KENNESAW STATE UNIVERSITY
GRADUATE COURSE PROPOSAL OR REVISION,
Cover Sheet (10/02/2002)
Course Number/Program Name ITEC 7420 Productivity & Assessment Tools
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
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Department Chair
Date
School Curriculum Committee
Date
School Dean
Date
GPCC Chair
Date
Dean, Graduate Studies
Date
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Vice President for Academic Affairs Date
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President
Date
KENNESAW STATE UNIVERSITY
GRADUATE COURSE/CONCENTRATION/PROGRAM CHANGE
I.
Current Information (Fill in for changes)
Page Number in Current Catalog
Course Prefix and Number
Course Title
Credit Hours
Prerequisites
Description (or Current Degree Requirements)
II.
Proposed Information (Fill in for changes and new courses)
Course Prefix and Number __ITEC 7420____________________
Course Title Productivity & Assessment Tools_
Credit Hours 3
Prerequisites Admission to M.Ed. program in Instructional Technology
Description (or Proposed Degree Requirements)
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.
III.
Justification
Instructional Technology facilitators must demonstrate in-depth understanding of technology
operations and concepts, including the use of productivity and assessment tools. Candidates must
be prepared to assist teachers in the ongoing development of the knowledge, skills, and
understanding of technology systems, resources, and services that are aligned with district and
state technology plans. This course provides candidates the opportunity to increase their
productivity skills to better facilitate the use of technology in their local schools.
IV.
Additional Information (for New Courses only)
Instructor:
Text: Thorsen, C. (2006). TechTactics: Technology for Teachers. Pearson.
Prerequisites:
Admission to M.Ed. program in Instructional Technology
Objectives:
This course is designed to meet the following objectives. Candidates will:
TF-I.A. Demonstrate knowledge, skills, and understanding of concepts related to technology (as
described in the ISTE National Educational Technology Standards for Teachers).
1. Assist teachers in the ongoing development of knowledge, skills, and understanding of
technology systems, resources, and services that are aligned with district and state
technology plans. (TF-I.A.1)
2. Provide assistance to teachers in identifying technology systems, resources, and services
to meet specific learning needs. (TF-I.A.2)
TF-I.B. Demonstrate continual growth in technology knowledge and skills to stay abreast of
current and emerging technologies.
3. Model appropriate strategies essential to continued growth and development of the
understanding of technology operations and concepts. (TF-I.B.1)
TF-III.A. Facilitate technology-enhanced experiences that address content standards and student
technology standards.
4. Use methods and strategies for teaching concepts and skills that support integration of
technology productivity tools (refer to NETS for Students). (TF-III.A.1)
5. Use methods and strategies for teaching concepts and skills that support integration of
problem solving/decision-making tools. (TF-III.A.4)
TF-IV.A. Apply technology in assessing student learning of subject matter using a variety of
assessment techniques.
6. Model the use of technology tools to assess student learning of subject matter using a
variety of assessment techniques. (TF-IV.A.1)
7. Assist teachers in using technology to improve learning and instruction through the
evaluation and assessment of artifacts and data. (TF-IV.A.2)
TF-IV.C. Apply multiple methods of evaluation to determine students' appropriate use of
technology resources for learning, communication, and productivity.
8. Assist teachers in using recommended evaluation strategies for improving students' use of
technology resources for learning, communication, and productivity. (TF-IV.C.1)
TF-V.C. Apply technology to increase productivity.
9. Model advanced features of word processing, desktop publishing, graphics programs, and
utilities to develop professional products. (TF-V.C. 1)
10. Set and manipulate preferences, defaults, and other selectable features of operating
systems and productivity tool programs commonly found in P-12 schools. (TF-V.C. 8)
TF-VIII.E. Engage in supervised field-based experiences with accomplished technology
facilitators and/or directors.
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.
Evaluation and Grading
Brochure
10 points
Professional Learning
35 points
Impact on Student Learning Analysis 35 points
Discussion Forums
20 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
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 7420
Productivity & Assessment Tools
3 credit class
Fall 2007
Regular
APPROVED:
________________________________________________
Vice President for Academic Affairs or Designee __
VII Attach Syllabus
I.
Course Number:
Course Title:
College:
Semester:
Room:
II.
Instructors:
III.
Class Meetings:
IV.
Required Text:
ITEC 7420
Productivity & Assessment Tools
Bagwell College of Education
Thorsen, C. (2006). TechTactics: Technology for Teachers. Pearson.
Required Readings:
V.
NSDC Standards for Staff Development available at:
http://www.nsdc.org/standards/index.cfm
Catalog Course Description: ITEC 7420. Productivity & Assessment Tools. 3-0-3
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.
VI.
Professional Portfolio Narrative:
A required element in each portfolio for the Graduate Program is a portfolio narrative. The purpose of the portfolio narrative is to ensure that
every candidate reflects on each of the proficiencies on the CPI and the TF standards with regard to what evidence the candidate has selected
for his/her portfolio. In your portfolio, you need to include a narrative which includes descriptive, analytic and reflective writing in which you
reflect on each proficiency and how you make the case that the evidence you have selected in your portfolio supports a particular proficiency,
using the Portfolio Narrative Rubric as a guide. The narrative should be comprehensive, documenting research-based best practices.
VII.
Purpose and Rationale:
Instructional Technology facilitators must demonstrate in-depth understanding of technology operations and concepts, including the use of
productivity and assessment tools. Candidates must be prepared to assist teachers in the ongoing development of the knowledge, skills, and
understanding of technology systems, resources, and services that are aligned with district and state technology plans. This course provides
candidates the opportunity to increase their productivity skills to better facilitate the use of technology in their local schools.
KENNESAW STATE UNIVERSITY’S 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.
Knowledge Base:
Teacher development is generally recognized as a continuum that includes four phases: preservice, induction, in-service, renewal (Odell,
Huling, and Sweeny, 2000). Just as Sternberg (1996) believes that the concept of expertise is central to analyzing the teaching-learning
process, the teacher education faculty at KSU believe that the concept of expertise is central to preparing effective classroom teachers and
teacher leaders. Researchers describe how during the continuum phases teachers progress from being Novices learning to survive in
classrooms toward becoming Experts who have achieved elegance in their teaching. We, like Sternberg (1998), believe that expertise is not an
end-state but a process of continued development.
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. They will master use of productivity tools, such as multimedia facilities, local-net and
Internet, and feel confident to design multimedia instructional materials, and create WWW resources.
Field-Based Activities
While completing your graduate program at Kennesaw State University, you are required to be involved in a variety of leadership and schoolbased 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.
VIII:
Goals and Objectives:
This course is designed to meet the following objectives. Candidates will:
TF-I.A. Demonstrate knowledge, skills, and understanding of concepts related to technology (as described in the ISTE National Educational
Technology Standards for Teachers).
11. Assist teachers in the ongoing development of knowledge, skills, and understanding of technology systems, resources, and services
that are aligned with district and state technology plans. (TF-I.A.1)
12. Provide assistance to teachers in identifying technology systems, resources, and services to meet specific learning needs. (TFI.A.2)
TF-I.B. Demonstrate continual growth in technology knowledge and skills to stay abreast of current and emerging technologies.
13. Model appropriate strategies essential to continued growth and development of the understanding of technology operations and
concepts. (TF-I.B.1)
TF-III.A. Facilitate technology-enhanced experiences that address content standards and student technology standards.
14. Use methods and strategies for teaching concepts and skills that support integration of technology productivity tools (refer to NETS
for Students). (TF-III.A.1)
15. Use methods and strategies for teaching concepts and skills that support integration of problem solving/decision-making tools. (TFIII.A.4)
TF-IV.A. Apply technology in assessing student learning of subject matter using a variety of assessment techniques.
16. Model the use of technology tools to assess student learning of subject matter using a variety of assessment techniques. (TF-
IV.A.1)
17. Assist teachers in using technology to improve learning and instruction through the evaluation and assessment of artifacts and data.
(TF-IV.A.2)
TF-IV.C. Apply multiple methods of evaluation to determine students' appropriate use of technology resources for learning, communication, and
productivity.
18. Assist teachers in using recommended evaluation strategies for improving students' use of technology resources for learning,
communication, and productivity. (TF-IV.C.1)
TF-V.C. Apply technology to increase productivity.
19. Model advanced features of word processing, desktop publishing, graphics programs, and utilities to develop professional products.
(TF-V.C. 1)
20. Set and manipulate preferences, defaults, and other selectable features of operating systems and productivity tool programs
commonly found in P-12 schools. (TF-V.C. 8)
TF-VIII.E. Engage in supervised field-based experiences with accomplished technology facilitators and/or directors.
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)
IX.
Requirements/Assignments:
BROCHURE:
Develop a brochure using advanced word processing and desktop publishing skills to advertise for an upcoming Professional Learning
workshop to be delivered on a popular productivity tool.
PROFESSIONAL LEARNING:
Develop a Professional Learning seminar on a productivity or assessment tool of your choice. Include a set of Quick Tips or step-by-step
directions to be used by participants of the workshop.
IMPACT ON STUDENT LEARNING ANALYSIS:
Purpose:
This assessment is to give you the opportunity to tie together many pieces of the assessment process to help you:
1) determine the effect of instruction on all your students’ learning (NCATE/PSC Standards 1, 3, 4)
2) guide decisions about future instruction and plans to improve upon every student’s performance (NCATE/PSC Standards 1, 3, 4)
3) communicate performance results to others (NCATE/PSC Standard 2)
Method:
Select a class/group of students whom you are teaching and a lesson/activity/unit/skill on which to evaluate the impact on every student’s
learning. Decide on a method of collecting data on your impact upon student learning using an assessment that will generate data suitable for
analysis, such as a pre- and post-test. The assessment(s) you choose should be aligned with your objectives. The assessments can be of the
authentic/alternative or traditional nature or a combination of both.
In assessing the impact of your lesson on all students’ learning, you will need to interpret the results within the contexts of the setting and
student diversity. Contextual factors are important for teachers to know because they often help explain student behaviors and achievements.
In your analysis, you need to investigate these contextual factors of the class you evaluated:

geographic location, community and school population, socio-economic profile and race/ethnicity,

physical features of setting, availability of equipment/technology and other resources,

student characteristics such as age, gender, race/ethnicity, exceptionalities (disability and giftedness), achievement/developmental
levels, culture, language, interests, learning styles or skill levels.
Analyzing and Reporting the Data:
Perform the analysis on three levels:

Whole group: Compile the data as a whole group by using simple descriptive techniques. If you gave a pre-test, compare the preand post-test results.

Sub group: You should compile the data into groups for comparison (select two) from those identified under student characteristics.
This analysis should include the contextual factors of exceptionalities, ethnicity, race, socioeconomic status, gender, language,
religion, sexual orientation, and geographical area (NCATE/PSC Standard 3, Element 3; Standard 4, Elements 1 & 4).

Individuals: Select two students who represent different levels of performance and examine the data you have on them.
Reflecting on the Data:
After analyzing and reporting the data, reflect on your performance as a teacher and link your performance to student learning results using the
“Impact on Student Learning” Rubric as a guide for reflection. Evaluate your performance and identify future action for improved practice and
professional growth.
Additional Prompts for Reflection:

Select the learning objective where your students were most successful.

Select the learning objective where your students needed more opportunity to grow.

Consider the individual items on your assessment and their effectiveness in measuring student learning. Upon which items were
your students most successful? Least successful? Reflect on reasons for the levels of performance on those items, including
student prerequisite knowledge, student motivation, instructional strategies, and item design.

What instructional strategies did you use? Reflect on relationships between teaching strategies and performance on related
objectives.

What other forms of assessment (including informal assessment such as questioning, large/small group response, etc) did you use?
Reflect on the appropriateness of the assessments and on the relationships between the feedback you got from those assessments
and performance on related objectives.
In each case, provide two or more possible reasons for these outcomes. Consider your objectives, instruction, and assessment along with
student characteristics and other contextual factors that you can influence to continue to have a positive impact on student learning.
Reflect on the possibilities for professional development.

Describe at least two professional learning goals that emerged from your insights and experiences with this assignment.

Identify two specific steps you will immediately take to improve your performance in the critical areas(s) you identified.
DISCUSSION FORUMS:
Participate in a series of four online discussion forums responding to professional readings and exploring adult learning theory, change
process, and professional learning communities. Student positions on each issue 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.
X:
Evaluation and Grading:
Brochure
Professional Learning
Impact on Student Learning Analysis
Discussion Forums
10 points
35 points
35 points
20 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
XI.
Policies
Diversity: 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.
Academic Honesty: 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.
XII.
Course Outline
(subject to change)
Topics
XIII.
References/Bibliography
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