CEDu527: Technology Leadership I

College of Education and Leadership

Cardinal Stritch University

3 Credits


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Course Description

Issues of importance to computer coordinators, school administrators, and others involved in the management of technology resources are the focus of this course. Topics include strategic planning, faculty and staff development, hardware and software procurement, instructional implementation, management, security, maintenance, gender equity and ethics.


Prerequisites: A minimum of 15 in CEd program or Departmental Approval

Conceptual Framework of the College of Education

The College of Education is devoted to bridging knowledge, practice and service.

Instructional Technology Program Outcomes

Wisconsin State Guideline

Courses in the Instructional Technology program/certification cross all the Wisconsin Teacher Standards; all of the Wisconsin ITC Standards and the Wisconsin Administrator Standards. This course focuses particularly on Teacher Standards 1, 3, 4, 6, 7, 9, 10, ITC Standards a, b, c, d, e ,g, h, i, j, m, n , o, and all seven of the Wisconsin Administrator Standards.

Wisconsin Teacher Standards

1.

The teacher understands the central concepts, tools of inquiry, and structures of the disciplines she or he teaches and can create learning experiences that make these aspects of subject matter meaningful for pupils.

3.

The teacher understands how pupils differ in their approaches to learning and the barriers that impede learning and can adapt instruction to meet the diverse needs of pupils, including those with disabilities and exceptionalities.

4.

The teacher understands and uses a variety of instructional strategies, including the use of technology, to encourage children's development of critical thinking, problem solving, and performance skills.

6.

The teacher uses effective verbal and nonverbal communication techniques as well as instructional media and technology to foster active inquiry, collaboration, and supportive interaction in the classroom.

7.

The teacher organizes and plans systematic instruction based upon knowledge of subject matter, pupils, the community, and curriculum goals.

9.

The teacher is a reflective practitioner who continually evaluates the effects of his or her choices and actions on pupils, parents, professionals in the learning community and others and who actively seeks out opportunities to grow professionally.

10.

The teacher fosters relationships with school colleagues, parents, and agencies in the larger community to support pupil learning and well being and acts with integrity, fairness and in an ethical manner.


ITC Standards:

a.

Knowledge of the principles and theories of PK-12 curriculum development and teaching strategies.

b.

Ability to provide educational leadership, including visioning, strategic planning, goal-setting, curricular innovation, program evaluation, problem solving, and utilizing management theory and practice.

c.

Interpersonal and communication skills needed to work and interact effectively within the educational community (students, educators, parents, staff and the general public) by displaying a comprehensive competence that promotes reliability, balance, responsiveness and flexibility.

d.

Knowledge of and ability to plan, manage, budget, make decisions and implement:

  • technology support for instruction

  • the selection, supervision, training and evaluation of staff

  • instructional technology systems

  • facility design

  • funding sources, including grants

  • instructional design

e.

Ability to plan and manage the identification, evaluation, selection, acquisition, maintenance and use of instructional technology systems (voice, video, data, etc.)

g.

Ability to facilitate the integration of instructional technology into the curriculum through teaching and learning activities.

h.

Ability to evaluate and implement appropriate, current and emerging trends and developments in instructional technologies, including information access and delivery systems, networking and telecommunications.

i.

Ability to oversee a reliable technology infrastructure and make appropriate decisions regarding that infrastructure in support of learning and teaching.

m.

Ability to facilitate and promote effective use of technology through the planning and implementation of appropriate staff development models.

n.

Ability to facilitate and promote the use of technology to meet identified academic standards.

o.

Awareness of and ability to apply federal, state and local regulations, laws and policies involving instructional technology and information access.


Wisconsin Administrator Standards:

  1. The administrator has an understanding of and demonstrates competence in the Ten Teacher Standards.

  2. The administrator leads by facilitating the development, articulation, implementation, and stewardship of a vision of learning that is shared by the school community.

  3. The administrator manages by advocating, nurturing and sustaining a school culture and instructional program conducive to pupil learning and staff professional growth.

  4. The administrator ensures management of the organization, operations, finances, and resources for a safe, efficient, and effective learning environment.

  5. The administrator models collaborating with families and community members, responding to diverse community interests and needs, and mobilizing community resources.

  6. The administrator acts with integrity, fairness, and in an ethical manner.

  7. The administrator understands, responds to, and interacts with the larger political, social, economic, legal, and cultural context that affects schooling.

  8. The program also incorporates the Wisconsin Model Academic Standards for Information & Technology Literacy. The key topics are Media and Technology, Information and Inquiry, Independent Learning, and The Learning Community.

Course Objectives (Tied to the Conceptual Framework)

Objective 1
Students will have knowledge of current trends and research as it addresses effective technology implementation, planning, the change process, management and application. (Knowledge & Practice)

Assessment: Students will read and critique four articles from current research sources
either in print or on the web. Cite resources using APA (5th edition).
Criteria: Checklist/rubric will be given in class.

Objective 2
Students will have knowledge of administrative and school management applications. (Knowledge)

Assessment: Students will review and critique a piece of tool (productivity) software. Student will submit an evaluation and a summary of their review.
Criteria: Checklist/rubric will be given in class.

Objective 3
Students will be able to select, conduct and interpret a Technology Needs Assessment. (Knowledge & Practice)

Assessment: Students will interpret needs assessment survey data, participate in and interpret focus group simulations, and compare and contrast needs assessment
instruments for use in a district, school, department or grade level.
Criteria: Each group will select 3-4 tools to compare and contrast. The final paper will discuss strengths, weaknesses, appropriate use and data generated. In a concluding paragraph, the group will make a recommendation regarding each of the assessment tools. Rubric/checklist will be provided.

Objective 4
Students will demonstrate knowledge of Technology Implementation Planning. (Knowledge & Practice)

Assessment: Students will review and evaluate a district level technology plan and will complete a technology program design for a school, department, or grade level including program goal(s), objectives, strategies, benchmarks, assessments and resources.
Criteria: The plan review and evaluation will be evidence by a completed, annotated Technology Plan checklist. The program design will include a goal, objectives, strategies, benchmarks, assessment strategies, and resources. Checklist/rubric will be provided.

Objective 5
Students will demonstrate knowledge of issues and effective strategies in designing and implementing staff development activities. (Knowledge & Practice)

Assessment: Students as a study group will design a staff development class.
Criteria: Checklist and rubric will be provided.


Methods of Assessment

Assignments/Assessments

Type

Weight

Week Assigned

Week Due

Rubric

  1. Read and critique four articles (5% each)

Individual

20%

1,2,3,4

3,4,5,6

Article Review/Class Discussion Rubric

  1. Class discussions and postings

Individual

10%

All

All

Article Review/Class Discussion Rubric

  1. Evaluate one administrative software program

Individual

5%

1

4

Rubric discussed in class

  1. Interpret a Needs Assessment – Simulation Activity

Individual

10%

1

2

Given in etips

  1. Needs Assessment Comparison and Contrast

Group

10%

2

3

Rubric discussed in class

  1. District Technology Implementation Plan Evaluation

Individual

10%

3

4

DPI Technology Plan Review - http://dpi.wi.gov/forms/pdf/fplanreview.pdf

  1. Create a Technology Program Design

Individual/Group

15%

4

6

Program Design Checklist

  1. Staff Development Design

Group

20%

5

6

Rubric discussed in class



100%





Grading Policies and Guidelines



Percentage Guidelines


93-100% A 91-92% A- 88-90% B+ 85-87% B

82-84% B- 78-81% C+ 75-77% C 70-74% C-

68-69% D+ 66-67% D 64-65% D- < 64% F


Projects and Assignments - Grade Definitions



  1. 91-100 on objective tasks. Work generally must be very complete, accurate, show evidence of significant synthesis, effort and application of knowledge, professional in appearance, neatly presented, well organized and submitted on time.

  2. 82-90 on objective tasks. Work generally must be complete, accurate, show evidence of synthesis, effort and application of knowledge, neatly presented, well-organized and submitted on time.

  3. 70-81 on objective tasks. Work generally must be nearly complete, reasonable accurate, show at least some evidence of synthesis, effort and application of knowledge, less attention to presentation, appearance and organization. Submitting high quality work late will earn a lower grade.

  4. 64-69 on objective tasks. Work missing and/or failing to meet assignment specifications, shows little evidence of synthesis, effort or application of knowledge, little attention to presentation, appearance and organization. Submitting high quality work late will earn a lower grade.

  1. 63 and Below. Work missing and/or failing to meet assignment specifications, shows no evidence of synthesis, effort or application of knowledge, no attention to presentation, appearance and organization.


Required Text and Other Resources

Picciano, A (2006). Educational Leadership and Planning for Technology. Upper Saddle River, New Jersey: Pearson.


Course Expectations

General Course Expectations



College of Education Policy on Attendance


Attendance at all class meetings is mandatory.


Students participating in a Masters program in the College of Education are expected to attend all scheduled classes and meetings. The following apply to all enrolled students:


Promptness:

Prompt arrival at each class is critical because of the limited time available to conduct in-class activities during the course. Instructors may take actions they deem appropriate if consistent tardiness is observed. Please emphasize this will all instructors. (Coaching responsibilities are not acceptable excuses.)


One Absence: Class

Any absence from either a scheduled class or study team requires that the student notify the instructor. You must contact the instructor before class so that arrangements may be made to make up the missed work. The student is required to make up all "missed" work as determined by the instructor, by the next class meeting. Assignments due on a missed class must be emailed to the instructor by the class time to receive full credit. Missed labs and class activities must be made up within 1 week of the absence for credit, missed class materials and assignments will be emailed to you when you contact the instructor.


Two Absences: Class

If a second absence occurs, the student has to option of officially withdrawing from the course. Subsequent failure to withdraw will result in a grade of "F" for the course, and the student must later enroll and pay for the course. Students may not request an "incomplete" grade at this time.


For purposes of this policy, "class" is defined as the scheduled instructional time with the instructor.


The Program Chair will recommend a student repeat the class if a student misses more than one class or study team meeting. An appeal of this decision will be directed to the Program Chair. The decision will be documented and filed in the Instructional Technology Office.


College of Education Policy on Late or Missing Assignments

All original course assignments and additional assignments described above should be completed within the course time limits. Work that is submitted after the course has been completed is subject to the provision of the policies and procedures relating to incompletes.


University Policies

Statement of Academic Integrity

Inherent in the mission of Cardinal Stritch University is the strong belief in the principle of academic integrity. Student's actions reflect their moral character and, by extension, to University's reputation. Therefore, all students are expected to recognize and to abide by the policy on academic integrity found in the student handbook.


Statement of Compliance with the Rehabilitation Act of 1973

Cardinal Stritch University and this instructor wish to positively affirm the intent of the American Disability Act. Any person enrolling in this course who may require alternative instructional and/or evaluative procedures due to a disability should feel free to discuss these needs with the instructors so that appropriate arrangements can be made.


Cheating and plagiarism will be treated on an individual basis. Any use of another person’s work or ideas must be documented. See academic integrity policy in student handbook.




Rubric - Article Review/Class Discussion – CEd 527


For an article review

Select an article, podcast, website that supports or extends the theme as assigned by your instructor. Read the article and write a brief summary of the article's contents. In addition, write a reflective response to the article relating the article contents to class discussions, text readings, and experiential observations. (Use this checklist to evaluate your own work prior to submission.)


The review should be 1-2 pages or 300-500 words in length.


For a class discussion/posting

The review should be 1-2 pages or 100-300 words in length.


Both will be graded with the following scores.


  1. Writing Quality (1 point)

    • The review is 1-2 pages in length.

    • Sentences are complete; grammar, punctuation, and spelling are accurate.

    • The writing flows in a logical manner, and is presented in a formal, academic style.

    • The review is written in the third person.

    • The review begins with an accurate citation for the article and the format follows American Psychological Association, 5th edition.

  2. Content (2 points)

    • The summary demonstrates an understanding of the article being reviewed and its intent.

    • The summary explains primary arguments/points/evidence used to support main focus of the article.

    • The article selected for review is relevant to the content and outcomes of the class.

  3. Reflection (2 points)

    • The review demonstrates critical consideration of the content and a deep level of thought and understanding.

    • The reflection ties the article to classroom discussion or materials.


Accelerated Program ­­­­­­

CEd 527 Program Design Presentation Check List


Group Names:______________________________________________________


Goal:

A long-range goal is clearly stated.

The goal is based on identified needs.

The goal is written in terms of student learning.


Objectives:

Objectives are clearly stated.

Objectives support the program goal and identify what will be accomplished..


Strategies:

At least two strategies are identified for each objective.

Strategies clearly identify how objectives and goals will be reached


Benchmarks:

The program design includes benchmarks for each program objective.

(Benchmarks are visible evidence of progress toward the identified goal.)


Evaluation:

Evaluation strategies are developed to measure progress toward the goal and answer the question, “How are we doing?”.


Resources:

The program design identifies essential resources for each strategy.


Program Design Presentation:

Mechanics of transcription (spelling, punctuation, etc.) are of graduate quality.

Contains the names and schools of the Program Design Authors.

Includes the following detail: introduction/rationale, goal, objectives, benchmarks, evaluation criteria, and resources.

The program design demonstrates the elements of a SMART goal (Specific Measurable Action-oriented Realistic Timebound).


In general, a grade of B is earned for meeting the baseline requirements of a given assignment. The grade of A is earned when participants expand, elaborate or otherwise extend the assignment making it a more effective teaching/learning experience.


CEDu527 Technology Leadership

Staff Development Rubric


Components

Points

Class Publicity:

  • Includes procedure for disseminating information publicizing the class.

  • Includes brochure and/or flyer and/or web announcement of the class.

2

Class Description:

  • Completely describes the class.

  • Indicates prerequisite skills of participants.

  • Details when, where, and class time frame.

3

Instructional Time:

  • Outlines instructional activities of the class.

  • Includes time line of instructional activities of the class.

  • Describes necessary handouts, templates and any other materials used in the class.

  • Products (assignments) clearly described.

  • Course evaluation described and/or included

  • Course follow-up described.

5

Facilities:

  • Room, lab, and building requirements indicated.

  • Necessary software and minimum hardware requirements specified.

  • Presentation devices specified.

  • Building/room reservation procedure described and responsibility for arraigning assigned.

1

Funding:

  • Budget included

  • Fees indicated

  • Refreshments and other amenities?

2

Staff Development Plan Presentation - Check if acceptable:


____Report is typed or word processed

____Mechanics of transcription (spelling, punctuation, etc.) are of graduate quality.

____Contains the names and schools of the Staff Development Plan Authors.

____Uses APA Form for citations and document and formatting.

2

Content and presentation


____The plan demonstrates an understanding of staff development principles as discussed in class.

____The plan applies good instructional pedagogy.

____The presentation demonstrates critical consideration of staff development principals.

____The presentation ties the staff development plan to classroom discussion or reading.


5

Total

20