for P-12 schools.
Technology Facilitation Standard VIII (TF-VIII) Leadership and Vision
Educational technology facilitators will contribute to the shared vision for campus integration of
technology and foster an environment and culture conducive to the realization of the vision.
III
Justification and Need for the Program
The focus of this Master of Education Program in Instructional Technology is on the
achievement of the ISTE/NCATE Standards for Technology Facilitation established by the
International Society for Technology in Education (ISTE). This distinction makes the Kennesaw
State University Instructional Technology program unique within the University System of
Georgia and in a select group nationally. Currently, Georgia educators are charged to master the
Technology Standards for Teachers (NETS-T) or Administrators (NETS-A), established by
ISTE. In addition, Georgia students are expected to achieve the ISTE Technology Standards for
Students (NETS-S). Therefore, the proposed program, aligned with the ISTE Standards for
Technology Facilitation (TF), builds on a well-established foundation of national standards,
consistent with technology standards for students, teachers, and administrators. Alignment with
the ISTE Standards for Technology Facilitation lends credibility and esteem to the Maters
program, propelling KSU as a progressive and innovative university of national distinction.
Enormous emphasis has been placed on Georgia schools and districts to effectively utilize the
technology tools available to them with the goal of improved student achievement. This
emphasis is evidenced in the Georgia Technology Integration Plan, (Department of Education,
2004) with objectives to increase instructional and administrative uses of technology to increase
student achievement. Specifically, the Georgia Technology Integration Plan has established the
following success indicators:
By the year 2006, 80% of instructional practices in Georgia classrooms will be characterized
at Level 3 or above on the National Business Alliance’s Level of Technology
Implementation (LOTI) scale, with 40% at LOTI Level 4A and 20% at LOTI Level 4B.
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By the year 2006, 80% of administrative practices in Georgia school systems will be best
characterized as “exploration” on NCEL’s enGuage “Administrative Processes and
Operations continuum, with 20% characterized as “transformation.”
In addition, the Enhancing Education Through Technology Act of 2001 (NCLB, US Dept of Ed.)
requires that every student achieve technology literacy by eighth grade. These reform efforts at
the state and national levels have enormous implications for educators. Instructional technology
leaders are vital to the reform effort as Georgia school districts strive to meet the goals
established in both the Enhancing Education Through Technology Act of 2001 and the Georgia
Technology Integration Plan, with a vision to use research-based instructional and administrative
technologies to improve student achievement, enhance technology literacy, and develop a
highly-qualified workforce for the twenty-first century. The proposed Master of Education
Program in Instructional Technology will meet a crucial need of the education community by
preparing instructional technology leaders to advance school improvement through innovative
uses of instructional technologies.
The Georgia Department of Education is pioneering an initiative that will accelerate the demand
for effective technology leadership: the Twenty-First Century Model Schools initiative. As the
Educational Technology Training Center (ETTC) at KSU partners with the Georgia Department
of Education to accomplish this initiative, it will be recognized as a Twenty-First Century
Educational Technology Center of Distinction. As such, the ETTC is establishing a Twenty-First
Century Learning Environment, demonstrating exemplary pedagogical practices characteristic of
learning in the twenty-first century. Through this initiative, twelve public schools in Georgia
have been chosen to become Twenty-First Century Model Schools; six of the model schools are
in the Kennesaw State University service area. The intense focus on effective uses of technology
for teaching and learning will drive the need for visionary educational technology teachers and
leaders. The proposed Master of Education Program is poised to fill a fervent demand for
advanced programs in Instructional Technology.
Kennesaw State University is in an ideal position to offer this advanced degree in Instructional
Technology. The faculty members who will support the Instructional Technology program have
a long history of collaboration with the Educational Technology Training Center (ETTC),
Georgia Department of Education, as well as district leaders in surrounding school districts.
These partnerships have resulted in the education community’s trust in programs and services of
the faculty at Kennesaw State University. The Educational Technology Training Center is
distinguished statewide as a center of excellence, boasting of highly skilled Instructional
Technology Specialists, state-of-the-art technologies, and visionary leadership. The reputation of
the Educational Technology Training Center will lend credibility to the program.
Traditionally, advanced programs in instructional technology have narrowly focused on
Instructional Design or Media Technology. Programs emphasizing Instructional Design
disproportionately focus on the systemic application of theory and models applied to the task of
instructional design, with little application to issues unique to the education system. Similarly,
programs in Media Technology have a strong concentration on topics related to library media
and information technology; while fitting for professionals in the library/media field, these
programs do not specifically address the knowledge and skills of administrative and instructional
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uses of technology to effect student achievement. In contrast, the proposed M. Ed. program in
Instructional Technology is uniquely focused on research-based instructional technologies for
improved student achievement. Instructional Technology faculty are specialized in instructional
uses of technology, providing insight into current issues in the field. This unique program in
Instructional Technology provides an authentic learning environment for instructional
technology facilitators, thereby setting the program apart from competing programs in the
University System of Georgia.
There is certainly a demand for an Instructional Technology degree program at KSU. Currently,
KSU offers a Technology Leadership concentration in the Educational Leadership program. This
program has been extremely successful with 112 students currently enrolled in five cohorts. In
addition, the Instructional Technology concentration of the Ed.D. program in Leadership for
Learning received 31 applications to the inaugural cohort beginning in January 2007—second
only to Inclusive Education which received 41 applications. Clearly, KSU has the potential to
become a leader in the area of Instructional Technology in Georgia.
A survey conducted by GetEducated.com and published in the Virtual University Gazette, an
online publication of Southern New Hampshire University’s Distance Education program,
revealed the demand for Instructional Technology programs for teachers, citing these programs
as “almost too hot to handle in 2004,” (¶ 3). Our own survey, conducted through the ETTC,
echoes those findings. Two-hundred thirty-five classroom teachers and technology leaders
participated in the survey. Results illustrate a fervent demand for advanced degree programs in
Instructional Technology offered at Kennesaw State University. Of 223 responses regarding the
Master of Education Program in Instructional Technology, 61 expressed an interest in enrolling
in the program, while 57 indicated they might be interested. Of 105 respondents who indicated
no interest in a Masters program in Instructional Technology, 79 already hold advanced degrees.
Overwhelmingly, potential candidates support a blended format (70%), with only 11%
expressing an interest in a traditional format and 19% preferring a completely online program.
Survey data regarding the Masters program is detailed below.
Would you be interested in a Masters degree program in Instructional/Educational
Technology? (223 responses)
Yes
No
Maybe
61
105
57
27%
75% of 105 hold T5+/L5+
26%
What format would you prefer for the Masters program? (189 responses)
Traditional
Blended
Completely
Online
21
133
35
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11%
70%
19%
Results of the survey are encouraging. Based on the data analysis and participant comments,
there is an enthusiastic group of 61+ potential candidates in the Kennesaw State University
service area. The Masters program can easily fill one cohort of 25 candidates; it is anticipated
that demand will require a second cohort to be added the following year.
The program is designed for individuals who are preparing to assume building/campus-level
leadership positions in instructional technology. Graduates of this program will be proficient in
educational technology knowledge, skills, and dispositions, enabling them to lead schools in the
State of Georgia to higher levels of student achievement through innovative uses of instructional
technology. The Master of Education in Instructional Technology Program will prepare teachers
with an advanced degree that will allow them to seek employment in public or private P-12
school districts as technology facilitators.
* Appropriate specialization
The program is designed to challenge candidates at an advanced level of achievement in
instructional technology. Courses are focused on current issues and research-based
initiatives in instructional technology and their impact on teaching and learning. Program
graduates will be ready to improve their teaching in their content area and assume
leadership roles in instructional technology at the local building/campus level.
Additionally, program candidates will be fully prepared academically to pursue a higher
level of studies in instructional technology.
* Quantity of graduates
The program plans to start a cohort of 25 students the first year. After one year, the
program can be expanded to admit up to two cohorts each year. The program will
eventually have approximately 40-50 graduates per year.
* Productivity
The following charts illustrate projected enrollment and FTE generation over the first two
fiscal years of program operations. Credit hours generated for the fiscal year 1 AND 2 is
represented below (C1 = Cohort 1, C2 = Cohort 2).
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FY
1
1
Semester
CREDIT HOURS GENERATED FY 1
Number of
M.Ed. Program
Candidates
Fall – C1
Instructional Technology
25
6
150
Spring – C1
Instructional Technology
25
6
150
Instructional Technology
25
6
FISCAL YEAR #1 CREDIT HOUR GENERATION TOTALS
150
450
Summer – C1
FY
2
2
Cr. Hrs/
Candidate
Cr. Hrs.
Gen.
Semester
CREDIT HOURS GENERATED FY 2
Number of
M.Ed. Program
Candidates
Fall – C1
Instructional Technology
25
6
150
Fall – C2
Instructional Technology
25
6
150
Spring – C1
Instructional Technology
25
9
225
Spring – C2
Instructional Technology
25
6
150
Summer – C1
Instructional Technology
25
6
150
Instructional Technology
25
6
FISCAL YEAR #2 CREDIT HOUR GENERATION TOTALS
150
975
Summer – C2
Cr. Hrs/
Candidate
Cr. Hrs.
Gen.
* Partnering
The primary partner for this program will be KSU’s ETTC. They will collaborate to share
faculty, facilities, and technology resources. In addition, the Bagwell College of
Education will continue its excellent tradition of working with public school systems, the
Regional Educational Support Agencies, the USG Board of Regents, the Georgia
Department of Education, state universities in Georgia, and international partnerships in
the enrichment of educational experiences of program participants.
* Placement
The program will be housed in the Bagwell College of Education, specifically in the
newly proposed Instructional Technology & Educational Foundations Department. The
Program Coordinator and support personnel will also reside in this department. Candidate
advisement files and advisors will be located in the Instructional Technology Department
as well.
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IV Procedures Used to Develop the Program
The program in Instructional Technology was first envisioned by Dr. Yiping Wan, Dean of the
Bagwell College of Education (BCOE). Dr. Wan suggested we utilize the expertise and
resources of the Educational Technology Training Center (ETTC) to create an Instructional
Technology Department in order to expand College of Education degree programs. The faculty
in the ETTC formed an advisory committee to begin discussing what content should be included
in the program. An Instructional Technology committee was formed in the ETTC to begin
writing the proposal. The committee carefully reviewed the content of the Ed.S./Ed.D. program
in Leadership for Learning with a concentration in Instructional Technology to ensure vertical
alignment of the ISTE Technology Facilitation standards. Adding the proposed Masters program
will complete KSUs ability to provide a comprehensive offering of advanced degree programs in
Instructional Technology at the Masters, Ed.S. and Ed.D. levels to meet the needs of educators at
the school, district, and state levels.
The Instructional Technology advisory committee collectively developed general program
recommendations, while the Instructional Technology committee carefully reviewed programs in
Instructional Technology at other universities in Georgia including:
Georgia State University
University of Georgia
University of West Georgia
Valdosta State University
The Instructional Technology committee collaborated with faculty in the Bagwell College of
Education, Instructional Technology Specialists at the Georgia Department of Education,
classroom teachers, and instructional technology leaders in school districts to determine specific
program components. Throughout the process, the committee examined current research on
advanced instructional technology programs. The committee decided to adopt the International
Society for Technology in Education (ISTE/NCATE) Standards for Technology Facilitation for
the Master of Education degree program. These standards build a strong foundation for the
Specialist and Doctorate program in Leadership for Learning with an Instructional Technology
concentration—which has adopted the ISTE Standards for Technology Leadership. These
ISTE/NCATE standards were chosen, in part, for their uniformity with technology standards for
students, teachers, and administrators currently in place. In addition, the ISTE/NCATE Standards
for Technology are derived from an established and reputable organization in instructional
technology. The following programs utilizing the ISTE/NCATE Standards for Technology were
reviewed:
Appalachian State University
East Carolina University
Louisiana State University
North Carolina A&T State University
North Carolina State University
Purdue University
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Southeastern Louisiana University
University of North Carolina at Wilmington
University of North Carolina at Greensboro
The program is designed to prepare skilled instructional technology teachers capable of effecting
change in instructional practices to improve student achievement. Graduates will also possess the
knowledge, skills, and dispositions to play significant leadership roles in instructional technology
at the building level. Furthermore, the program places a vigorous demand for academic
performance and scholarly work to prepare graduates for advanced levels of academic studies.
These ideas form the foundation of the Master of Education in Instructional Technology
Program.
V
Curriculum: Degree Program Requirements
The Master of Education Program in Instructional Technology is planned to prepare and develop
teachers to direct school improvement toward higher levels of student learning and achievement
through the use of instructional technology. It is designed for participants who have a T-4
Teaching Certificate. This program enables experienced teachers to complete the Master’s
program in six semesters. Candidates will complete 33 hours of specialized course work taught
by full and part-time graduate faculty and experienced technology specialists. The program will
be delivered in cohorts offered in a blended format, both on campus and on-line.
The Masters program will be delivered in six semesters through the use of direct instruction, online collaboration, cohort planning, and individual projects based on relevant and authentic
problems experienced in today’s schools. Field-experiences are required throughout the program
of study. During the course of study, participants will develop a classroom or school-based
instructional technology research project to be implemented and completed as part of the
program requirements. Candidates will be expected to develop, present, and defend a
professional portfolio that provides evidence that they have their knowledge, skills, and
dispositions required to master the ISTE Technology Facilitation standards.
Program Admission Requirements:
Approval of applicants to the M. Ed. Program will be made by Kennesaw State University by
using the following criteria:
1. The applicant must hold a baccalaureate degree in Education from an accredited
institution and hold a valid T-4 Teaching Certificate in Georgia.
2. The applicant must submit a professional resume documenting education, teaching
experiences, and record of instructional technology experiences.
3. The applicant must have at least one year of teaching experience before enrolling in the
program.
4. The applicant must submit a statement of support from a current principal or another
current school or district administrator.
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5. The applicant must submit one mentor form from a current administrator, Instructional
Lead Teacher, Instructional Technology Specialist, teacher, etc. at the building or district
levels with instructional technology knowledge and experience.
6. The applicant must exhibit a cumulative undergraduate grade point average of 2.75 or
above (4.0 scale).
7. The applicant must demonstrate mastery of the National Educational Technology
Standards (NETS) for Teachers by having completed the Georgia Special Technology
Requirement.
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Course Offering Schedule and Plan-of-Study
The scheduling of course offerings is planned to go over a consecutive period of six semesters
covering a total of 36 hours. Successful completion of the courses listed in the degree program
will result in a T-5 Teaching Certificate in the State of Georgia.
1st Semester
ITEC 7400
ITEC 7410
21st Century Teaching and Learning (3)
Instructional Technology Leadership (3)
2nd Semester
ITEC 7420
ITEC 7430
Productivity Tools for Teaching & Learning (3)
Internet Tools in the Classroom (3)
3rd Semester
ITEC 7440
ITEC 7450
Multimedia in Education (3)
Web Design and Development (3)
4th Semester
ITEC 7460
ITEC 7470
Professional Learning & Technology Innovation (3)
Educational Research (3)
5th Semester
ITEC 7480
ITEC 7490/
EDL 7770
Facilitating Online Learning
Educational Technology Support, Maintenance, and Operations (3)
6th Semester
ITEC 7495
ITEC 7500
Legal, Social, and Ethical Issues in Instructional Technology (3)
Capstone Experience & Portfolio (3)
TOTAL – 36 hours
Additional Course:
ITEC 7555 – Special Topics in Instructional Technology (0-3)
Growth and Flexibility
As the demand for the program intensifies, Kennesaw State University may exercise the option
to admit two cohorts per year. Additional opportunities may arise to customize a cohort to meet
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the needs of a particular school district. To meet the changing demands of the service area, a
Saturday cohort may be added.
Course Descriptions
Courses in the Master of Education Program in Instructional Technology are classified into three
major components: research, core, and capstone experience.
A. Research Component: 3 semester hours
The following research course is required:
ITEC 7470
Educational Research (3)
This course is designed to help candidates develop an understanding of qualitative and
quantitative research methods and designs, focusing on interpretation and application relating to
classroom practice.
B. Core Component: 30 semester hours
The following core courses in Instructional Technology are required:
ITEC 7400/EDL7760 21st Century Teaching and Learning (3)
This course introduces the design and facilitation of learning environments that apply
technology-enhanced instructional strategies to maximize student learning. Candidates will
apply current research and instructional design principles to design a 21st century learning
experiences for students.
ITEC 7410/EDL 7755
Instructional Technology Leadership
This course is designed to develop instructional technology leaders who are knowledgeable and
skilled in technology leadership practices that improve student learning and school operations in
PreK-12 schools. It addresses skills and competencies necessary for the support and assessment
of national technology standards for teachers and administrators; technology planning (national
technology plan, state technology plan, district/school technology plan); assessment and
evaluation of technology initiatives; the change process as it applies to technology leadership;
securing grants and establishing business partnerships and meeting the requirements of NCLB.
This course will thoroughly examine issues and trends relevant to the field of educational
technology.
ITEC 7420/EDL 7765
Productivity & Assessment Tools (3)
This course prepares instructional technology leaders to utilize and apply advanced features of
productivity and assessment tools to improve instructional practice and maximize student
learning. Candidates will use methods and strategies for teaching concepts and skills that support
integration of technology productivity tools.
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ITEC 7430 Internet Tools in the Classroom (3)
This course introduces candidates to methods and strategies for using the Internet effectively in
the classroom. Students will experience a variety of Internet technologies and develop strategies
for classroom implementation. The course includes guided tours of some of the best educational
sites on the World Wide Web and explores ways to integrate use of the Internet into an
educational setting. This course introduces students to systematic instructional methods and
models for using the Internet effectively in the classroom. Candidates will create lessons that are
current, highly motivating, and mentally engaging.
ITEC 7440 Multimedia in Education (3)
This course explores introductory topics in multimedia and emerging technologies and their role
in education. Course coverage will include both theoretical understanding of multimedia
technologies and hands-on experience with software and hardware. Topics may include research
related to multimedia and emerging technologies; classroom applications; design and
development techniques; hardware and software requirements; digitizing and manipulating
images, voice and video materials; and copyright and ethics. Students will apply instructional
design processes and principles to designing and developing multimedia content. There will be a
special focus on Internet technologies, such as podcasting. This course will also examine
emerging technologies having potential to positively impact student achievement.
ITEC 7450 Web Design and Development (3)
This course is designed to provide candidates with knowledge and skills to design and develop
multimedia and Web-based projects to facilitate student learning. Topics include media-based
tools, distance learning systems, web-based and non web-based authoring tools,
telecommunications tools, and online curricular projects.
ITEC 7460 Professional Learning & Technology Innovation (3)
This course prepares instructional technology leaders to design and facilitate high-quality
professional learning experiences that help other educators apply technology to enhance their
professional practice and increase their productivity. Candidates will be prepared to implement
technology in ways that support the emergence and evolution of professional learning
communities in schools. Candidates learn to apply change models and diffusion theory in order
to implement technology innovations in classrooms and schools.
ITEC 7480 Facilitating Online Learning
This course provides an introduction to the field of distance learning and prepares instructional
technology leaders to design and facilitate high-quality online learning. Course includes the
examination of basic concepts and principles of online learning, the theoretical underpinnings of
the field, research and application literature, and distance education delivery technologies. A
systematic approach to the design, development, delivery, and evaluation of instruction for
online learners is emphasized.
ITEC 7490/EDL 7770 Educational Technology Support, Maintenance, and Operations (3)
This course examines the role of instructional technology leaders to support and manage
technology in order to maximize student learning and increase the efficiency of school
operations. It is designed to examine the technical aspects of building-related technologies
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including, but not limited to, desktop/laptop computers, wired and wireless networks, various
instructional, administrative and technical software, and Internet technologies. This course will
explore various models of technology support and present ideas on how to support technology
effectively through teams of teachers, students, parents, and school system personnel. In
addition, the course will address emerging technologies and their potential uses in education.
ITEC 7495 Legal, Social, and Ethical Issues in Instructional Technology (3)
This course emphasizes preventive strategies and knowledge technology leaders need to avoid
costly, disruptive litigation as they attempt to successfully blend various technologies into the
instructional and administrative work of schools. Course reflects recent legislation and court
decisions. Topics include: Legal Systems and Structures; Instructional Technology and the Law:
An Overview; Students, Technology and the Law; Employees, Technology and the Law; Data
and Electronic Records (FERPA); The Off-Campus Electronic Presence; Technology in
Instruction: Copyright and Fair Use; Unique Social and Ethical Issues in Technology; The
Digital Divide: Ensuing Equitable Access in 21st Century Schools; Using Assistive and Adaptive
Technologies in Schools (ADA, IDEA).
C. Capstone Component: 3 semester hours
The following capstone course is required:
ITEC 7500 Capstone Experience & Portfolio (3)
This course represents the capstone experience for the Master of Education in Instructional
Technology. The purpose of the portfolio is to document mastery of the ISTE technology
facilitation standards as well as to serve as a systematic, reflection-in-action approach to problem
solving and decision-making. This process is designed to document the candidate’s development
of expertise as an Instructional Technology facilitator. A primary goal of the portfolio is to
document the candidate’s ability to provide technology facilitation at the building level. The
portfolio provides a detailed authentic picture of the candidate’s professional practice and
reflective analysis of the integration of courses taken supported by theory. Changes in classroom
practices as well as philosophy and vision will be included.
VI
INVENTORY OF FACULTY DIRECTLY INVOLVED
COURSE/INSTRUCTOR SUPPORT
The present faculty, representing a diversity of educational backgrounds, brings a wealth of
expertise and experiences to support the course instruction for the Masters Program in
Instructional Technology. They each demonstrate a strong record of instructional technology
leadership, professional activity, and innovative and exemplary teaching. The following
description represents a brief profile of the faculty’s area of specialization:
Traci Redish, Assistant Professor, has been a career educator working with teachers in public K12 schools and teaching in technical schools and universities. Dr. Redish has served as
department chair, instructor, and director. With a strong background in instructional and
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administrative uses of technologies, she has developed renowned models of professional
development for teachers, specifically the InTech program. Intech is the premier technology
integration training solution adopted by the State of Georgia and recognized as one acceptable
path for meeting the Special Georgia Technology Requirement for educators. Traci earned a
Master of Education, Specialist of Education and Ph.D from Georgia State University.
Jo Williamson, Assistant Professor, has ten years of experience as an administrator and a private
consultant in the field of educational technology. She served as the district technology director
in Waukegan, IL, where she managed one of the original nineteen Federal Challenge Grants for
Technology. Jo also directed a Learning Technology Center for the Illinois State Board of
Education and served as the Director of Educational Technology and Media for the Georgia
Department of Education. She served on the committee to create Milken’s Technology in
American Schools and worked with the Metiri group to author five sections of NCREL’s
enGauge framework for effective technology use. She also has consulted with school systems
and government agencies on various research, evaluation, professional development and strategic
planning initiatives. Jo’s preparation for these leadership roles includes eight years of public K12 and university-level teaching experience. She holds an M.A. in Curriculum & Instruction
from the University of Kansas, Lawrence and a Ph.D. in Curriculum and Instruction from the
University of Illinois, Urbana-Champaign. In addition to serving on the ETTC staff, Jo is also an
Assistant Professor in the Educational Leadership Department at Kennesaw State University,
where she teaches courses in the new Technology Leadership program.
New Hire – A search is currently being conducted to hire an Instructional Technology faculty
member effective January 1, 2007.
In addition, Dr. Mark Warner, Associate Dean, Bagwell College of Education, and Mr. Jim
Wright, Assistant Director of Field Experiences, will also teach in this program.
FACULTY DEVELOPMENT
The faculty maintains active memberships and provides leadership in major professional
organizations that relate to instructional technology. Furthermore, the faculty subscribes to major
journals, newsletters, newsgroups, and discussion boards in the field of instructional technology.
Travel funds are available for faculty to participate in significant conferences of instructional
technology at the state, national, and international levels. In addition, the faculty frequently
participates in state leadership conferences organized by the Georgia Department of Education,
the Educational Technology Training Center, and the Georgia Board of Regents.
Faculty members have traveled internationally to share professional educational expertise and to
gain knowledge of educational practices around the world and to establish partnerships with
international peers. Specifically, in the last few years faculty have traveled on professional
exchanges to China, Russia, and Spain. During these exchanges, faculty have presented papers
at conferences, visited schools and colleges and worked with educational colleagues on common
research interests.
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FACULTY RESEARCH AND SCHOLARSHIP
Some of the professional conferences in which the faculty delivers presentations include:
American Association of Colleges of Teacher Education (AACTE)
Georgia Association of Colleges of Teacher Education (GACTE)
Georgia Educational Research Association (GERA)
Georgia Department of Education Technology Leadership Conference (TLC)
Georgia Educational Technology Conference (GaETC)
Hawaii International Conference on Education
Illinois Educational Technology Conference
National Educational Computing Conference (NECC)
International Education Symposium - SINO-American Education Consortium
National Staff Development Conference (NSDC)
Southern Regional Council for Educational Administration
Distinguished professional journals that the faculty publish in and reference include:
Association for the Advancement of Computing in Education Journal
Contemporary Issues in Technology and Teacher Education
Gateways
Journal of Computers in Math and Science Teaching
Journal of Computing in Teacher Education
Journal of Educational Media and Hypermedia
Journal of Interactive Learning Research
Journal of Research on Technology in Education
Journal of Technology Education
Journal of Technology and Teacher Education
Learning and Leading with Technology
School Business Affairs
Teaching Horizons in Education (THE) Journal
The faculty publishes on timely educational topics relevant to instructional technology:
Technology Leadership
Web-Portfolios
Instructional Technology – InTech
Professional Learning
VII Outstanding programs of this nature at other institutions
Kennesaw State University proposes to offer a Masters program in Instructional Technology to
prepare individuals for building/campus-level instructional technology positions in various
educational organizations. Although there are several Master of Education programs offered in
the University System of Georgia, a comparison of other programs revealed that the program
proposed by Kennesaw State University is designed specifically for the instructional technology
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facilitator. Institutions used in the comparison were Georgia State University, State University
of West Georgia, Valdosta State University, and University of Georgia. The Master of
Education Program in Instructional Technology at Kennesaw State University is well-balanced
between academics and practices in the instructional technology field.
Unique Features of KSU’s program:
As outlined in Part I: Program Description—Unique Aspects of Program, the Masters in
Instructional Technology is distinctive, unique and stands apart from other M.Ed. programs in
the state, region and perhaps even nationally. The unique features of KSU’s Masters Program in
Instructional Technology are highlighted in the following:
VIII

It is aligned to national standards in Technology Facilitation standards developed
by the International Society for Technology in Education and adopted by
NCATE.

It emphasizes how instructional technology can be used specifically to improve
instruction and increase student achievement and productivity.

It drives the demand for instructional technology professionals uniquely prepared
to facilitate school improvement through instructional technology initiatives.

It fills a critical need in the community for technology professionals who can
support innovative school-wide technology initiatives such as 1:1 computing.

It models best practices of instructional technology by utilizing both face-to-face
and on-line instructional formats.

It is uniquely developed and delivered with expertise from the Educational
Technology Training Center sponsored by the Georgia Department of Education.

It utilizes the resources available in the Educational Technology Training Center,
a Georgia DOE Twenty-First Century Center of Distinction and Certified
Wireless Network Professional Academy.

It prepares leaders for technology-related positions of leadership at district,
regional, and state levels.

It prepares candidates to pursue higher levels of academic pursuit.
Inventory of pertinent library resources
Sturgis Library resources are at least equivalent to resources at other doctoral degree-granting
institutions in the state. The library has Galileo, the state library database plus 240 other full-text
databases across the curriculum, including ProQuest, ERIC, and Lexis/Nexis. The GALILEO
service also provides access to World Wide Web resources such as the Library of Congress, fullKSU New Program Proposal
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text journal titles, and newspapers. In addition to these resources, the library has fourteen
thousand full-text electronic books all cataloged and available online. Total holdings are more
than 600,000 books and periodicals. There are more than 1,500,000 government documents,
more than 3,300 serial publications and well over 1,000,000 pieces of microfiches. The library
makes use of both the University System and the ARCHE (Atlanta Regional Consortium for
Higher Education) interlibrary use systems. These include interlibrary loans and individual
borrowing from more than 8 million unique titles.
The collections have been expanded over the last five years to support KSU graduate programs
and the library continues to build resources and programs for further graduate degree offerings.
The library is the only institution in Georgia to provide Early English Titles Online (a full-text
database of 110,000 books from 1450-1701) to support and enhance the curriculum. With the
interlibrary use resources, which are provided to the users at no charge, the library can
comfortably support further graduate program expansion.
The Sturgis Library hours are only two fewer than those at UGA and are longer than those at
GSU and West Georgia. Library staff will provide instruction to program participants on
resources, materials, and service on a regular basis. Program participants will receive an
overview of library resources (printed and electronic) and private instruction and demonstrations
will be available by appointment. The Bagwell College of Education has a representative on the
university Library Committee. Should resources not contained in the library be needed, these
representatives will work with the Library Committee to obtain them.
The office of the CIO, to which the library reports, has provided the latest in technology,
including laptop computers which can be borrowed for library use and the use of wireless
technology. Information Technology Services and Administrative Computer Systems constantly
refine, improve, expand and advance the computing resources available to students, faculty and
staff at KSU. They provide network and desktop support for the more than 18,000 members of
the KSU community. Information Technology Services coordinates computing services for KSU
candidates and supports over 2,700 personal computers, LANs and connections to many different
computing locations. Students, as well as faculty and staff, are eligible for computer accounts
affording access to services such as the Internet, KSU’s library system, an active jobs database, a
current scholarship database, electronic mail, Archie, Veronica, FTP, Telnet, and KSU’s web site
server.
To serve the unique needs of candidates in the degree program, and to model effective uses of
online resources, the Instructional Technology faculty and its candidates will utilize a vast
majority of online resources, many of which are available from Galileo. Additionally, the
Educational Technology Training Center has access to numerous journals, books, research
databases, and other pertinent educational technology resources. The Educational Technology
Training Center houses its own server to provide space for online collaboration, project
development, a collection of resources and links, and enhanced communication with candidates.
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IX Facilities
The Bagwell COE is located in a 60,000 square foot area of Kennesaw Hall, which was
completed in the summer of 1999. The facility, including the technology areas, support services,
and the model classrooms are available to all educator preparation programs. The Instructional
Technology program will be located on the second floor of this space. The area designated for
the Instructional Technology program use provides ample space for each faculty member to have
his or her own office that is spacious, pre-wired for technology, and equipped with needed
bookcases, file cabinets, etc. There is also adequate room for the secretary’s office, a workroom,
student assistant space, and conference facilities. As the program continues to grow, additional
classrooms, office spaces, and conference areas may be needed.
The Instructional Technology program will have access to three high-tech computer labs, with an
additional, technical/networking lab at the Continuing Education campus. These labs include 2030 multimedia computers with Internet-connectivity, wireless capacity, a wide variety of
productivity programs as well as numerous curricular applications. Each computer lab is
equipped with presentation technology, an interactive white board, printers, scanner, and
multimedia hardware and software tools. Furthermore, the ETTC has two wireless laptop carts of
20 laptops, including both the Windows and Macintosh platforms. Participants who need to
acquire additional technology skills can take courses and/or workshops in the ETTC, which
offers technology training to KSU faculty, staff, and students, as well as to public school
personnel. In addition, the ETTC boasts a Twenty-First Century Model Classroom, supported by
the Georgia Department of Education’s Twenty-First Century Schools Initiative. Other support
facilities are widespread in the Georgia Department of Education, the community at large, and
the school districts in the service area.
Kennesaw Hall includes technology areas, support services, and model classrooms. All of those
facilities will be available to program participants. The building also houses workrooms,
seminar rooms, storage, and two completely up-to-date demonstration classrooms. Participants
will also have available the Teacher Resource and Activity Center (TRAC) located within the
building. TRAC has a large collection of books, journals, and other appropriate resources.
Shelves are stocked with textbooks, professional books, kits and videotapes available for
checkout, and state-of-the-art equipment for creating a variety of documents and instructional
materials. TRAC also frequently offers workshops on topics of interest and expressed needs.
Kennesaw Hall contains rooms equipped with presentation technology for student and faculty
use during classes. Students will be expected to frequently make presentations that could be
redelivered in their local schools. In addition to classroom technology, program participants will
have access to computers at several convenient locations in Kennesaw Hall, and across campus.
There are facilities the participants can use for preparing PowerPoint presentations, setting up
web sites, and various other technology applications.
Education partners also make facilities available to further participant learning. Schools within
the service area are well equipped with technology. They also provide a real setting to complete
learning activities that can best be accomplished in a school.
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The proposed program has adequate resources to prepare participants to meet standards for
instructional technology leaders. There are ample resources to develop and implement the
proposed program’s assessment plan, and technology to support faculty and program
participants. Both faculty and students have access to sufficient, current library and curricular
resources and to electronic information.
Significant enhancements and upgrades have occurred in the technology support area as a result
of increased allocations, much of which came from special funding sources through the
University’s Office of Information Services (ITS) for additional personnel, equipment, software,
model classrooms, computer labs, and instructional resources. Each college/school is assigned
through ITS a full-time Information Technology Specialist (ITS) to support the technology needs
of faculty and staff. The specialist assists in the installation of new hardware and software,
diagnoses computer or other technology problems and makes minor repairs when possible, and
maintains special instructional equipment including overhead and data projectors, laptops and
cameras.
The Bagwell College of Education Learning Technology Lab (LTL), created in 1995 to provide
hands-on learning to assist all candidates in integrating technology into the classroom
environment, acquired 24 Windows desktop machines, two laser printers, one color printer, one
scanner, and a teaching station connected to an LCD data projector. The lab is open daily for
student and faculty use and maintains a cooperative agreement with the Educational Technology
Training Center (ETTC) to utilize the same educational software titles. Likewise, when ETTC
moved into Kennesaw Hall, its new acquisitions enabled the Center to expand into a far greater
physical space than before with state-of-the-art hardware/software/networking capabilities. In
fact, a third lab was created giving the Center a total of three labs with access to other technology
such as digital cameras, scanners, laser and ink jet printers and still video. A fourth lab used as a
network training center is located at the KSU Center.
X Administration
The program will be administered under the supervision of the Chair of the proposed Department
of Instructional Technology and Educational Foundations. A program coordinator will be
assigned to take care of the daily administrative responsibilities. The program coordinator will
have the overall responsibilities of student recruitment, placement, retention, and assessment.
The curriculum of the program will be aligned to the ISTE/NCATE Standards for Technology
Facilitation, supported by the entire instructional technology faculty and implemented by the
program coordinator.
XI Assessment
Participants of the program will be assessed continually throughout the program. Formative
assessment of participants will be conducted to improve teaching and learning. Summative
assessment at the end of the program is geared towards program outcome and participants’
overall performance.
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Consistent with accrediting agencies such as NCATE and SACS, the assessment of the M.Ed. in
Instructional Technology program will include but will not be limited to:
1) Program assessment - which will utilize longitudinal surveys and focus groups to gauge and
document the impact of the program’s graduates on P-12 schools and student learning. And,
2) Candidate Knowledge, Skills and Dispositions and assessment of candidate and student
learning.
The assessment plan of the program will be consistent with the Professional Teacher Education
Unit’s NCATE Standard 2 (Unit Assessment Plan) and will comply with all requirements
therein. Unit-wide rubrics, aligned with the appropriate standards and KSDs will be designed by
faculty across programs. In addition, the program will also provide evidence that it is meeting
Kennesaw State University’s Assurance of Learning Council’s assessment of student learning as
required by SACS.
XII Accreditation
The program will be accredited by the Southern Association of Colleges and Schools, and the
National Council for the Accreditation of Teacher Education. The program will meet all
requirements of the Georgia Professional Standards Commission for teaching certification at the
T-5 level.
Business Content Audit:
Referencing the Business Content Worksheet, does this program or concentration, incorporating
the information proposed herein, have “traditional business subject” content delivered by faculty
or programs administered by the Coles College of Business? *
_____ Yes
If “yes,” complete a Business Content Worksheet and obtain necessary
approvals as indicated.
___X__ No
_____ Exempt Graduate programs administered by the Coles College are exempt.
__________
*
All graduate programs exceeding 50% business content are automatically required to meet AACSB
International business accreditation standards. The purpose of the audit is to prevent the unintended,
undesirable compulsory inclusion of programs subject to AACSB standards.
XIII Affirmative Action Impact
The program will be in full compliance with the requirements of the Affirmative Action.
Candidates of this program will be admitted irrespective of race, gender, age, religion, and
ethnicity.
XIV Degree Inscription
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Participants satisfying all program requirements will graduate with the award of the Master of
Education Degree in Instructional Technology.
XV Fiscal and Enrollment Impact, and Estimated Budget
1. ENROLLMENT PROJECTIONS
It is projected that, once the program is in place, marketing will draw the attention of many
educational practitioners from both the public and private sectors. The initial plan is to
accommodate a cohort of 20-25 candidates each year. However, it is anticipated that the rising
demand will justify the admission of 2 cohorts a year.
2. COSTS
A. Personnel -- reassigned or existing positions
All members of the instructional technology faculty will participate in teaching in their
areas of specialization in the program.
B. Personnel -- new positions
It is anticipated that, with the additional teaching load, at least one additional faculty line
is justified. In the future, if two cohorts are admitted each year then an additional faculty
line will be needed to sustain the program.
C. One-Time Startup costs
Because this program will be a collaboration with the Educational Technology Training
Center for resources, the startup costs will be minimal. Program-marketing expenses may
include printing, mailing, telephoning, faxing, and traveling. Office setup expenses will
also be minimal as faculty are currently in offices and have the necessary equipment and
supplies to launch the program.
D. Operating Costs
Operating costs will include the salaries and benefits of one additional faculty member.
This additional line has already been allocated and scheduled to fill effective January 1,
2007. This program will be supported by the Administrative Coordinator in the
Educational Technology Training Center (ETTC). Office overheads, books, supplies,
refreshments and faculty traveling expenses will be included.
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E. Revenue Sources:
Revenue sources will be from the program candidates and from the Board of Regents.
3. Budget
PROGRAM DESCRIPTION
Program Length
Total Program Credit Hours
Total program tuition/fees per person*
Total number of students per cohort
BUDGET FOR PROGRAM EXPENDITURES
Personal Services
Full-Time Faculty**
Part-Time Faculty
Support Staff
Fringe Benefits (30% of salary)
Subtotal Personal Services
Operating Expenses
Regular Operating Expenses
Faculty Travel
Miscellaneous Expenses
Subtotal Operating Expenses
Total Expenditures
REVENUE
Fund Sources
State Appropriation
Tuition Revenue
Total Revenue
A Cohort of 25
6 semesters (24
months)
36
$6,690.00
25
$60,000.00
$12,000.00
$30,000.00
$27,000.00
$150,000.00
$12,500.00
$5,000.00
$2,500.00
$20,000.00
$170,000.00
137,000.00
110,385.00
247,385.00
* Per person fee will cover all tuition fees and student activity fees for 6 semesters.
($4,572 (tuition) + $2,118 (fees))
** Calculation is based on one full-time faculty at $60,000.00 per year (9 month contract). This
position will operate at all three degree levels, including the doctorate program, in meeting
emerging program needs.
KSU New Program Proposal
Master of Education, Major: Instructional Technology
7/27/2016
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References
Enhancing Education Through Technology Act of 2001 NCLB, US Dept of Ed.
http://www.ed.gov/policy/elsec/leg/esea02/pg34.html
Georgia Technology Integration Plan, 2004,
(http://www.doe.k12.ga.us/_documents/technology/state/TechPlan.pdf
Hot Online Degree Specialties for Teachers. (November, 2004). Retrieved November 28, 2004,
from Southern New Hampshire University Distance Education, Virtual University Gazette,
http://www.geteducated.com/vugaz.htm.
ISTE, 2004. http://cnets.iste.org/ncate/n_intro.html
KSU Graduate Catalog, 2004-2005.
http://www.kennesaw.edu/academicaffairs/acadpubs/gcatpdf2002-03/014med.pdf
NCATE and ISTE http://cnets.iste.org/ncate/n_overview.html
Professional Teacher Education Unit, 2004. Conceptual Framework.
http://www.kennesaw.edu/education/ncate/reports/CF_Final_9.29.pdf
University System of Georgia/Board of Regents, Strategic Goals.
http://www.usg.edu/admin/regents/statements.html
KSU New Program Proposal
Master of Education, Major: Instructional Technology
7/27/2016
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