KENNESAW STATE UNIVERSITY
GRADUATE COURSE PROPOSAL OR REVISION,
Cover Sheet (10/02/2002)
Course Number/Program Name EDL 7610/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:
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
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 7610______________________
Course Title ____Managing and Supporting Technology in Schools_
Credit Hours
3
Prerequisites Admission to M. Ed. program or Permission of Instructor
Description (or Proposed Degree Requirements)
This course examines the role of leadership 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: To be determined.
Text(s):
White, Ron (2006). How Computers Work. 8th ed . QUE Publishing, Inc: Indianapolis, IN
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:
2
1.
2.
3.
4.
Promotes the use of technology to support student mastery of Georgia performance standards.
Use technology to support core system processes.
Promote technology to support administrative processes.)
Engage participants in collaborative work and provide support systems that personalize work and
learning for both students and adults.
5. Organize a safe, orderly, and engaging learning environment, including facilities, that reflects state,
system and local school rules, policies, and procedures..
6. Develop a budget that aligns resources with data-based instructional priorities.
7. Develop strategies to engage stakeholders in the change process.
8. Manage operations within the structure of Georgia public education rules, regulations, and laws and the
Georgia Code of Ethics for Educators..
9. Develop and implement high performance teams, such as school improvement teams, to improve school
processes and performance.
10. 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 7610
Managing and Supporting Technology in Schools_
3__________________________________
August 1, 2008.
Regular
N.A.
N.A.
APPROVED:
________________________________________________
Vice President for Academic Affairs or Designee __
4
VII Attach Syllabus
EDL 7610 Managing and Supporting Technology in Schools
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): White, Ron (2006). How Computers Work. 8th ed . QUE Publishing, Inc: Indianapolis, IN.
Hosted Internet server account with specified service provider.
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 examines the role of leadership 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.
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.
5
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-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
6
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
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
Objective
Promotes the
use of
technology to
support student
mastery of
Georgia
performance
standards.
Course Contents
Tech. enhanced
learning
environment
project
Course Activity/
Assignment
Assessment
Practicum activities
Point value
according to
rubric
Tech. enhanced
learning environment
project
Server management
activities
BOR 10
Strands
PSC/ ELCC
Standards
Tech
Facilitation
Standards
NETS-A
Standards
2d
2b
II
2.A
7m
3a
II.A.3
4
8h
3c
VI.D.1
4.B
Hands-on activities
Use technology
to support core
system
processes.
Tech. enhanced
learning
environment
project
Server
management
activities
Hands-on
activities
Promote
technology to
support
administrative
processes.
Tech. enhanced
learning
environment
project
Server
management
Discussion forum
Practicum activities
Tech. enhanced
learning environment
project
Point value
according to
rubric
Server management
activities
Hands-on activities
Discussion forum
Practicum activities
Tech. enhanced
learning environment
project
Point value
according to
rubric
Server management
7
activities
activities
Hands-on activities
Engage
participants in
collaborative
work and
provide support
systems that
personalize
work and
learning for
both students
and adults.
Organize a
safe, orderly,
and engaging
learning
environment,
including
facilities, that
reflects state,
system and
local school
rules, policies,
and procedures.
Develop a
budget that
aligns
resources with
data-based
instructional
priorities.
Develop
strategies to
engage
stakeholders in
the change
process.
Manage
operations
within the
structure of
Georgia public
education rules,
regulations,
and laws and
the Georgia
Code of Ethics
for Educators.
Tech. enhanced
learning
environment
project
Server
management
activities
Discussion forum
Practicum activities
Tech. enhanced
learning environment
project
Point value
according to
rubric
5d
1d
VII
4
8a
2b
I, II, VII, VIII
4
8d
3d
II, III, V, VI,
VII, VIII
4
9e
3c
VII, VIII
3
8b
3b
VIII
1
7j
1d
I, II, III, IV, V,
VI, VII, VIII
3, 4
Server management
activities
Hands-on activities
Tech. enhanced
learning
environment
project
Server
management
activities
Tech. support
paper
Practicum activities
Tech. enhanced
learning environment
project
Point value
according to
rubric
Server management
activities
Hands-on activities
Discussion forum
Discussion forum
Tech. enhanced
learning
environment
project
Practicum activities
Tech. enhanced
learning environment
project
Tech. enhanced
learning
environment
project
Practicum activities
Tech. enhanced
learning
environment
project
Practicum activities
Server
management
activities
Tech. support
paper
Tech. enhanced
learning environment
project
Tech. enhanced
learning environment
project
Point value
according to
rubric
Point value
according to
rubric
Point value
according to
rubric
Server management
activities
Hands-on activities
Tech. support paper.
Hands-on
activities
Develop and
implement high
performance
teams, such as
school
improvement
teams, to
improve school
processes and
performance.
Tech. enhanced
learning
environment
project
Server
management
activities
Tech. support
paper
Practicum activities
Tech. enhanced
learning environment
project
Server management
activities
Point value
according to
rubric
Tech. support paper.
8
Establish
mechanisms
and structures
for continuous
feedback from
all stakeholders
and use
feedback for
continuous
improvement.
Tech. enhanced
learning
environment
project
Server
management
activities
Tech. support
paper
Practicum activities
Tech. enhanced
learning environment
project
Server management
activities
Point value
according to
rubric
10e
2e
V
2, 3
Hands-on activities
Discussion forum
Discussion forum
Tech. support paper.
Hands-on
activities
9
Course Outline:
1. Introduction
a. Course overview
b. Importance of leadership in instructional technology support & facilitation
c. Relationship between support and teacher skills
d. Relationship between support and student skills
e. Relationship between support and student achievement
2. School technology facilitation and leadership
a. Models for instructional support
b. Models for technical support
3. Engaging learning environments
a. Engaged learning
b. Engaged leaning environments
c. Using 3D tools to design environments
4. Understanding server-based programs
a. Wikis
b. E-mail
c. Web-servers and websites
d. Blogs
e. Student information systems
5. Understanding local area networks
a. Wired networks
b. Wireless networks
c. Servers
6. Understanding microcomputers
a. How computers function
b. Computer components
c. Computer software
Course Activities:
Course activities will include, but are not limited to:
1. Lecture
5.
2. Student research projects
6.
3. Class exercises
7.
4. Presentations
8.
9.
Class and group discussions
Reading assignments
Simulations/Case studies
School visits
Field experiences
COURSE REQUIREMENTS:
1.
INTRODUCTION MODULE: This assignment is designed to familiarize you with WebCT, its tools, and
(2%)
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.
10
2.
3.
4.
5.
6.
7.
8.
Technology Enhanced Learning Environment Project: [PORTFOLIO
SUBMISION] Working as part of a team, students will prepare a proposal to construct a
technology-enhanced learning environment. The environment will be modeled using a threedimensional program such as Google Sketch-up or Second Life. This proposal will be made to
the entire class verbally using a combination of presentation software and a threedimensional demonstration of the environment. The presentation will be 45 to 55 minutes in
length. Three to four students will be on each team. Each individual member of the team will
submit an assignment reflection.
The project will be graded on:
The project must include the following
parts:
 Following directions
 Basic layout of the room
 Completeness of presentation
 List of equipment
 Quality of ideas
 Justification for specific technologies
 Addresses support and training
 Approximate Costs
 Well justified
 Training & Support
 Board ready (ready to present to a
 Example of how this room could
school board)
improve the learning process
 Technology infrastructure layout and
explanation
Server-based Management Activities: Students will complete a series of server-based
technology activities, including the following:
1. Creating and uploading a website.
2. Installing and using a wiki.
3. Installing and using a blog.
4. Configuring and using a student information system (SIS).
5. Creating FTP, email, and SIS accounts.
Technology Support Paper: Students will write a technology support paper, which will
include the following:
1. An explanation of their current school district’s technical and instructional technology
support system, including an organizational chart and a table of responsibilities of
specific offices.
2. Their personal evaluation of the effectiveness of the technical and instructional support
system in their district, based on STaR and other recommended national standards.
3. Their recommendations to improve their school district’s technical and instructional
support system.
(28%)
Hands-on Activities: The student will participate in a series of activities designed to learn
about the following technologies:
1. How computers function.
2. How networks function.
3. How data is imported and exported from application to application.
DISCUSSION FORUM PARTICIPATION: Students will read and review submissions by other
students and provide a thoughtful, analytical response to at least three of their peers. Students may also
post new discussion topics, general responses about trends they are noticing, etc.
CLASS PARTICIPATION: The student will arrive to class on time and participate in class
discussions and activities demonstrating advanced preparation to thoughtfully and
respectfully articulate opinions about issues and concepts.
FIELD EXPERIENCE LOG: Candidates will submit a field experience log documenting at least 30
hours of field experience related to the assignment below:
 Students will make a network diagram of their school, analyze the handbooks and
other documentation at their school related to acceptable use and technology usage,
and interview teachers who use technology with students to learn about engaged
learning activities with technology in their school. Students will make
recommendations to their schools principal and technology facilitator after their
analysis (15 hours).
 Students will interview their school technology facilitator, principal, and a technician
(5%)
(10%)
(15%)
(5%)
(5%)
(30%)
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about instructional and technical support. Additionally, students will work with their
local school technology facilitator to learn about and gain experience performing
facilitation and support duties. Students will make recommendations designed to
improve support in their school. (15 hours).
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
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 students with technology. Glenview, IL: Lesson Lab.
Microsoft Education http://www.microsoft.com/education
Miller, S. (2003). Web searching strategies: An introductory curriculum for students 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 students 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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