KENNESAW STATE UNIVERSITY
GRADUATE COURSE PROPOSAL OR REVISION,
Cover Sheet (10/02/2002)
Course Number/Program Name ITEC 7495 Legal, Social, & Ethical Issues in Instructional Technology
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 7495____________________
Course Title Legal, Social, & Ethical Issues in Instructional Technology_
Credit Hours 3
Prerequisites Admission to M.Ed. program in Instructional Technology
Description (or Proposed Degree Requirements)
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).
III.
Justification
The KSU Instructional Technology Program is committed to providing educators with the
practical tools they need to become outstanding technology facilitators. Embedded in the
program is the ability to continuing self-education and personally-driven professional
development. This course prepares technology facilitators to assume primary site responsibility
for the legal, social, and ethical issues related to instructional technology. The primary method of
instruction is problem-based, with students facing legall issues that they are likely to encounter
as technology facilitators, such as ensuring compliance with the Children’s Internet Protection
Act (CIPA), the Children’s Online Privacy Act (COPPA), the Family Educational Rights &
Privacy Act (FERPA), and technology-assisted education (IDEA).
IV.
Additional Information (for New Courses only)
Instructor:
Text: Legal Issues & Education Technology: A School Leader’s Guide, Second Edition.
(2001), NSBA Council of School Attorneys and Technology Leadership Network. ISBN:
0-88364-247-6.
Bray, M., Brown, A. & Green, T. (2004). Technology & the Diverse Learner—A Guide
to Classroom Practice. Corwin Press.
Prerequisites:
Admission to M.Ed. program in Instructional Technology
Objectives:
This course is designed to meet the following objectives. Candidates will:
TF-VI.A. Model and teach legal and ethical practice related to technology use.
1. Develop strategies and provide professional development at the school/classroom level
for teaching social, ethical, and legal issues and responsible use of technology. (TF-VI.
A.1)
2. Assist others in summarizing copyright laws related to use of images, music, video, and
other digital resources in varying formats. (TF-VI. A.2)
TF-VI.B. Apply technology resources to enable and empower learners with diverse backgrounds,
characteristics, and abilities.
3. Assist teachers in selecting and applying appropriate technology resources to enable and
empower learners with diverse backgrounds, characteristics, and abilities. (TF-VI. B.1)
4. Identify, classify, and recommend adaptive/assistive hardware and software for students
and teachers with special needs and assist in procurement and implementation. (TF-VI.
B.2)
TF-VI.C. Identify and use technology resources that affirm diversity.
5. Assist teachers in selecting and applying appropriate technology resources to affirm
diversity and address cultural and language differences. (TF-VI. C.1)
TF-VI.D. Promote safe and healthy use of technology resources.
6. Assist teachers in selecting and applying appropriate technology resources to promote
safe and healthy use of technology. (TF-VI. D.1)
TF-VI.E. Facilitate equitable access to technology resources for all students.
7. Recommend policies and implement school/classroom strategies for achieving equitable
access to technology resources for all students and teachers. (TF-VI. E.1)
TF-VIII.E. Engage in supervised field-based experiences with accomplished technology
facilitators and/or directors.
8. 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
V.
Weekly Knowledge Evaluation
Group Projects
Mid-Semester & Final Exams
30%
20%
50%
Grades will be assigned as follows:
92-100 average points
85-91 average points
76-84 average points
<76 average points
A
B
C
F
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 7495
Legal, Social, & Ethical Issues in Instructional
Technology
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:
ITEC 7495
Legal, Social & Ethical Issues in Instructional Technology
Bagwell College of Education
II.
Instructors:
III.
Class Meetings:
IV.
Required Text: Legal Issues & Education Technology: A School Leader’s Guide, Second Edition. (2001), NSBA Council of School
Attorneys and Technology Leadership Network. ISBN: 0-88364-247-6.
Bray, M., Brown, A. & Green, T. (2004). Technology & the Diverse Learner—A Guide to Classroom Practice. Corwin Press.
V.
Catalog Course Description: ITEC 7495 Legal, Social & Ethical Issues in Instructional Technology. 3-0-3
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).
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:
The KSU Instructional Technology Program is committed to providing educators with the practical tools they need to become outstanding
technology facilitators. Embedded in the program is the ability to continuing self-education and personally-driven professional development.
This course prepares technology facilitators to assume primary site responsibility for the legal, social, and ethical issues related to instructional
technology. The primary method of instruction is problem-based, with students facing legall issues that they are likely to encounter as
technology facilitators, such as ensuring compliance with the Children’s Internet Protection Act (CIPA), the Children’s Online Privacy Act
(COPPA), the Family Educational Rights & Privacy Act (FERPA), and technology-assisted education (IDEA).
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-VI.A. Model and teach legal and ethical practice related to technology use.
9. Develop strategies and provide professional development at the school/classroom level for teaching social, ethical, and legal issues
and responsible use of technology. (TF-VI. A.1)
10. Assist others in summarizing copyright laws related to use of images, music, video, and other digital resources in varying formats.
(TF-VI. A.2)
TF-VI.B. Apply technology resources to enable and empower learners with diverse backgrounds, characteristics, and abilities.
11. Assist teachers in selecting and applying appropriate technology resources to enable and empower learners with diverse
backgrounds, characteristics, and abilities. (TF-VI. B.1)
12. Identify, classify, and recommend adaptive/assistive hardware and software for students and teachers with special needs and assist
in procurement and implementation. (TF-VI. B.2)
TF-VI.C. Identify and use technology resources that affirm diversity.
13. Assist teachers in selecting and applying appropriate technology resources to affirm diversity and address cultural and language
differences. (TF-VI. C.1)
TF-VI.D. Promote safe and healthy use of technology resources.
14. Assist teachers in selecting and applying appropriate technology resources to promote safe and healthy use of technology. (TF-VI.
D.1)
TF-VI.E. Facilitate equitable access to technology resources for all students.
15. Recommend policies and implement school/classroom strategies for achieving equitable access to technology resources for all
students and teachers. (TF-VI. E.1)
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)
IX.
Requirements/Assignments:
Weekly Knowledge Evaluation – Week evaluation requiring demonstration of knowledge acquired in assigned reading. These
evaluations will take formats varying from class participation to short examinations to writing assignments. Weekly evaluations constitute thirty
percent (30%) of the final grade.
Group Projects – Frequently, students will be placed in a group and given a problem-based assignment culminating in a brief
presentation and/or written product. Weekly group assignments constitute twenty-percent (20%) of the final grade.
Mid-Semester and Final Examination – These examinations will be multiple choice and will assess individual subject matter
knowledge. When these examinations are given, the weekly knowledge evaluation shall be included in the examination. The mid-semester and
final examination constitute fifty percent (50%) of the student’s final grade.
X:
XI.
Evaluation and Grading:
Weekly Knowledge Evaluation
Group Projects
Mid-Semester & Final Exams
30%
20%
50%
Grades will be assigned as follows:
92-100 average points
85-91 average points
76-84 average points
<76 average points
A
B
C
F
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
Topics
1/1 Introduction
1/1 Unit1 - Legal Systems and Structures
1/2 Unit 2 – Instructional Technology and the Law: An Overview
1/2 Unit 3 – Students, Technology and the Law (CIPA, COPPA, NCLB)
2/3 Unit 4 – Employees, Technology and the Law
2/3 Unit 4 - Continued
2/4 Unit 5 – Data and Electronic Records (FERPA)
2/4 Unit 5 – The Off-Campus Electronic Presence
3/5 Unit 6 – Technology in Instruction: Copyright and Fair Use
3/5 Unit 6 – Unique Social and Ethical Issues in Technology
3/6 Unit 7 – The Digital Divide: Ensuing Equitable Access in 21st Century Schools
4/6 Unit 8 – Using Assistive and Adaptive Technologies in Schools (ADA, IDEA)
4/7 Unit 8 – Working
5/8 Final Examination
XIII.
References/Bibliography
Georgia School Laws (2005), Lexis/Nexis Publishing – Georgia School Laws is contains the school laws of the State of Georgia, including Title
20 of the Official Code of Georgia Annotated.