KENNESAW STATE UNIVERSITY
GRADUATE COURSE PROPOSAL OR REVISION,
Cover Sheet (10/02/2002)
Course Number/Program Name ITEC 7490 Educational Technology Support, Management, & Operations
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 7490____________________
Course Title Educational Technology Support, Management, & Operations_
Credit Hours 3
Prerequisites Admission to M.Ed. program in Instructional Technology
Description (or Proposed Degree Requirements)
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 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.
.
III.
Justification
Effective school leaders must advocate for adequate, timely, and high-quality technology support
services for their schools. They must allocate financial and human resources to ensure complete
and sustained implementation of the technology plan. This course will prepare candidates to
support and manage the technology needs of teachers, administrators, and students in a K-12
environment and address the skills and competencies needed for selecting, implementing, and
procuring various educational and administrative technologies.
IV.
Additional Information (for New Courses only)
Instructor:
Text: Various professional journal readings will be assigned over the course of study.
Prerequisites:
Admission to M.Ed. program in Instructional Technology
Objectives:
This course is designed to meet the following objectives. Candidates will:
TF-VII.A. Use the school technology facilities and resources to implement classroom instruction.
1. Use plans to configure software/computer/technology systems and related peripherals
in laboratory, classroom cluster, and other appropriate instructional arrangements.
(TF-VII.A.1)
2. Use local mass storage devices and media to store and retrieve information and
resources. (TF-VII.A.2)
3. Discuss issues related to selecting, installing, and maintaining wide area networks
(WAN) for school districts. (TF-VII.A.3)
4. Model integration of software used in classroom and administrative settings including
productivity tools, information access/ telecommunication tools,
multimedia/hypermedia tools, school management tools, evaluation/portfolio tools,
and computer-based instruction. (TF-VII.A.4)
5. Utilize methods of installation, maintenance, inventory, and management of software
libraries. (TF-VII.A.5)
6. Use and apply strategies for troubleshooting and maintaining various
hardware/software configurations found in school settings.
7. Use network software packages used to operate a computer network system. (TFVII.A.6)
8. Work with technology support personnel to maximize the use of technology resources
by administrators, teachers, and students to improve student learning. (TF-VII.A.7)
TF-VII.B. Follow procedures and guidelines used in planning and purchasing technology
resources. Candidates:
9. Identify instructional software to support and enhance the school curriculum and
develop recommendations for purchase. (TF-VIII.B.1)
10. Discuss and apply guidelines for budget planning and management procedures related
to educational computing and technology facilities and resources. (TF-VIII.B.2)
11. Discuss and apply procedures related to troubleshooting and preventive maintenance
on technology infrastructure. (TF-VIII.B.3)
12. Apply current information involving facilities planning issues and computer related
technologies. (TF-VIII.B.4)
13. Suggest policies and procedures concerning staging, scheduling, and security for
managing computers/technology in a variety of school/ laboratory/classroom settings.
(TF-VIII.B.5)
14. Use distance and online learning facilities. (TF-VIII.B.6)
15. Describe and identify recommended specifications for purchasing technology systems
in school settings. (TF-VIII.B.7)
TF-VIII.E. Engage in supervised field-based experiences with accomplished technology
facilitators and/or directors.
16. 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.





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.





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.
Hardware comparative analysis
Software comparative analysis
Technology Support Infrastructure Report
Presentation
Discussion Forum
20 points
20 points
20 points
20 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
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)
Instructional Technology
ITEC 7490
Educational Technology Support, Management & Operations
3 credit class
Fall 2007
Regular
If course used to satisfy CPC, what areas?
Learning Support Programs courses which are
required as prerequisites
APPROVED:
________________________________________________
Vice President for Academic Affairs or Designee __
VII Attach Syllabus
I.
ITEC 7490/EDL 7770 Educational Technology Support, Management, and Operations
Educational Leadership
Kennesaw State University
II.
INSTRUCTORS:
Name:
Room:
Office Phone:
e-mail:
III.
Class Sessions:
Day:
Location:
IV.
Texts (required):
Readings: Various professional journal readings will be assigned over the course of study.
V.
Catalog Description:
Prerequisite: Admission to M. Ed. program in Educational Leadership or graduate Educational
Leadership Add-On Certification program.
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 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.
VI.
Purpose/Rationale:
Effective school leaders must advocate for adequate, timely, and high-quality technology support services for their
schools. They must allocate financial and human resources to ensure complete and sustained implementation of the
technology plan. This course will prepare candidates to support and manage the technology needs of teachers,
administrators, and students in a K-12 environment and address the skills and competencies needed for selecting,
implementing, and procuring various educational and administrative technologies.
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-VII.A. Use the school technology facilities and resources to implement classroom instruction.
17. Use plans to configure software/computer/technology systems and related peripherals in laboratory,
classroom cluster, and other appropriate instructional arrangements. (TF-VII.A.1)
18. Use local mass storage devices and media to store and retrieve information and resources. (TFVII.A.2)
19. Discuss issues related to selecting, installing, and maintaining wide area networks (WAN) for school
districts. (TF-VII.A.3)
20. Model integration of software used in classroom and administrative settings including productivity
tools, information access/ telecommunication tools, multimedia/hypermedia tools, school management
tools, evaluation/portfolio tools, and computer-based instruction. (TF-VII.A.4)
21. Utilize methods of installation, maintenance, inventory, and management of software libraries. (TFVII.A.5)
22. Use and apply strategies for troubleshooting and maintaining various hardware/software configurations
found in school settings.
23. Use network software packages used to operate a computer network system. (TF-VII.A.6)
24. Work with technology support personnel to maximize the use of technology resources by
administrators, teachers, and students to improve student learning. (TF-VII.A.7)
TF-VII.B. Follow procedures and guidelines used in planning and purchasing technology resources. Candidates:
25. Identify instructional software to support and enhance the school curriculum and develop
recommendations for purchase. (TF-VIII.B.1)
26. Discuss and apply guidelines for budget planning and management procedures related to educational
computing and technology facilities and resources. (TF-VIII.B.2)
27. Discuss and apply procedures related to troubleshooting and preventive maintenance on technology
infrastructure. (TF-VIII.B.3)
28. Apply current information involving facilities planning issues and computer related technologies. (TFVIII.B.4)
29. Suggest policies and procedures concerning staging, scheduling, and security for managing
computers/technology in a variety of school/ laboratory/classroom settings. (TF-VIII.B.5)
30. Use distance and online learning facilities. (TF-VIII.B.6)
31. Describe and identify recommended specifications for purchasing technology systems in school
settings. (TF-VIII.B.7)
TF-VIII.E. Engage in supervised field-based experiences with accomplished technology facilitators and/or directors.
32. 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.
The student will complete a hardware comparative analysis, researching various hardware components,
benefits, costs, and features and make justifiable recommendations for possible procurement for a
school/district.
2.
The student will complete a software comparative analysis, researching various software components,
benefits, costs, and features and make justifiable recommendations for possible procurement for a
school/district.
The student will research different options for maximizing technology support in their school and present
a report detailing a technology support infrastructure to support teaching and learning.
The student will participate in a series of online discussion forums responding to journal articles,
exploring critical issues and trends, and addressing emerging educational technologies. Student positions
3.
4.
on each topic should be shaped by facts and research gathered from professional readings. Postings
should be thoughtful and reflect a thorough examination of the topic. Students will read and review
submissions by other students and provide an analytical response to at least two of their peers.
IX. 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.





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.
Hardware comparative analysis
Software comparative analysis
Technology Support Infrastructure Report
Presentation
Discussion Forum





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.
20 points
20 points
20 points
20 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
X. Academic Honesty Statement
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
(subject to change)
Topic
Technical Challenges in Today’s Schools
Educational Computing Devices
Wireless and Wired Networks, Servers, and Internet Filtering
Software: Windows/Apple/Office Suites/Educational Software
Information Systems
Security
Technology Support
Implementing Technology
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