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.
Traci Redish
Faculty Member
Submitted by:
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 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
Inst Tech Ldrshp
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.