KENNESAW STATE UNIVERSITY
GRADUATE COURSE PROPOSAL OR REVISION,
Cover Sheet (10/02/2002)
Course Number/Program Name EDL 7105/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
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Vice President for Academic Affairs Date
Approved
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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 _EDL 7105______________________
Course Title ____ Technology Leadership & Vision in Schools_____________
Credit Hours
3
Prerequisites
Admission to M.Ed. Program or Permission of Instructor
Description (or Proposed Degree Requirements)
The course is designed to produce effective school leaders who can lead in the planning and
implementation of educational technology initiatives within the school improvement plan, using
technology to improve the academic success of all P-12 students. In this course, future educational
leaders will explore the essential conditions—including a local vision for technology use—that
teachers and students need to effectively integrate the National Education Technology Standards
for Students (NETS-S) into the standards-based instruction. Students will complete a local
assessment of these essential conditions in their own schools; identify local school technology
needs; and form strategies to address those needs. Students will explore group processes for
effectively engaging students, teachers, staff, parents and community in creating, disseminating,
and sustaining a research-based vision for instructional technology.
III.
Justification
While many technology resources are allocated on a district level, research indicates that
successful use of those technologies greatly depends on local school culture, support, and
leadership. Local school leaders must be able to foster a shared vision of how technology will be
used to improve student learning in local classrooms and execute a plan to fully utilize the tools
provided by the district. Experts agree that the most effective leaders link these strategies to the
local school improvement plan. Exemplary technology leaders must also advocate for technology
resources for their school; participate in district technology planning processes; and understand
the various social, ethical, human, and legal issues connected to technology use in local settings.
Since researchers consistently find that technologies are both readily available and underused in
local schools, this course aims to foster local leadership with the ability to maximize district-level
investments in technology.
IV.
Additional Information (for New Courses only)
Instructor: To be determined.
Text(s):
Creighton, T. (2002). The principal as technology leader. Thousand Oaks, CA: Corwin
Roblyer, M.D. (2004). Integrating Technology into Teaching, (Fourth Edition). Upper
Saddle River, NJ: Prentice Hall.
Objectives:
As a result of the satisfactory fulfillment of the requirements of this course, the candidate
will be able to:
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
Promotes the use of technology to support student mastery of Georgia Performance
Standards.
Analyze data from multiple sources (including attention to WIDA standards) for
comprehensive school improvement planning.
Lead the collaborative development or revision of the vision, mission, and
values/beliefs that will guide and inform continuous improvement.
Link individual and organizational goals, performance, and results.
Develop measurable school-wide, grade-level, and teacher goals that focus on
student achievement.
Monitor the implementation of the school improvement or strategic plan and its
impact on student achievement using an accountability system.
Use appropriate performance management tools and processes to plan, measure,
monitor, and communicate about improvement.
Identify and address barriers to leader, faculty, and staff performance.
Provide interventions to address underperformance of leaders, faculty, and staff.
Identify and map core school/system processes and plan for their improvement.
Use improvement results to make recommendations for continuation and/or
modification of plans and processes.
Develop a budget that aligns resources with data-based instructional priorities.
Develop and lead communication strategies to support the school’s goals and student
achievement.
Establish mechanisms and structures for feedback from all stakeholders and use
feedback for continuous feedback
Use Technology to Support Core System Processes
Promote technology to support administrative processes
Mobilize community resources to strengthen schools, families, and student learning.
Develop and implement a plan that influences the larger political, social, economic,
legal, and cultural context to advance student and teacher success.
Instructional Method:
Course activities will include, but are not limited to:
1.
Lecture
4.
Class and group discussions
2.
Student research projects
5.
Reading assignments
3.
Class exercises
6.
Presentations
4.
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.
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 7105
Technology Leadership & Vision in Schools
3__________________________________
August 1, 2008.
Regular
N.A.
N.A.
APPROVED:
________________________________________________
Vice President for Academic Affairs or Designee __
VII Attach Syllabus
EDL 7105 Technology Leadership & Vision 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)……….
Texts: Creighton, T. (2003). The Principal as Technology Leader. Thousand Oaks, CA: Corwin.
Roblyer, M.D. (2004). Integrating Technology into Teaching, (Fourth Edition). Upper
Saddle River, NJ: Prentice Hall.
Other Readings:
Zhao, Y., Pugh, K., Sheldon, S., & Byers, J. (2002). Conditions for Classroom Technology
Innovations. Teachers College Record Volume 104 Number 3, 2002, p. 482-515
Milken’s Seven Dimensions
http://www.mff.org/publications/publications.taf?page=158
NCREL’s enGauge Framework for evaluating technology in schools
http://www.ncrel.org/engauge/ (Select intro and framework)
ISTE’s Essential Conditions (preface to student, teacher, and administrator standards)
http://cnets.iste.org/students/s_esscond.html
http://cnets.iste.org/teachers/t_esscond.html
http://cnets.iste.org/administrators/a_esscond.html
Partnership for 21st Century Skills’ Mile Guide
http://www.21stcenturyskills.org
The National Educational Technology Plan:
www.nationaledtechplan.org
The State of Georgia K-12 Technology Plan:
http://www.doe.k12.ga.us/_documents/technology/state/TechPlan.pdf
Technology plans from candidates’ local schools and districts
School improvement plans from candidates’ local schools
Referenced Journals:
AACE Journal (AACEJ), http://www.aace.org/pubs/aacej/
Contemporary Issues in Technology & Teacher Education (CITE), http://www.aace.org/pubs/cite/default.htm
Information Technology in Childhood Education (ITCE) Annual, http://www.aace.org/pubs/itce/
International Journal on E-Learning (IJEL) http://www.aace.org/pubs/ijel/default.htm
Journal of Educational Technology and Society http://www.ifets.info
Journal of Research on Technology in Education (JRTE), http://www.iste.org (choose publications)
Journal of Computing in Teacher Education (JCTE), http://www.iste.org (choose publications, SIG publications)
Journal of Technology Education (JTE), http://scholar.lib.vt.edu/ejournals/JTE
Journal of the Research Center for Educational Technology (RCETJ), http://rcetj.org/
Journal of Educational Multimedia and Hypermedia (JEMH) http://www.aace.org/pubs/jemh/default.htm
Journal of Technology and Teacher Education (JTATE) http://www.aace.org/pubs/jtate/default.htm
Journal of Computers in Mathematics and Science Teaching (JCMST), http://www.aace.org/pubs/jcmst/default.htm
Journal of Interactive Learning Research (JILR) http://www.aace.org/pubs/jilr/default.htm
Catalog Description:
Prerequisite: Admission to the M.Ed. Program in Educational Leadership
The course is designed to produce effective school leaders who can lead in the planning and
implementation of educational technology initiatives within the school improvement plan, using
technology to improve the academic success of all P-12 students. In this course, future educational leaders
will explore the essential conditions—including a local vision for technology use—that teachers and
students need to effectively integrate the National Education Technology Standards for Students (NETSS) into the standards-based instruction. Students will complete a local assessment of these essential
conditions in their own schools; identify local school technology needs; and form strategies to address
those needs. Students will explore group processes for effectively engaging students, teachers, staff,
parents and community in creating, disseminating, and sustaining a research-based vision for instructional
technology.
Purpose/Rationale:
While many technology resources are allocated on a district level, research indicates that
successful use of those technologies greatly depends on local school culture, support, and
leadership. Local school leaders must be able to foster a shared vision of how technology will be
used to improve student learning in local classrooms and execute a plan to fully utilize the tools
provided by the district. Experts agree that the most effective leaders link these strategies to the
local school improvement plan. Exemplary technology leaders must also advocate for technology
resources for their school; participate in district technology planning processes; and understand
the various social, ethical, human, and legal issues connected to technology use in local settings.
Since researchers consistently find that technologies are both readily available and underused in
local schools, this course aims to foster local leadership with the ability to maximize districtlevel investments in technology.
Conceptual Framework:
COLLABORATIVE DEVELOPMENT OF EXPERTISE IN
TEACHING, LEARNING and LEADERSHIP
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 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 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.
Professional Portfolio:
A required element in each portfolio for the Graduate Program is the portfolio narrative. The purpose of
the portfolio narrative is to ensure that every candidate reflects on each of the proficiencies on the CPI
with regard to what evidence the candidate has selected for his/her portfolio. In your portfolio, you need
to include a narrative that 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.
Course Objectives:
As a result of the satisfactory fulfillment of the requirements of this course, the student will be able to:
Course Objectives
1. Promotes the use of technology
to support student mastery of
Georgia Performance
Standards.
2. Analyze data from multiple
sources (including attention to
WIDA standards) for
comprehensive school
improvement planning.
3. Lead the collaborative
development or revision of the
vision, mission, and
values/beliefs that will guide
and inform continuous
improvement.
4. Link individual and
organizational goals,
performance, and results.
Course
Contents
Essential
Conditions;
Research on
Technology
and Learning
Course
Activity/
Reading;
Tech Plan
Vision and
Rationale
Strategic
Planning for
Technology;
Current
Reality in
Today’s
Schools
Essential
Conditions:
Vision;
Strategic
Planning:
Vision
SIP project;
Tech Plan
Needs
Assessmt.
Strategic
Planning:
District, State,
National Tech
Plans; SIP
Assesmt.
BOR
PSC/
ELCC
NETSA
TF/TL
Review of
Study
Guides/
Online
Response
Papers
Review of
SIP
project/
Tech Plan
Rubric
2d
2c, 2b,
6a
IE
TF II,
III, IV
4d
2e
I A-D
TFVIII
Tech Plan
Vision and
Rationale
Tech Plan
Rubric
7a
1a-d;
6b, c
I A-F
TFVIII
Tech Plan
Goals and
Eval Plan
Tech Plan
Rubric
7b
3c
IB
TFVIII
5. Develop measurable schoolwide, grade-level, and teacher
goals that focus on student
achievement.
Strategic
Planning: Goals,
Eval, Action
Plan
Tech Plan:
Goals
Tech
Plan
Rubric
7c
2e
I. A-F
TFVIII
6. Monitor the implementation of
the school improvement or
strategic plan and its impact
on student achievement using
an accountability system.
Strategic
Planning: Eval,
Commun-ication
and
Marketing
Tech Plan:
Evaluation
Tech
Plan
Rubric
7d
2e
I.B,
V.C
TFVIII
7. Use appropriate performance
management tools and
processes to plan, measure,
monitor, and communicate
about improvement.
Strategic
Planning: Needs
Assessment/Eval
uation Plan
Tech Plan:
Evaluation
Tech
Plan
Rubric
7e
2e
I.B,
V.C-D
TFVIII
8. Identify and address barriers
to leader, faculty, and staff
performance.
Strategic
Planning: Needs
Assessment
Tech
Plan
Rubric
7f
2d, 3e
I.A-F,
V.C
TFVIII
9. Provide interventions to
address underperformance of
leaders, faculty, and staff.
Strategic
Planning: Goals
and Action Plan
Tech
Plan
Rubric
7g
2d
V.C
TF VIII
10. Identify and map core
school/system processes and
plan for their improvement.
Strategic
Planning: Needs
Assessment
Tech
Plan
Rubric
7h
2e
I.VD
TFVIII
11. Use improvement results to
make recommendations for
continuation and/or
modification of plans and
processes.
Strategic
Planning:
Evaluation Plan
Tech Plan:
Needs
Assessmt;
Current
Reality in
Schools
Tech Plan:
Needs
Assessmt.
Strategies
Tech Plan:
Current
Reality,
Goals,
Strategies
Tech Plan:
Current
Reality,
Goals,
Strategies
Tech
Plan
Rubric
7k
2e
I.B,
IV.C
TFVIII
12. Develop a budget that aligns
resources with data-based
instructional priorities.
Strategic
Planning:
Action
Plan/Budget
Strategic
Planning:
Shared Vision/
Communicate
Progress
Strategic
Planning:
Shared
Vision/Eval/
Communicate
Progress
Essential
Conditions;
Current reality in
today’s schools;
Administrative
Uses of
Technology
8d
2e
IV.C
TFVIII
10a
3d
IV.D
TFVIII
13. Develop and lead
communication strategies to
support the school’s goals
and student achievement.
14. Establish mechanisms and
structures for feedback from
all stakeholders and use
feedback for continuous
feedback
15. Use Technology to Support
Core System Processes
Tech Plan:
Action
Plan/budget
Tech
Plan
Rubric
Tech Plan:
Communication and
Marketing
Tech
Plan
Rubric
Tech Plan:
Eval,
Communication and
Marketing
Tech
Plan
Rubric
10e
6a,b,c
I.B, IV.C
TFVIII
Course
Readings;
Tech Plan:
Current
Reality
Tech
Plan
Rubric
7m
3c
III A-F
TFV,
VII
16. Promote technology to
support administrative
processes
17. Mobilize community
resources to strengthen
schools, families, and student
learning.
18. Develop and implement a
plan that influences the larger
political, social, economic,
legal, and cultural context to
advance student and teacher
success.
Essential
Conditions;
Current reality in
today’s schools;
Administrative
Uses of
Technology
Strategic
Planning: Shared
Vision/Commun
icate Progress
Current Events;
Social, Legal,
Ethical, Human
Issues;
Professional
Learning/
Advocacy
Course
Readings;
Tech Plan:
Current
Reality
Tech
Plan
Rubric
7m
3c
III A-F
TFV,
VII
Tech Plan:
Shared
Vision;
Essential
Conditions:
Community
Partners
Tech
Planning
Strategies;
Social,
Legal,
Ethical and
Human
Issues;
Current
Events
Tech
Plan
Rubric
10f
4 a, b, c
I.A
TFVIII
Tech
Plan
Rubric;
Review
of
Current
Events
Postings/
Reflectio
ns
10k
6 a, b, c
VI.A-E
TFVI
Course Outline:
I. Essential Conditions for Effective Technology Use:
A. Vision with support and proactive leadership from the education system
B. Educators skilled in the use of technology for learning
C. Content standards and curriculum resources
D. Student-centered approaches to learning
E. Assessment of the effectiveness of technology for learning
F. Access to contemporary technologies, software, and telecommunications networks
G. Technical assistance for maintaining and using technology resources
H. Community partners who provide expertise, support, and real-life interactions
I. Ongoing financial support for sustained technology use
J. Policies and standards supporting new learning environments (AUPs/ISPs)
II. Current Reality in Today’s Schools:
A. Access to Technologies
B. Educator Proficiency Levels
C. Student Use of Technology for Learning
D. Administrative Use of Technology to Support Student Learning, Professional Learning, Parent/Community
Relations, and Business Practices
III. Research on Technology and Student Learning:
A. Research on Effective Instruction
B. Research on Technology Implementation in Schools
IV. Social, Ethical, and Human Issues related to Technology Leadership:
A. Digital Divide
B. Online Safety
C. Copyright
V. Strategic Planning for Technology
A. Developing a Community-based Vision
B. Linking to SIP; District, State and National Plans
C. National Technology Standards for Teachers and Students
D. Conducting a Needs Assessment
E. Developing Goals and Evaluation Plan
F. Developing Action Plan (Strategies, Responsibility List, Budget, Funding Sources, Timeline)
G. Marketing Plan and Communicating Progress to Stakeholders
VI. Professional Learning/Advocacy Strategies for Technology Leaders
A. Sources:
1. ISTE
2. ETAN
3. CoSN
4. eSchool News
B. Strategies
2. Conferences
3. RSS Aggregators
Please Note: Course Outline is subject to change. Revisions may address either pedagogical and/or logistical
conditions.
Course activities:
Course activities will include, but are not limited to:
1.
Lecture
4.
Class and group discussions
2.
Student research projects
5.
Reading assignments
3.
Class exercises
6.
Presentations
4.
Field experiences
Course requirements:
1. (Activity for Field Experience, minimum of 10 hours log-in) School Improvement Plan/Tech Plan
Assignment: Students will read their local school improvement plan (SIP) and analyze it for technology-related
planning components by answering specified questions and posting the answers on a discussion forum. Students
will also answer four questions about the status of a school technology plan at their school and four questions
about their district technology plan.
(15%)
2. Technology Planning Assignment: [PORTFOLIO SUBMISION] (Activity for Field Experience,
minimum of 30 hours log-in) Students will complete a school-level technology planning document that includes
the following. Students may work in groups or individually:
o
Technology and School Improvement (Individual Assignment, 5 page minimum-10 page maximum, APA
style); Research/explain how technology might contribute to your school’s mission, vision, and school
improvement goals. Include at least two references to research. Also include best practice examples and
URLs to additional information on products and practices whenever possible.
o
Current Reality Report (Individual Assignment, SWOT Charts w/ 1-2 page summary of current needs –
Single spaced): Using a SWOT analysis technique (Creighton, p. 30, Modified template posted on Vista),
students will collect data/reflect on current levels of access to technology, use of technology, technology
proficiency, and support for technology in their schools. Then they will summarize major needs strengths
and needs identified from the SWOT process.
o
One-year Action/Evaluation Plan (Individual Assignment, 2-3 pages, single spaced, charts are acceptable).
Based on the needs identified in the current reality report, candidates will craft measurable goals/objectives,
an evaluation plan, and an action plan, including strategies, timeline budget, and personnel assignments.
Templates are provided on Vista. The scope of this plan must encompass at least the 2008-09 academic
year. Some may wish to extend this time frame. Budgets may exceed current resources if possible funding
sources can be sought, but budgets should not be unreasonable.
o
Present Findings to Mock SIP committee: Present your findings to a small group of peers who will
assume the role of SIP committee members. Electronic presentation not necessary, but handouts are
recommended.
(40%)
3.
Current Events Postings: During the course of the semester, each student will be responsible for posting one
current event article related to instructional technology and a summary/commentary for peers to read/respond
to.
(15%)
4.
Study Guides: Students will complete two study guides on Creighton, Principal as a Technology Leader and
Roblyer, Chapters 1 and 2.
(15%)
5.
Online/Class Discussions: Students will read assigned publications and participate in discussions on a
weekly basis either face-to-face or online, as assigned by the instructor. Response Groups will be assigned for
all discussions except Current Events.
(15%)
Grades will be based on the following criteria:
A: 90% - 100%
B: 80% - 89%
C: 70% -79%
F: 69% or lower
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:
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
PsychologyRreview, 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
Brooks-Young, S. (2002). Making technology standards work for you: A guide for school administrators. Eugene,
OR: ISTE.
Building Level Technology Plans http://www.nctp.com/html/plan_building.cfm
Center for Applied Research in Educational Technology http://caret.iste.org
Communicate the Vision http://www.ncrel.org/sdrs/areas/issues/educatrs/leadrshp/le1sashk.htm
Components of a Vision http://www.ncrel.org/sdrs/areas/issues/educatrs/leadrshp/le1comps.htm
Consortium for School Networking (2004-2005, Dec.-Jan.). Essential skills of the K-12 CTO. Learning & Leading
with Technology, 32(4), 40-45.
Eaker, R., DuFour, R. & Dufour, R. (2002). Getting started: Reculturing schools to become professional learning
communities. Bloomington, IN: National Education Service.
Establishing Collaboratives & Partnerships http://www.ncrel.org/sdrs/areas/issues/educatrs/leadrshp/le300.htm
Fullan, Michael, Leading in a Culture of Change Interview
http://ali.apple.com/ali_sites/ali/exhibits/1000081/The_Interview.html
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
Kouzes, J. & Posner, B. (2002). The leadership challenge (3rd ed.). San Francisco, CA: Jossey-Bass.
Learning and Leading with Technology http://www.iste.org/LL/32/4/index.cfm
Making Sure Technology Pays Off http://www.portical.org/Presentations/Barnett/payoff/15228/index.html
Marzano, R., Pickering, D. & Pollock, J. (2001). Classroom instruction that works: Research-based strategies for increasing
student achievement. Alexandria, VA: Association for Supervision and Curriculum Development.
National Technology Plan http://www.nationaledtechplan.org/default.asp
NETS-A for Administrators Videos http://ali.apple.com/ali_sites/ali/exhibits/1000089/NETS_for_Administrators.html
NCLB Using Data for Results http://ali.apple.com/ali_sites/ali/exhibits/1000492/
Pflaum, W. (2004). The technology fix: The promise and reality of computers in our schools. Alexandria, VA: Association
for Supervision and Curriculum Development.
Provenzo, Jr. E. & Brett, A. (2005). Computer, curriculum, and cultural change: An introduction for teachers, (2nd ed.).
Mahwah, NJ: Lawrence Erlbaum Associates.
Research & Reflection Matrix for NETS-A http://ali.apple.com/ali_media/Users/1000286/files/others/matrix.pdf
Robbins, P. & Alvy, H. (2003). The principal’s companion (2nd ed.). Thousand Oaks, CA: Corwin Press.
Rogers, E. (1995). Diffusion of innovations (4th ed.). New York: The Free Press.
Scheltzer, T. (2001). Training administrators to be technology leaders. Retrieved January 28, 2005, from the Technology and
Learning Web site: http://www.techlearning.com/db_area/archives/TL/200106/training.html.
Teaching Horizons in Education (THE) Journal http://www.thejournal.com
Technology Planning Tools http://www.portical.org/techplanningtools.html
Technology Standards for School Administrators (TSSA) Collaborative (2001). Technology standards for school
administrators. Retrieved January 28, 2005, from http://cnets.iste.org/tssa/pdf/tssa.pdf.
U.S. Department of Education (2001). Enhancing education through technology act of 2001. Retrieved January 28,
2005, from http://www.ed.gov/policy/elsec/leg/esea02/pg34.html
Public School Administrators involved in course redesign:
KSU ETTC Educational Technology Consortium Members