KENNESAW STATE UNIVERSITY
GRADUATE COURSE PROPOSAL OR REVISION,
Cover Sheet (10/02/2002)
Course Number/Program Name ITEC 7555 Special Topics 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 7555___________________
Course Title Special Topics in Instructional Technology _
Credit Hours 3
Prerequisites Admission to M.Ed. program in Instructional Technology
Description (or Proposed Degree Requirements)
This individually designed course will examine topics in Instructional Technology
emphasizing the student’s area of specialty.
III.
Justification
The purpose of this course is to provide specialized instruction on a current or emerging
topic in Instructional Technology.
IV.
Additional Information (for New Courses only)
Instructor:
Text: Texts will vary depending on topics emphasized in the course.
Prerequisites:
Admission to M.Ed. program in Instructional Technology
Objectives:
The KSU teacher preparation faculty is strongly committed to the concept of teacher
preparation as a developmental and collaborative process. Research for the past 25 years
has described this process in increasingly complex terms. Universities and schools must
work together to successfully prepare teachers who are capable of developing successful
learners in today’s schools and who choose to continue their professional development.
(in process – from Conceptual Framework, Draft 17)
This course is designed to meet the following objectives:
1. Candidates will develop a more comprehensive knowledge of selected topics in
Instructional Technology through a variety of instructional resources such as interviews,
electronic searches, field experiences, debates, demonstrations, laboratory hands-on
activities, panel discussions, and guest speakers.
2. Candidates will understand the implications of the selected topics in the profession.
3. Candidates will demonstrate skills in organizing, synthesizing, and applying the
information gained in the course.
4. 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
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.




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





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.
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 7555
Special Topics in Instructional Technology
3 credit class
Fall 2007
Regular
APPROVED:
________________________________________________
Vice President for Academic Affairs or Designee __
VII Attach Syllabus
I.
ITEC 7555 Special Topics in Instructional Technology (0-3)
Educational Leadership
Kennesaw State University
II.
INSTRUCTORS:
Name:
Room:
Office Phone:
e-mail:
III.
Class Sessions:
Day:
Location:
IV.
Texts (required): Texts will vary depending on topics emphasized in the course.
Readings: Various readings will be assigned over the course of study.
V.
VI.
Catalog Description:
This individually designed course will examine topics in Instructional Technology emphasizing the
student’s area of specialty.
Purpose/Rationale:
The purpose of this course is to provide specialized instruction on a current or emerging topic in
Instructional Technology.
Conceptual Framework Summary:
Collaborative Development of Expertise in Teaching and Learning
The Kennesaw State University teacher education faculty is committed to preparing teachers who
demonstrate expertise in facilitating learning in all students. Toward that end, the KSU teacher education
community strongly upholds the concept of collaborative preparation requiring guidance from professionals
inside and outside the university. In tandem with this belief is the understanding that teacher expertise
develops along a continuum which includes the stages of preservice, induction, in-service, and renewal;
further, as candidates develop a strong research-based knowledge of content and pedagogy, they develop
their professional expertise in recognizing, facilitating, assessing, and evaluating student 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 believes 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.
(in process – from Conceptual Framework, Draft 17)
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 ethnicity, race, socioeconomic status, gender, giftedness, disability,
language, religion, family structure, sexual orientation and geographic region. 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 (770 423 6443) and develop an individual assistant plan. In some cases,
certification of disability is required.
Please be aware that there are other support/mentor groups on the campus of Kennesaw State University
that address each of the multicultural variables outlined above. For more information, contact the Student
Life Center at 770 423 6280.
VII. Goals and Objectives:
The KSU teacher preparation faculty is strongly committed to the concept of teacher preparation as a
developmental and collaborative process. Research for the past 25 years has described this process in
increasingly complex terms. Universities and schools must work together to successfully prepare teachers
who are capable of developing successful learners in today’s schools and who choose to continue their
professional development. (in process – from Conceptual Framework, Draft 17)
This course is designed to meet the following objectives:
5.
6.
7.
Candidates will develop a more comprehensive knowledge of selected topics in Instructional Technology
through a variety of instructional resources such as interviews, electronic searches, field experiences,
debates, demonstrations, laboratory hands-on activities, panel discussions, and guest speakers.
Candidates will understand the implications of the selected topics in the profession.
Candidates will demonstrate skills in organizing, synthesizing, and applying the information gained in the
course.
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)
VII. Course Requirements/Assignments
Assignments will be determined by the professor and will vary by topic. Course activities will include, but are not
limited to:
1. Lecture
2. Student Research Projects
3. Class Exercises
4. Presentations
5. Class and group discussions
6. Reading Assignments
7. Review of Research
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.
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.
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 unique to this class
Course outline will be determined by the professor and will vary by topic.
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