EME 6425 – Technology for School Management
University of South Florida Sarasota-Manatee
College of Education
Learn, Lead, Inspire, Transform
EME 6425
Technology for School Management
3 semester hours
Instructor:
Office:
Phone:
Email:
Office hours:
Educational Leadership Faculty, Ph.D. or Ed.D.
Catalog Description
This course provides information and skills necessary for administrators and teachers to effectively use
the computer and application software to manage information. Students use programs such as word
processors, database managers, and spreadsheets to facilitate management tasks at the school and
classroom level. In addition, general computer education topics are covered which provide for the
computer literacy of school administrators.
Overview
This blended online course introduces students to uses of spreadsheets, databases, presentation software
(e.g. PowerPoint, Prezi), Elluminate, websites, and other technologies in school leadership and
management. Students develop skills and share products with one another to learn how best to apply
technologies to improve curriculum, instruction, and administration. They refine understandings and
skills associated with state and national standards for educational leaders including the development of
technology plans for districts or schools. They prepare a synthesis paper and artifacts that may be
included in the electronic portfolio required of students in the USFSM Educational Leadership program.
Students must have a DSL, cable or wireless connection and be able to access the Internet.
Course Objectives and Related Standards, Competencies and Skills
Learning experiences of the USFSM Educational Leadership program address skills, competencies, and
performance expectations identified by such professional organizations as the following:
Educational Leadership Constituent Council (ELCC) Standards
Florida Department of Education (FLDOE) Leadership Standards
(https://www.floridaschoolleaders.org/fpls.aspx )
Florida Educational Leadership Exam (FELE) Competencies and Skills (3rd edition;
http://www.fldoe.org/asp/fele/pdf/3rd-Ed-FELE-C&S.pdf ), including the following:
Interstate Leader Licensure Consortium Standards (ISLLC)
National Council for Accreditation of Teacher Education (NCATE)
The following Florida Leadership Standards from the William Cecil Golden School Leadership
Development Program (https://www.floridaschoolleaders.org/fpls.aspx ) are addressed in this
course. The letters reference the 10 Standards within the USFSM Course Alignment Matrix:
1
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A – Instructional Leadership
B – Managing the Learning Environment
D – Decision Making Strategies
E – Technology
F – Human Resource Development
G –Ethical Leadership
H – Vision
J - Diversity
Questions on the three F.E.L.E. Subtests are based on 40 Competencies and 91 Skills
associated with the above 10 Florida Principal Leadership Standards
(http://www.fldoe.org/asp/fele/pdf/3rd-Ed-FELE-C&S.pdf ). The readings, activities, and
assignments of this course address the following Competencies and Skills. The numbers
reference the Subtest, Competence and Skill as outlined in the USFSM Course Crosswalk:



Subtest 1 - Instructional Leadership: Instructional Leadership; Managing the Learning
Environment; Learning, Accountability, and Assessment
1.2.7, 1.4.3, 1.4.4, 1.8.3, 1.10.2, 1.13.1, 1.17.2
Subtest 2 - Operational Leadership: Technology; Human Resource Development;
Ethical Leadership; Decision-Making Strategies
2.1.1, 2.1.2, 2.2.1, 2.2.2, 2.2.3, 2.2.4, 2.2.5, 2.4.1, 2.5.2, 2.10.1, 2.13.2
Subtest 3 - School Leadership: Community and Stakeholder Partnerships; Diversity;
Vision
3.6.1, 3.6.2, 3.7.1, 3.7.2, 3.7.3
In the Professional Portfolio of the USFSM Educational Leadership programs, students
demonstrate understandings and skills for 7 Domains that align with the above Standards and
Competencies. Satisfactorily demonstrating knowledge and skills through the Portfolio is a
requirement for the M.Ed. degree program and recommendation for FL Principal Certification.
Students are advised to retain papers, projects and presentations from each course as they
may be selected for inclusion as artifacts for each of the Domains. The Portfolio Guidelines with
descriptions of learner outcomes for each Domain are posted on the COE Website:
http://www.sarasota.usf.edu/Academics/COE/forms/Portfolio_%20WEB%20Guidelines_Revised
_3-2011.pdf .
The Technology Domain in the USF Educational Leadership Program reads as follows:
Education leaders use and promote technology and information systems to monitor, manage, and
enrich the learning environment. They know how to assess and apply current technology for time,
task, and systems management; effective and timely communication; information access,
management, and presentation; curriculum enrichment; and diversification of instructional
strategies. Education leaders act as informed consumers of technology, selecting technology
appropriate to organizational vision and performance goals, evaluating technology effectiveness,
and addressing issues of technology access and equity.
Course Learning Outcomes
Learning outcomes and objectives are derived from the above standards. By the conclusion of the course,
students should be able to
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1. Understand uses of computers in managing information and preparing reports through spreadsheets
and data bases, communicating within schools and the broader community, and organizing
information through presentation software;
2. Describe hardware, software, and local- and wide-area networks and their uses in schools;
3. Locate web-based resources that can be helpful in improving instructional and administrative
applications;
4. Explore ethical issues inherent in access to computers, uses of technologies, and copyright and fair
use of web materials;
5. Understand the process of creating and updating school and district technology plans with appropriate
hardware, software and other technologies for improving instructional and administrative uses;
6. Synthesize understandings from literature on the application of technologies to improve curriculum,
instruction, and administration for the Leadership Program Portfolio;
7. Develop capacities to articulate, use and demonstrate various knowledge, skills and attitudes related
to the Florida Leadership Standards and F.E.L.E. Competencies and Skills referenced above.
8. (Other Objectives to be determined first class).
Required Textbook
Picciano, A. G. (2011). Educational leadership and planning for technology (5th edition). Upper Saddle
River, NJ: Pearson. (may be purchased online through the USFSM Bookstore:
http://usfsarasota.bncollege.com/webapp/wcs/stores/servlet/TBWizardView?catalogId=10001&storeI
d=15065&langId=-1 )
APA Style Manual
Educational Leadership faculty require students to use proper APA style when preparing papers. The new
6th edition of the APA Style Manual (2009) is described on this website: http://apastyle.org/ . There are
several quick reference guides available including this one that has been reprinted with the new
requirements of the 6th edition (even though the copyright date is still 2007):
Rossiter, J. (2007). APA Pocket Handbook: APA Rules for Format & Documentation. DW Publishing Co.
(available at the USFSM Bookstore)
APA Style Samples: http://guides.lib.usf.edu/content.php?pid=69952&sid=517795
APA Style Tutorial: http://www.apastyle.org/learn/tutorials/basics-tutorial.aspx
APA Guide (Owl at Purdue University): http://guides.lib.usf.edu/content.php?pid=69952&sid=517795
Blackboard
This course is designed for delivery via the Blackboard learning system. Students must have a USF
NetID account in order to access myUSF: https://my.usf.edu (note the placement of a period following
“my”). Information on NetID is available at https://una.acomp.usf.edu/
Many questions about Blackboard can be answered through tutorials located on this website:
http://www.sarasota.usf.edu/academics/de/current_students.php
How to get started with my.usf.edu and your NetID
How to Activate your NetID
Student Blackboard Tutorials Home Page
Blackboard 9 Overview
How to Participate in a Discussion Board
Elluminate Live Overview
How to setup your Microphone and Speakers in Elluminate Live
How to Load a PowerPoint in Elluminate Live
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Additional Blackboard assistance is available at (813) 974-1222; toll free at (866) 974-1222; or by email:
help@usf.edu Online support is available at: http://it.usf.edu/help
Educational Leadership Program Portfolio
After successfully completing all courses for the Master of Education (M.Ed.), students are required to
submit an Electronic Portfolio during the semester the student applies for graduation. The current
Portfolio Guidelines, along with a summary of the Portfolio, are posted on Blackboard. Students are
advised to retain an electronic copy of all course papers, group projects, and other artifacts to assist later
collection of samples of their work through the program.
USFSM Resources and Policies
Academic Dishonesty: The University considers any form of plagiarism or cheating on exams,
projects, or papers to be unacceptable behavior. Please be sure to review the University’s policy in
USFSM Graduate Catalog: http://www.sarasota.usf.edu/academics/catalogs/ (pp. 31-34).
All assignments represent the individual work of student unless designated specifically by the
instructor to be collaborative in nature. Punishment for academic dishonesty will depend on the
seriousness of the offense and may include receipt of an “F” with a numerical value of zero on the
item submitted, and the “F” shall be used to determine the final course grade. It is the option of the
instructor to assign the student a grade of F or FF (the latter indicating dishonesty) in the course.
USF has an account with an automated plagiarism detection service which allows instructors to
submit student assignments to be checked for plagiarism. I reserve the right (1) to request that
assignments be submitted to me as electronic files, and (2) submit assignments to SafeAssignment.
Assignments are compared with a huge database of journal articles, web articles, and previously
submitted papers. For more information, see http://www.sarasota.usf.edu/academics/catalogs/ (pp. 3132) or http://www.cte.usf.edu/plagiarism/plag.html.
Academic Disruption: The University does not tolerate behavior that disrupts the learning process.
The policy for addressing academic disruption is included with Academic Dishonesty in the catalog.
Contingency Plans: In the event of an emergency, it may be necessary for USFSM to suspend
normal operations. During this time, USFSM may opt to continue delivery of instruction through
methods that include but are not limited to: Blackboard, Elluminate, Skype, and email messaging
and/or an alternate schedule. It’s the responsibility of the student to monitor the Blackboard site for
each class for course specific communication, and the main USFSM and College websites, emails,
and MoBull (http://www.mobull.usf.edu/ ) messages for important general information. The USF
hotline at 1 (800) 992-4231 is updated with pre-recorded information during an emergency. See the
Safety Preparedness Website for further information:
http://www.sarasota.usf.edu/facilities/SafetyPreparedness.php
Disabilities Accommodation: Students are responsible for registering with the Office of Students with
Disabilities Services (SDS) in order to receive academic accommodations. Reasonable notice must be
given to the SDS office (typically 5 working days) for accommodations to be arranged. It is the
student’s responsibility to provide each instructor with a copy of the official Memo of Accommodation.
Contact Information: Pat Lakey, Coordinator, 941-359-4714; plakey@sar.usf.edu;
www.sarasota.usf.edu/Students/Disability/
Fire Alarm Instructions: At the beginning of each semester please note the emergency exit maps
posted in each classroom. These signs are marked with the primary evacuation route (red) and
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secondary evacuation route (orange) in case the building needs to be evacuated. See Emergency
Evacuation Procedures: http://www.sarasota.usf.edu/Facilities/documents/EAP_FAQ.pdf
Religious Observances: USFSM recognizes the right of students and faculty to observe major
religious holidays. Students who anticipate the necessity of being absent from class for a major
religious observance must provide notice of the date(s) to the instructor, in writing, by the second
week of classes.
Web Portal Information: Every USF student has a USF e-mail account. Students receive official
USF correspondence and Blackboard course information via that address.
Assessment of Student Learning
Evaluation of student performance is based on the attainment of the course outcomes as demonstrated by
the completion of all course requirements. Letter grades are assigned in accordance with the Graduate
Catalog: http://www.sarasota.usf.edu/academics/catalogs/ (pp. 45-47). The last day to drop a class with a
grade of W (withdraw) is March 26.
Points are earned on the below activities and assignments (see Course Schedule for dates assignments are
due). Total points determine final grades as follows:
A
AB+
B
BC+
C
F

95 - 100
91 - 94
88 - 90
83 - 87
81 - 82
79 - 80
74 - 78
73 or below
Participation in course activities
(2 points each week)
o
Active participation in face-to-face sessions, giving evidence of reading the text
and completing other assignments
o
Contributions to Discussion Board – responses to forums at least once Saturday
through Tuesday, and at least once Wednesday through Friday, each week, and:




20 points
providing thoughtful comments related to topics,
including new ideas or creating a new thread,
building on or disagreeing with others’ ideas, and
providing support for opinions.

Assignments (related to readings or skill development; see Blackboard)
27 points

Presentations of two Chapters (at least one via Prezi) and initiation
of Discussion forums with at least two questions related to the Chapter
16 points

Technology Plan Project & Presentation (see description below;
individual or pair; report and oral presentation due March 26)
25 points

Synthesis Paper (see description below; draft by March 5;
12 points
EME 6425 – Technology for School Management
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final paper by March 26)
Technology Plan Project and Presentation. Students choose an option by February 12:
A. Develop or Redesign a School Technology Plan. Individual students present information to be
considered in improving a school technology plan (either to create one if there is no current plan, or to
redesign a current plan). The written report provides goals and strategies for improving student
achievement, increasing student (and possibly parent) access to computers/smart boards/other
technologies, and upgrading the integration of technologies in administration and instruction during
the next 3-5 years. Insights are gathered through the following: the current district and school (if
available) technology plans; interviews of the principal or assistant principal and the technology
coordinator (if possible the district coordinator) about current access to and use of technologies and
potential instructional and administrative uses in the future; and review of at least 4 references on
technology planning from the literature including at least one on line article with a DOI reference.
The written Project Report submitted as an email attachment to the instructor:
o summarizes the current district plan (and school plan if available);
o presents the current level of access and uses of technologies in the school;
o identifies goals for improving achievement, access and integration;
o discusses insights from the review of literature and interview(s);
o includes at least one student-created table or graph that presents information from the current
plans, access or use;
o makes recommendations for a new or redesigned school Technology Plan that includes hardware,
software, technology support personnel, professional development and other needs (possibly to
include costs); and
o provides thoughtful reflections on the project and new understandings of school technology plans
in relation to leadership for curriculum, instruction and management.
The oral presentation (using PowerPoint, pecha kucha, Prezi or other software) on March 26 includes
goals, recommendations, and at least one table, graph or chart from the Plan. See additional guidance
in the evaluation Rubric.
B. Contrast School Technology Plans. Pairs of students from different school districts compare current
Plans from districts or several schools as they develop recommendations for improving school access
and use of technologies. They create goals and strategies for improving student achievement,
increasing student (and possibly parent) access to computers/smart boards/other technologies, and
upgrading the integration of technologies in administration and instruction in each district/school
during the next 3-5 years. Insights are gathered through the following: copies of districts’ and/or
schools’ technology plans; interviews of principals or assistant principals and school technology
coordinators (if possible the districts’ coordinators) regarding current plans, access, use, and potential
instructional and administrative uses of technologies for the future; and review of at least 4 references
on technology planning from the literature. The written Project Report submitted as an email
attachment to the instructor:
o summarizes the current plans and uses of technologies;
o identifies goals for improving achievement, access and integration;
o discusses insights from the review of literature and interviews; and
o includes at least one student-created table or graph that presents information from the current
plans, access or use; and
o makes recommendations for each district/school that includes hardware, software, technology
support personnel, professional development and other needs (possibly to include costs) and
o provides thoughtful reflections on the project and new understandings of school technology plans
in relation to leadership for curriculum, instruction and management.
EME 6425 – Technology for School Management
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The oral presentation (using PowerPoint, pecha kucha, Prezi or other software) on March 26 includes
goals, recommendations, and at least one table, graph or chart from the report. See additional
guidance in the evaluation Rubric.
C. Other Project. Individuals or pairs may propose a similar project to A or B that stretches current
understandings and skills related to school/district technology plans. A written proposal (paragraph or
bullets) outlining the project methods is due by February 12; if approved, the final report and
presentation (following guidelines in A or B and evaluation rubric) are due March 26.
Synthesis Paper: Understandings and Applications. Each student prepares a 3-page paper that presents
understandings regarding instructional and administrative applications of technologies. The paper, which
follows APA style throughout, could later become part of the Educational Leadership program portfolio.
The paper includes information from at least one book (in addition to the text), one online journal article
that provides the DOI reference, and one website. A draft of the paper is submitted as an email attachment
to the instructor by March 5. Feedback will be provided, and a final paper is submitted as an email
attachment by March 26.
Bibliography
Books and Articles
Birabasi, A. L. (2002). Linked: The new science of networks. Cambridge, MA: Perseus.
Bluhm, H. P. (1987). Administrative uses of computers in the schools. Englewood Cliffs, NJ: Prentice
Hall.
Brody, P. J. (1995). Technology planning and management handbook: A guide for school district
technology leaders. Englewood Cliffs, NJ: Educational Technology Publications.
Cassell, J. (2002). Gendering HCI. In J. Jacko & A. Sears (Eds.). The handbook of human-computer
interaction (pp. 402-411). Mahwah, NJ: Lawrence Erlbaum.
Christiansen, C., Johnson, C. W., & Horn, M. B. (2008). Disrupting class: How disruptive innovation will
change the way the world learns. New York: McGraw-Hill.
Conn, K. (2002). Internet and the law: What educators need to know. Alexandria, VA: Association for
Supervision and Curriculum Development.
http://www.ascd.org/publications/books/102119/chapters/Copyright-and-the-Internet-in-Schools.aspx
Dick, W., & Carey, L. (1985). The systematic design of instruction (2nd ed.). Glenview, IL: Scott,
Foresman.
Fullan, M. (2001). Leading in a culture of change. San Francisco: Jossey-Bass.
Gardner, H. (2000). Intelligence reframed: Multiple intelligences for the 21st century. New York: Basic
Books.
Golden, C., & Katz, L. F. (2008). The race between education and technology. Cambridge, MA: Harvard
University Press.
Gustafson, T. J. (1985). Microcomputers and educational administration. Englewood Cliffs, NJ: Prentice
Hall.
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Hawkins, J. (1987). Computers and girls: Rethinking the issues. In R. D. Pea & K. Sheingold (Eds.).
Mirrors of minds: Patterns of experience in educational computing (pp. 242-257). Norwood, NJ:
Ablex.
Howe, J. (2008). Crowdsourcing: Why the power of the crowd is driving the future of business. New
York: Crown Business.
Keeler, C. M. (1996). Networked instructional computers in the elementary classroom and their effect on
the learning environment: A qualitative evaluation. Journal of Research on Computing in Education,
28 (3), 329-345.
Krentler, K. A., & Willis-Flurry, L. A. (2005). Does technology enhance actual student learning? The
case of online discussion boards. Journal of Education for Business, 80 (6), 316-321. doi:
10.3200/JOEB.80.6.316-321
Lei, J. (2010). Quantity versus quality: A new approach to examine the relationship between technology
use and student outcomes. British Journal of Educational Technology, 41 (3), 455-72. doi:
10.1111/j.1467-8535.2009.00961.x
Lenhart, A. (2010). “How do [they] even do that?” A Pew internet guide to teens, young adults, mobile
phones and social media. [Pew Internet and American Life Project]
http://www.pewinternet.org/Presentations/2010/Jun/How-do-they-even-do-that-A-Pew-Internetguide-to-teens-cell-phones-and-social-media.aspx
Lumley, D., & Bailey, G. D. (1993). Planning for technology: A guidebook for school administrators.
New York: Scholastic.
Miller, H. (1988). An administrator’s manual for the use of microcomputers in the schools. Englewood
Cliffs, NJ: Prentice Hall.
Molnar, A. R. (1997). Computers in education: A brief history. Technological Horizons in Education
Journal, 24 (11), 63-68.
Negroponte, N. (1995). Being digital. New York: Knopf.
Ottenbreit-Leftwich, A. T., Glazewski, K. D., Newby, T. J., & Ertmer, P. A. (2010). Teacher value beliefs
associated with using technology: Addressing professional and student needs. Computers &
Education, 55 (3), 1321-35. doi: 10.1016/j.compedu.2010.06.002
Papert, S. (1980). Mindstorms: Children, computers, and powerful ideas. New York: Basic Books.
Picciano, A. G. (2011). Educational leadership and planning for technology (5th edition). Upper Saddle
River, NJ: Pearson.
Richards, C. (1989). Microcomputer applications for strategic management in education. New York:
Longman.
Sernovitz, A. (2009). Word of mouth marketing: How smart companies get people talking. New York:
Kaplan.
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Shashaani, L. (1994). Socioeconomic status, parents’ sex-role stereotypes, and the gender gap in
computing. Journal of Research on Computing in Education, 26 (4), 433-451.
Simonson, M. R., & Thompson, A. D. (1997). Educational computing foundations (3rd edition). Upper
Saddle River, NJ: Merrill.
Starkey, L. (2010). Supporting the digitally able beginning teacher. Teaching and Teacher Education, 26
(7), 1429-38. doi:10.1016/j.tate.2010.05.002
Taylor, R. (Ed.). (1980). The computer in the school: Tutor, tool, tutee. New York: Teachers College
Press.
Valdez, G. (2004). Critical issue: Technology leadership: Enhancing positive educational change.
http://www.ncrel.org/sdrs/areas/issues/educatrs/leadrshp/le700.htm
Warschauer, M. (2007). Laptops and literacy: Learning in the wireless classroom. New York: Teachers
College Press.
Westbrook, K. C. (Ed.). (1997). Technology and the educational workplace: Understanding fiscal
impacts. Thousand Oaks, CA: Corwin.
Willis, J. (1993). Technology in teacher education: A research and development agenda. In H. C.
Waxman & G. W. Bright (Eds.). Approaches to research on teacher education and technology (pp.
35-50). Charlottesville, VA: Association for the Advancement of Computing in Education.
Journals
 Links are shown for USFSM Library: Login “myusf” then go to library for journal access:
http://www.sarasota.usf.edu/Library/
 Search through Library: specify “Education” then “Key Sources” and a database like “Education
full text” or “ERIC” http://metalib.fcla.edu/V?FUNC=FIND-DB-1&MODE=category
 APA style requires Digital Object Identifier when it is available. Many online articles have a
DOI. To locate an article using DOI, click on “Resolve a DOI Name”: http://www.doi.org/
 See “Steps to Find an Article with a DOI” within “Library Resources” on Blackboard.
British Journal of Educational Technology
http://usf.catalog.fcla.edu/sf.jsp?st=british%2Bjournal%2Bof%2Beducational%2Btechnology&ix=k
w&V=D&S=0721291313027471&I=0#top
Computers in Human Behavior – e journal http://www.sciencedirect.com/science//journal/07475632
Computers in the Schools http://www.informaworld.com/smpp/title~db=all~content=g906684074
Educational Technology http://universityofsouthflorida.worldcat.org/title/educationaltechnology/oclc/1567622&referer=brief_results
Educational Technology and Society
http://usf.catalog.fcla.edu/sf.jsp?st=educational%2Btechnology+and+society&ix=kw&V=D&S=072
1291313027471&I=0#top
EME 6425 – Technology for School Management
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Educational Technology Research and Development
http://universityofsouthflorida.worldcat.org/title/educational-technology-research-and-developmentetr-d/oclc/45321626&referer=brief_results
Journal of Educational Computing Research http://universityofsouthflorida.worldcat.org/title/journal-ofeducational-computing-research/oclc/50413364&referer=brief_results
Journal of Educational Multimedia and Hypermedia
http://universityofsouthflorida.worldcat.org/title/journal-of-educational-multimedia-andhypermedia/oclc/60623021&referer=brief_results
Learning and Leading with Technology http://universityofsouthflorida.worldcat.org/title/learning-andleading-with-technology-the-iste-journal-of-educational-technology-practice-andpolicy/oclc/61311446&referer=brief_results
Principal (NAESP):
http://universityofsouthflorida.worldcat.org/title/principal/oclc/6681687&referer=brief_results [See
for example, 2007 issue on the Tech Savy Principal: http://www.naesp.org/Principal2007J-F.aspx ]
Technological Horizons in Education Journal http://universityofsouthflorida.worldcat.org/title/thejournal-technological-horizons-in-education/oclc/60637409&referer=brief_results
Websites
American Educational Research Association: http://www.aera.net
Association for Supervision and Curriculum Development: http://www.ascd.org/
ATSTAR (online curriculum designed to improve educational outcomes for students with disabilities):
http://www.atstar.org
Educational Leadership Technology Resources: http://www.nsba.org/sbot/toolkit/index.html
E-School News: http://www.eschoolnews.com
Florida Department of Education: http://www.fldoe.org
FCAT Resources: http://www.fldoe.org/JustForTeachers/FCAT.asp
FCAT Results by School/district: http://fcat.fldoe.org/fcatscor.asp
FLDOE Paperless Communications; Register: http://data.fldoe.org/communications/
Next Generation Sunshine State Standards: http://www.fldoe.org/BII/Curriculum/SSS/
Florida School Leadership Standards (William C. Golden School Leadership Development Program):
https://www.floridaschoolleaders.org/fpls.aspx
International Society for Technology in Education: http://www.iste.org/
National Technology Standards: http://www.iste.org/AM/Template.cfm?Section=NETS
Technology Standards for School Administrators: http://www.iste.org/standards/nets-foradministrators.aspx (Note: these are listed in Appendix B of Picciano (2011))
Mid-Continent Research for Education and Learning (McREL) Educational Technology Site:
http://www.mcrel.org/pdf/educationtechnology
EME 6425 – Technology for School Management
National Assessment of Education Progress (NAEP): http://nces.ed.gov/nationsreportcard/
State Profiles (Florida): http://nces.ed.gov/nationsreportcard/states/Default.aspx?st=FL
National Association of Elementary School Principals: http://www.naesp.org
National Association of Secondary School Principals: http://www.nassp.org
National Middle School Association: http://www.nmsa.org
National Education Technology Plan 2010: http://www.ed.gov/technology/netp-2010
National School Boards Association: http://www.nsba.org/
Technology Leadership Network: http://www.nsba.org/SecondaryMenu/TLN.aspx
Cyberbully package (free download of materials):
http://cybersmartcurriculum.org/cyberbullying/NSBA/
Northwest Educational Technology Consortium: http://www.netc.org
SouthEast Initiatives Regional Technology in Education Consortium: http://www.seirtec.org/seirtec/index.html
Southeastern Regional Vision for Education (SERVE) Center for Continuous Improvement:
http://www.serve.org
Teacher Technology Skills (Inventory by District): http://itts.flinnovates.org/inventory/
Technology Needs Assessment (surveys): http://www.tcet.unt.edu/START/assess/tools.htm
Thinkfinity (Verizon): http://www.thinkfinity.org/
West Ed: Excellence in Research, Development and Service: http://www.wested.org
What Works in Education (Edutopia; George Lucas Foundation): http://www.edutopia.org/
World Village Schoolhouse Software Review:
http://www.worldvillage.com/wv/school/html/scholrev.htm
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