KENNESAW STATE UNIVERSITY GRADUATE COURSE PROPOSAL OR REVISION, Cover Sheet (10/02/2002) Course Number/Program Name ITEC 7410 Instructional Technology Leadership Department Proposed: Instructional Technology and Educational Foundations Degree Title (if applicable) Instructional Technology Proposed Effective Date Fall, 2007 Check one or more of the following and complete the appropriate sections: X New Course Proposal Course Title Change Course Number Change Course Credit Change Course Prerequisite Change Course Description Change Sections to be Completed II, III, IV, V, VII I, II, III I, II, III I, II, III I, II, III I, II, III Notes: If proposed changes to an existing course are substantial (credit hours, title, and description), a new course with a new number should be proposed. A new Course Proposal (Sections II, III, IV, V, VII) is required for each new course proposed as part of a new program. Current catalog information (Section I) is required for each existing course incorporated into the program. Minor changes to a course can use the simplified E-Z Course Change Form. Submitted by: Faculty Member Approved _____ Date Not Approved Department Curriculum Committee Date Approved Approved Approved Approved Approved Approved Not Approved Department Chair Date School Curriculum Committee Date School Dean Date GPCC Chair Date Dean, Graduate Studies Date Not Approved Not Approved Not Approved Not Approved Not Approved Vice President for Academic Affairs Date Approved Not Approved President Date KENNESAW STATE UNIVERSITY GRADUATE COURSE/CONCENTRATION/PROGRAM CHANGE I. Current Information (Fill in for changes) Page Number in Current Catalog Course Prefix and Number Course Title Credit Hours Prerequisites Description (or Current Degree Requirements) II. Proposed Information (Fill in for changes and new courses) Course Prefix and Number __ITEC 7410____________________ Course Title _Instructional Technology Leadership_ Credit Hours 3 Prerequisites Admission to M.Ed. program in Instructional Technology Description (or Proposed Degree Requirements) 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. III. Justification This course focuses on the development of effective school leaders who can lead in the planning and implementation of educational technology initiatives within a school. Effective school leaders must be skilled in engaging representatives from all stakeholder groups in the development, implementation, and ongoing assessment of a school technology plan consistent with the district improvement plan. Leaders must be knowledgeable of the issues and trends in the field of educational technology and be prepared to serve as an advocate to the school community, media, and community at large for effective technology use in schools for improved student learning and efficiency of school operations. IV. Additional Information (for New Courses only) Instructor: Text: Picciano, A. (2006). Educational Leadership and Planning for Technology. Pearson. Recommended Text: American Psychological Association (APA). (2001). Publication manual of the American Psychological Association (5th edition). Washington, DC: American Psychological Association. Prerequisites: Admission to M.Ed. program in Instructional Technology Objectives: This course is designed to meet the following objectives: TF-VIII.A. Use the school technology facilities and resources to implement classroom instruction. 1. Discuss and evaluate current research in educational technology. (TF-VIII.A.1) TF-VIII.B. Apply strategies for and knowledge of issues related to managing the change process in schools. 2. Discuss the history of technology use in schools. (TF-VIII.B.1) TF-VIII.C. Apply effective group process skills. 3. Discuss the rationale for forming school partnerships to support technology integration and examine an existing partnership within a school setting. (TFVIII.C.1) TF-VIII.D. Lead in the development and evaluation of district technology planning and implementation. 4. Participate in cooperative group processes and identify the processes that were effective. (TF-VIII.D.1) 5. Conduct an evaluation of a school technology environment. (TF-VIII.D.2) 6. Identify and discuss national, state, and local standards for integrating technology in the school environment. (TF-VIII.D.3) 7. Describe curriculum activities or performances that meet national, state, and local technology standards. (TF-VIII.D.4) 8. Discuss issues related to developing a school technology plan. (TF-VIII.D.5) 9. Discuss the elements of and strategies for developing a technology strategic plan. (TF-VIII.D.6) 10. Examine issues related to hardware and software acquisition and management. (TF-VIII.D.7) TF-VIII.E. Engage in supervised field-based experiences with accomplished technology facilitators and/or directors. Candidates: 1. Examine components needed for effective field-based experiences in instructional program development, professional development, facility and resource management, WAN/LAN/wireless systems, or managing change related to technology use in school based settings. (TF-VIII.E.1) Instructional Method The instructional method will blend traditional face-to-face lecture, professional readings and class discussions with online exercises, discussion forums and collaborative activities. V. Evaluation and Grading The student’s work will exhibit the following: For a grade of A: For a grade of B: For a grade of C or below: All parts of the assignments are complete as defined by the instructor. Topics are fully developed. Knowledge of subject matter is clear and work is focused on assigned topics. Additional information beyond requirements is included if appropriate. Work shows a clear match between theory and practice. Work shows evidence of critical thinking. Work contains few or no errors in writing. Citations and references are used correctly and consistently. 2 Tech Plan Evaluations Technology Plan Grant Proposal 6 Discussion Forums 3 Article Critiques All parts of the assignments are addressed, but one or two may be incomplete or unclear (i.e., perhaps examples are not sufficient or are not explained in sufficient detail for the reader to form a clear picture. Knowledge of subject matter is clear. Work shows a clear match between theory and practice. Work contains several errors in writing. Citations and references are used correctly and consistently. 12 points 35 points 20 points 18 points 15 points Grades will be assigned as follows: 92-100 average points A 85-91 average points B 76-84 average points C <76 average points F Assignments do not address all requirements or do not meet some criteria specified. Topics may be only partially developed. No clear match between theory and practice. Contains numerous errors in writing. Errors in citations and references or no citations and references where needed. V. Resources and Funding Required (New Courses only) Resource Amount Faculty Other Personnel Equipment Supplies Travel New Books New Journals Other (Specify) 0 0 0 0 0 0 0 0 TOTAL 0 Funding Required Beyond Normal Departmental Growth 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 (Note: Limit 16 spaces) CLASS-LAB-CREDIT HOURS Approval, Effective Term Grades Allowed (Regular or S/U) If course used to satisfy CPC, what areas? Learning Support Programs courses which are required as prerequisites Instructional Technology ITEC 7410 Instructional Technology Leadership 3 credit class Fall 2007 Regular APPROVED: ________________________________________________ Vice President for Academic Affairs or Designee __ VII Attach Syllabus I. ITEC 7410/EDL 7755 Instructional Technology Leadership Educational Leadership Kennesaw State University II. INSTRUCTORS: Name: Room: Office Phone: e-mail: III. Class Sessions: Day: Location: IV. Texts (required): Picciano, A. (2006). Educational Leadership and Planning for Technology. Pearson. Recommended Text: American Psychological Association (APA). (2001). Publication manual of the American Psychological Association (5th edition). Washington, DC: American Psychological Association. Readings: Professional journal readings will be assigned over the course of study. V. VI. Catalog Description: 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. Purpose/Rationale: This course focuses on the development of effective school leaders who can lead in the planning and implementation of educational technology initiatives within a school. Effective school leaders must be skilled in engaging representatives from all stakeholder groups in the development, implementation, and ongoing assessment of a school technology plan consistent with the district improvement plan. Leaders must be knowledgeable of the issues and trends in the field of educational technology and be prepared to serve as an advocate to the school community, media, and community at large for effective technology use in schools for improved student learning and efficiency of school operations. Conceptual Framework: COLLABORATIVE DEVELOPMENT OF EXPERTISE IN TEACHING AND LEARNING The Professional Teacher Education Unit (PTEU) at Kennesaw State University is committed to developing expertise among candidates in initial and advanced programs as teachers and leaders who possess the capability, intent and expertise to facilitate high levels of learning in all of their students through effective, research-based practices in classroom instruction, and who enhance the structures that support all learning. To that end, the PTEU fosters the development of candidates as they progress through stages of growth from novice to proficient to expert and leader. Within the PTEU conceptual framework, expertise is viewed as a process of continued development, not an end-state. To be effective, teachers and educational leaders must embrace the notion that teaching and learning are entwined and that only through the implementation of validated practices can all students construct meaning and reach high levels of learning. In that way, candidates are facilitators of the teaching and learning process. Finally, the PTEU recognizes, values and demonstrates collaborative practices across the college and university and extends collaboration to the community-at-large. Through this collaboration with professionals in the university, the public and private schools, parents and other professional partners, the PTEU meets the ultimate goal of assisting Georgia schools in bringing all students to high levels of learning. Use of Technology Technology Standards for Educators are required by the Professional Standards Commission. Telecommunication and information technologies will be integrated throughout the master teacher preparation program, and all candidates must be able to use technology to improve student learning and meet Georgia Technology Standards for Educators. During the courses, candidates will be provided with opportunities to explore and use instructional media, especially microcomputers, to assist teaching. They will master use of productivity tools, such as multimedia facilities, local-net and Internet, and feel confident to design multimedia instructional materials, create WWW resources, and develop an electronic learning portfolio. Diversity Statement A variety of materials and instructional strategies will be employed to meet the needs of the different learning styles of diverse learners in class. Candidates will gain knowledge as well as an understanding of differentiated strategies and curricula for providing effective instruction and assessment within multicultural classrooms. One element of course work is raising candidate awareness of critical multicultural issues. A second element is to cause candidates to explore how multiple attributes of multicultural populations influence decisions in employing specific methods and materials for every student. Among these attributes are age, disability, ethnicity, family structure, gender, geographic region, giftedness, language, race, religion, sexual orientation, and socioeconomic status. An emphasis on cognitive style differences provides a background for the consideration of cultural context. Kennesaw State University provides program accessibility and accommodations for persons defined as disabled under Section 504 of the Rehabilitation Act of 1973 or the Americans with Disabilities Act of 1990. A number of services are available to support students with disabilities within their academic program. In order to make arrangements for special services, students must visit the Office of Disabled Student Support Services (ext. 6443) and develop an individual assistance plan. In some cases, certification of disability is required. Please be aware there are other support/mentor groups on the campus of Kennesaw State University that address each of the multicultural variables outlined above. Statement for school-based activities While completing your graduate program at Kennesaw State University, you are required to be involved in a variety of leadership and school-based activities directed at the improvement of teaching and learning. Appropriate activities may include, but are not limited to, attending and presenting at professional conferences, actively serving on or chairing school-based committees, attending PTA/school board meetings, leading or presenting professional development activities at the school or district level, and participating in education-related community events. As you continue your educational experiences, you are encouraged to explore every opportunity to learn by doing. VII. Goals and Objectives: This course is designed to meet the following objectives: TF-VIII.A. Use the school technology facilities and resources to implement classroom instruction. 11. Discuss and evaluate current research in educational technology. (TF-VIII.A.1) TF-VIII.B. Apply strategies for and knowledge of issues related to managing the change process in schools. 12. Discuss the history of technology use in schools. (TF-VIII.B.1) TF-VIII.C. Apply effective group process skills. 13. Discuss the rationale for forming school partnerships to support technology integration and examine an existing partnership within a school setting. (TF-VIII.C.1) TF-VIII.D. Lead in the development and evaluation of district technology planning and implementation. 14. Participate in cooperative group processes and identify the processes that were effective. (TF-VIII.D.1) 15. Conduct an evaluation of a school technology environment. (TF-VIII.D.2) 16. Identify and discuss national, state, and local standards for integrating technology in the school environment. (TF-VIII.D.3) 17. Describe curriculum activities or performances that meet national, state, and local technology standards. (TF-VIII.D.4) 18. Discuss issues related to developing a school technology plan. (TF-VIII.D.5) 19. Discuss the elements of and strategies for developing a technology strategic plan. (TF-VIII.D.6) 20. Examine issues related to hardware and software acquisition and management. (TF-VIII.D.7) TF-VIII.E. Engage in supervised field-based experiences with accomplished technology facilitators and/or directors. Candidates: 2. Examine components needed for effective field-based experiences in instructional program development, professional development, facility and resource management, WAN/LAN/wireless systems, or managing change related to technology use in school based settings. (TF-VIII.E.1) VIII. Course Requirements/Assignments 1. 2. The student will read and evaluate their school and district technology plans and submit a critical analysis of their overall effectiveness. A thorough analysis of the process for how the plans were developed as well as the effectiveness of the evaluation component will also be required. The student, individually or as part of a group, will develop and plan for the implementation and evaluation of a technology plan for their school based on areas targeted in the school improvement plan. The technology plan must be consistent with the National Education Technology Plan, the State of Georgia K-12 Technology Plan, and the district technology plan, including (but not limited to) the following: a. b. c. d. e. f. g. h. 3. Executive summary Technology committee Technology vision i. Why are we interested in using technology? ii. How will technology impact teaching and learning in our school? Current status of educational technology in our school i. Instructional uses ii. Administrative uses iii. Parent/Community uses iv. Access to technology v. System support Student academic and technology literacy needs Goals and benchmarks Budget Communication/Marketing The student will research various grant opportunities and submit an abbreviated grant proposal describing a technology-enhanced project designed to increase student achievement in any content area. The project should challenge and actively engage students in higher levels of cognitive processing. The project must demonstrate an evaluation component that reflects clear educational outcomes. 4. The student will participate in a series of online discussion forums exploring critical issues and trends related to the implementation of educational technologies. Student positions on each issue/trend should be shaped by facts and research gathered from professional readings and validated through professional experiences. Postings should include specific examples drawn from professional practice. Students will read and review submissions by other students and provide an analytical response to at least two of their peers. 5. The student will read, reflect, and write a series of responses to selected professional journal articles on timely educational technology topics. Evaluation and Grading The student’s work will exhibit the following: For a grade of A: For a grade of B: For a grade of C or below: All parts of the assignments are complete as defined by the instructor. Topics are fully developed. Knowledge of subject matter is clear and work is focused on assigned topics. Additional information beyond requirements is included if appropriate. Work shows a clear match between theory and practice. Work shows evidence of critical thinking. Work contains few or no errors in writing. Citations and references are used correctly and consistently. 2 Tech Plan Evaluations Technology Plan Grant Proposal 6 Discussion Forums 3 Article Critiques All parts of the assignments are addressed, but one or two may be incomplete or unclear (i.e., perhaps examples are not sufficient or are not explained in sufficient detail for the reader to form a clear picture. Knowledge of subject matter is clear. Work shows a clear match between theory and practice. Work contains several errors in writing. Citations and references are used correctly and consistently. 12 points 35 points 20 points 18 points 15 points Grades will be assigned as follows: 92-100 average points A 85-91 average points B 76-84 average points C <76 average points F X. Academic Honesty Statement Assignments do not address all requirements or do not meet some criteria specified. Topics may be only partially developed. No clear match between theory and practice. Contains numerous errors in writing. Errors in citations and references or no citations and references where needed. Page 116 of the KSU Graduate catalog (2000 - 2001) states: KSU expects that graduate students will pursue their academic programs in an ethical, professional manner. Any work that students present in fulfillment of program or course requirements should represent their own efforts, achieved without giving or receiving any unauthorized assistance. Any student who is found to have violated these expectations will be subject to disciplinary action. (from current KSU handbook). XI. Class Attendance Policy See appropriate graduate or undergraduate KSU catalogue for statement. XII. Course Outline unique to this class (subject to change) Topic Successful Technology Implementation: Reflecting on a Vision for Technology Are Schools and Technology Leaders Doing Enough? Why Do Technology Programs Fail? Strategic Planning for Technology Setting the Stage for Staff Development Dealing with Teacher Resistance to Technology Implementation Teacher Evaluation and the Use of Technology Sustaining Effective Technology Plans Leadership and Technology Implementation XIII. References/Bibliography Conceptual Framework Summary References: Odell, S. J., Huling, L., & Sweeny, B. W. (2000). Conceptualizing quality mentoring, background information. In S. J. Odell & L. Huling (Eds.), Quality mentoring for novice teachers (pp. 3-14). Indianapolis, IA: Kappa Delta Pi. Sternberg, R. J. (1996). Educational psychology has fallen, but it can get up. Educational psychology review, 8(2), 175-185. Sternberg, R. J. (1998). Metacognition, abilities, and developing expertise: What makes an expert student? Instructional Science, 26, 127-140. Course references Association for the Advancement of Computing in Education http://www.aace.org Center for Applied Research in Educational Technology http://caret.iste.org Consortium for School Networking (2004-2005). Essential skills of the K-12 CTO. Learning & Leading with Technology, 32(4), 40-45. Georgia Learning Connections http://www.glc.k12.ga.us Georgia Technology Plan http://www.doe.k12.ga.us/_documents/technology/state/TechPlan.pdf International Society for Technology in Education http://www.iste.org International Society for Technology in Education (2002). National educational technology standards for administrators: Effective school leadership through technology. Eugene, OR: ISTE. International Society for Technology in Education (2002). National educational technology standards for teachers: Preparing teachers to use technology. Eugene, OR: ISTE. Journal of Educational Technology and Society http://www.ifets.info Journal of Technology Education http://scholar.lib.vt.edu/ejournals/JTE Learning and Leading with Technology http://www.iste.org/LL/32/4/index.cfm National Technology Plan http://www.nationaledtechplan.org/default.asp Rogers, E. (1995). Diffusion of innovations (fourth edition). New York, NY: The Free Press. Scheltzer, T. (2001). Training administrators to be technology leaders. Retrieved January 28, 2005, from the Technology and Learning Web site: http:techlearning.com. find full Web address Teaching Horizons in Education (THE) Journal http://www.thejournal.com Technology Standards for School Administrators (TSSA) Collaborative (2001). Technology standards for school administrators.