KENNESAW STATE UNIVERSITY
GRADUATE COURSE PROPOSAL OR REVISION,
Cover Sheet (10/02/2002)
Course Number/Program Name EDL 7510/Master of Education in Educational Leadership
Department
Educational Leadership
Degree Title (if applicable)
Master of Education
Proposed Effective Date
August 1, 2008
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:
Approved
___
Faculty Member
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
1
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 _EDL 7510______________________
Course Title ____ Improving Productivity and Practice with Technology
Credit Hours
3
Prerequisites Admission to M. Ed. Program or Permission of Instructor.
Description (or Proposed Degree Requirements):
_____
This course prepares educational leaders to apply technology to enhance their professional practice and to
increase their productivity; design and facilitate high-quality professional learning experiences that help other
educators apply technology to enhance their professional practice; and to increase their productivity, and
implement technology in ways that support the emergence and evolution of professional learning communities
in schools. Candidates will become familiar with of information and technology tools common to informationage professionals. Emphasis is placed on computer operations, presentation and communication tools,
manipulation, interpretation, and analysis of data.
III. Justification
This course is designed to develop school leaders who model the routine, intentional, and effective use of
technology. This course supports educators in employing technology for communication and collaboration
among colleagues, teachers, parents, candidates, and the larger community. While technology empowers school
leaders by the information it can readily produce and communicate, it exponentially empowers the leaders who
master the tools and processes that allow creative and dynamic management of available information.
IV.
Additional Information (for New Courses only)
Instructor: To be determined.


Text(s):
Eaker, R., DuFour, R., & DuFour, R. (2002) Getting Started: Reculturing schools to become
professional learning communities. National Education Service: Bloomington, IN.
Various Internet-based tutorials and other websites
Objectives:
The following course objectives are derived:
Candidates will attain knowledge and skills in the management of the following areas
of school business at the school level:
1. Use technology tools for data analysis.
2. Engage participants in collaborative work and provide support systems that personalize work and
learning for both candidates and adults.
3. Lead job-embedded professional learning that aligns with school improvement goals and supports
candidate achievement.
2
4.
5.
6.
7.
8.
9.
Promote technology to support administrative processes.)
Develop and lead communication strategies to support the school’s goals and candidate achievement.)
Use technology to support core system processes.
Model continuous learning by developing and maintaining a personal plan for self-improvement.
Lead others in the use of research-based learning strategies and processes.
Apply knowledge about adult learning to develop and implement structures that support adult learning
and collaboration.
10. Use technology to support core system processes..
11. Develop and implement high performance teams, such as school improvement teams, to improve school
processes and performance.
12. Apply knowledge about adult learning to develop and implement structures that support adult learning
and collaboration
13. Actively engage parents, community, and other stakeholders in school decision-making and problemsolving processes to have a positive effect on student learning and to achieve the system’s vision
14. Establish mechanisms and structures for continuous feedback from all stakeholders and use feedback for
continuous improvement.
Instructional Method:
Course method will include, but are not limited to:
1.
2.
3.
4.
Lecture
Student research projects
Class exercises
Presentations
5.
6.
7.
8.
9.
Class and group discussions
Reading assignments
Simulations
School visits
Field experiences
V. Resources and Funding Required (New Courses only)
Resource
Amount
Faculty
Other Personnel
Equipment
Supplies
Travel
New Books
New Journals
Other (Specify)
TOTAL
Funding Required Beyond
Normal Departmental Growth
* The resources and funding of this course are figured in as part of the budget of the entire Master of
Education Program.
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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
Educational Leadership
EDL 7510
Improving Productivity and Practice with Technology
3__________________________________
August 1, 2008.
Regular
N.A.
N.A.
APPROVED:
________________________________________________
Vice President for Academic Affairs or Designee __
4
VII Attach Syllabus
EDL 7510 Improving Productivity and
Practice with Technology
Department of Educational Leadership
Kennesaw State University
__________ Semester, 200__
Instructor: (Name)………
(Title)……….
(Address)……….
(Phone)……….
FAX: (770) 423-6910
(E-mail)……….
Class Session: (Day and Time)………..
(Place)……….
Text(s):
Eaker, R., DuFour, R., & DuFour, R. (2002) Getting Started: Reculturing schools to become professional
learning communities. National Education Service: Bloomington, IN.
Referenced Journals:
Educational Researcher
Journal of Educational Technology and Society
Journal of Research on Technology in Education
Journal of Technology Education
Learning and Leading with Technology
Teaching Horizons in Education (THE) Journal
Catalog Description:
This course prepares educational leaders to apply technology to enhance their professional practice and to
increase their productivity; design and facilitate high-quality professional learning experiences that help other
educators apply technology to enhance their professional practice; and to increase their productivity, and
implement technology in ways that support the emergence and evolution of professional learning communities
in schools. Candidates will become familiar with of information and technology tools common to informationage professionals. Emphasis is placed on computer operations, presentation and communication tools,
manipulation, interpretation, and analysis of data.
Purpose/Rationale:
This course is designed to develop effective school leaders who model the routine, intentional, and effective use of
technology. This course supports educators in employing technology for communication and collaboration among
colleagues, teachers, parents, candidates, and the larger community. While technology empowers school leaders by the
information it can readily produce and communicate, it exponentially empowers the leaders who master the tools and
processes that allow creative and dynamic management of available information.
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.
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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-atlarge. 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 that there are other support/mentor groups on the campus of Kennesaw State University that address each
of the multicultural variables outlined above.
Statement for field-based activities
While completing your graduate program at Kennesaw State University, you are required to be involved in a variety of
leadership and field-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 fieldbased 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
leadership experiences, you are encouraged to explore every opportunity to learn by doing. Approximately 30% of the
class assignments will involve field-based activities which you are required to log-in and provide reflection. Some of the
field-based documentations will serve as artifacts in professional portfolios.
Chalk and Wire:
All Educational Leadership candidates are required to purchase a Chalk and Wire ePortfolio account. This web-based
application will be used in multiple courses throughout your program, but you will only need to purchase your account
ONE time since the accounts are good for five years. Accounts must be purchased through the KSU Bookstore. For
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additional information on how to purchase the account, the purpose of Chalk and Wire, and training opportunities please
visit our website at www.kennesaw.edu/education/chalkandwire/
Professional Portfolio:
The professional portfolio requirement is designed as an opportunity for students to create an organized view of
themselves and their educational leadership capabilities. Each student is expected to create an electronic portfolio
demonstrating mastery of the BOR strands and the PSC/ELCC/NCATE standards. Students are required to upload
assignments from each class in the Educational Leadership program to the Chalk and Wire portfolio. Each assignment
uploaded must be accompanied by a reflection clearly demonstrating knowledge, application, analysis, and synthesis of
the BOR strands and the PSC/ELCC/NCATE standards.
Course Objectives:
Candidates will attain knowledge and skills in the management of the following areas of school business at the
school level:
Course
Objectives
Course
Contents
Course
Activity/
Assignment
Assessment
Use technology
tools for data
analysis.
Engage
participants in
collaborative
work and
provide support
systems that
personalize
work and
learning for
both candidates
and adults.
Lead jobembedded
professional
learning that
aligns with
school
improvement
goals and
supports
candidate
achievement.
Promote
technology to
support
administrative
processes.
Technology
tools lesson
Professional
Development
Presentation
Professional
Development
Presentation
Point value
according to
rubric
Point value
according to
rubric
Develop and
lead
communication
strategies to
support the
school’s goals
and candidate
Technology
tools lesson
Technology
tools lesson
Technology
tools lesson
Software
tutorial
Technology
tools lesson
Software
tutorial
Professional
Development
Presentation
BOR 10
Strands
PSC/
ELCC
Standards
Tech
Facilitation
Standards
NETS-A
Standards
4e
2e
IV
1.D
5d
2a
IV.B
3.B
6a
2d
IV.A.2,
VI.A.1
3.C
8h
3c
V.A.2, VI.D
4
10a
4a
V.D
4
Point value
according to
rubric
Software
tutorial
Professional
Development
Presentation
Point value
according to
rubric
Software
tutorial
Professional
Development
Presentation
Point value
according to
rubric
Software
tutorial
7
achievement.
Use technology
to support core
system
processes
Model
continuous
learning by
developing and
maintaining a
personal plan
for selfimprovement.
Lead others in
the use of
research-based
learning
strategies and
processes.
Apply
knowledge
about adult
learning to
develop and
implement
structures that
support adult
learning and
collaboration.
Use technology
to support core
system
processes.
Develop and
implement high
performance
teams, such as
school
improvement
teams, to
improve school
processes and
performance.
Apply
knowledge
about adult
learning to
develop and
implement
structures that
support adult
learning and
collaboration.
Actively
engage parents,
community,
and other
stakeholders in
school
Technology
tools lesson
Software
tutorial
Technology
tools lesson
Software
tutorial
Technology
tools lesson
Software
tutorial
Technology
tools lesson
Professional
Development
Presentation
Point value
according to
rubric
Software
tutorial
Professional
Development
Presentation
Point value
according to
rubric
Software
tutorial
Professional
Development
Presentation
Point value
according to
rubric
Software
tutorial
Professional
Development
Presentation
Point value
according to
rubric
Technology
tools lesson
Professional
Development
Presentation
Point value
according to
rubric
Technology
tools lesson
Professional
Development
Presentation
Point value
according to
rubric
Software
tutorial
Technology
tools lesson
Software
tutorial
Technology
tools lesson
Software
tutorial
Software
tutorial
Professional
Development
Presentation
3b
V
3
6e
2b
V
3
2b
1a
V
1-4
6b
2d
IV
1-6
7m
3e
V
3
7j
2e
II, VIII
3
6b
2d
II
3
10c
4a-d
VIII
3
Point value
according to
rubric
Software
tutorial
Professional
Development
Presentation
7m
Point value
according to
rubric
Software
tutorial
8
decisionmaking and
problemsolving
processes to
have a positive
effect on
student
learning and to
achieve the
system’s
vision.
Establish
mechanisms
and structures
for continuous
feedback from
all stakeholders
and use
feedback for
continuous
improvement..
Discussion
forum
Technology
tools lesson
Discussion
forum
Discussion
forum
Professional
Development
Presentation
Discussion
forum
Point value
according to
rubric
10e
4b
V
3
9
Course Outline:
1. Introduction: Importance of technology to a school’s productivity and to a learning community
2. Professional development and technology
a. Effective professional development practices
b. National standards for professional development and professional development evaluation
c. Uses of technology tools to foster professional learning and professional learning communities
3. Presenting technology professional development
a. Using interactive white boards
b. Presenting in a team
c. Effective slide design
d. Effective presentations and presentation organizations
e. Differentiating technology professional development
f. Presentation delivery
4. Technology tools, such as the list below:
a. Spreadsheets
b. Wikis
c. Blogs
d. Website creation tools
e. Digital movie and slide show creation tools such as MovieMaker, and Camstudio
5. Instructional design and video tutorials
a. Effective design of video to inform, persuade, and teach skills
b. Creation of tutorial videos using various video and slide show creation tools from number four, above
Course Activities:
Course activities include, but are not limited to:
1. Lecture
4. Discussion
7. Project-based learning
2. Research projects
5. Reading assignments
8. Demonstration
3. Class exercises
6. Presentations
9. Field Experiences
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COURSE REQUIREMENTS:
I.
INTRODUCTION MODULE: This assignment is designed to familiarize you with WebCT, its tools, and
2.5%
the ways in which we will use WebCT this semester. It will also assess your understanding of some key points of
the syllabus. Full directions are online in WebCT itself.
II.
PROFESSIONAL DEVELOPMENT PRESENTATION [PORTFOLIO SUBMISION]:
In small groups, candidates will prepare a 60-70 minute, hands-on learning experience in a computer
lab for their peers. Groups must create supporting materials for the class designed to enable participants
to use the tool presented and to point them to more advanced usage. The presentation schedule will be
distributed in class. Grades will be assigned based on the rubric. The topics are:
 Designing a school web site. (Front Page)
 Enhancing school web sites, professional learning, and administrative practice with video
(Moviemaker)
 Using blogs to foster communication with parents and other educational stakeholders; to support
personal professional learning; and to support the ongoing professional learning of staff.
 Using Wikis to facilitate collaboration and professional development. (wetpaint.com)
 Using screencasts to create video for the purpose of sharing ideas and creating software tutorials
(Camstudio)
 Creating and using spreadsheets to collect, analyze and represent data relevant to administrative
practice. (Excel)
 Creating slideshow movies using a collection of individual photographs to teach, share, and
inform (Photo Story)
III.
INDIVIDUAL ASSIGNMENT SHEETS: Prior to assignment one, each candidate will submit a list
2.5%
of the individual tasks that each person is completing to prepare for the one-hour presentation.
SOFTWARE TUTORIAL: Each candidate will create a 15 to 20 minute long software tutorial using
20%
Camstudio, or a similar program. The tutorial will teach a viewer how to accomplish a specific set of
objectives through the use of a particular program. The tutorial will be posted online at
teachertube.com and will be tagged with “KSU” as one of its tags. Before doing the tutorial each
candidate will submit a proposal & storyboard outlining the specific software to be used and the
skills/objectives to be taught in the screencast.
DISCUSSION FORUM ACTIVITY POSTINGS: The instructor will provide candidates with
10%
readings and activities related to how technology can support the emergence and evolution of
professional learning communities. Candidates are to post responses to these topics in the WebCT
discussion forums as per the deadline in each assignment. Each discussion assignment is worth 50
points and there are three online discussion forum activity postings.
DISCUSSION FORUM PARTICIPATION: Candidates will read and review submissions by other
5%
candidates and provide a thoughtful, analytical response to at least three of their peers. Candidates may
also post new discussion topics, general responses about trends they are noticing, etc.
CLASS PARTICIPATION
5%
FIELD EXPERIENCES: Candidates will submit a field experience log documenting at least 30 hours
30%
of field experience related to the assignment below:
 Assess your schools technology professional development program and use of technology using assigned
instrument, recommend changes to your principal, and redeliver your presentation and at least one other
presentation on a technology tool to your school’s faculty or staff.
IV.
V.
VI.
VII.
VIII.
25%
Grades will be based on the following criteria:
90% to 100%
Grade A
80% to 89%
Grade B
70% to 79%
Grade C
69% or below
Grade F
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Academic Integrity Expectations:
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 Student
Handbook)
Attendance Policy:
The Educational Leadership Program has established class attendance policy as follows:
1. Full class attendance is expected.
2. Candidates with one class absence will contact the instructor for additional make-up work.
3. Candidates with more than one class absence will be advised to drop the class.
Bibliography:
Beskeen, D., Duffy, J., & Reding, E. (2002) Integrating microsoft office xp. Boston, MA: Course Technology.
Brooks-Young, S. (2003). 101 best web sites for principals. Eugene, OR: ISTE.
Classroom Connect (1996). Educator’s internet companion (4th ed.). Lancaster, PA: Wentworth Worldwide Media, Inc.
Fuller, F. & Larson, B. (2003). Computers: Understanding technology. St. Paul, MN: Paradigm Publishing, Inc.
International Society for Technology in Education (2003). The electronic briefcase for administrators. Eugene, OR: ISTE.
November, A. (1997). Empowering candidates with technology. Glenview, IL: Lesson Lab.
Microsoft Education http://www.microsoft.com/education
Miller, S. (2003). Web searching strategies: An introductory curriculum for candidates and teachers.. Eugene, OR: ISTE.
Robbins, P. & Alvy, H. (2003). The principal’s companion (2nd ed.). Thousand Oaks, CA: Corwin Press.
Robertson, J., & Harris, J. (2003). Making online information accessible to candidates with disabilities, Part II.,
Technology Source, Jan-Feb 2003. Retrieved February 5, 2005, from ERIC database EJ666592
Public School Administrators involved in course redesign:
KSU ETTC Educational Technology Consortium Members
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