College of Education
Department of Leadership and Secondary Education
EDIL 619--Technology and Best Practices for School Improvement
A syllabus showing due dates for assignments, etc. is available by contacting me using the information shown below.
INSTRUCTOR: David Barnett, Ed. D.
PHONE: (606) 783-9378
E-MAIL: Please send assignments to edil619@pqisp.net unless otherwise requested. If for some reason you’re unable to send mail to edil619@pqisp.net, you may try d.barnett@moreheadstate.edu.
OFFICE: Ginger Hall 503
CATALOG DESCRIPTION: A study of best practices for school improvement documented by research and application of the use of modern technological tools in instructional and administrative processes-evaluation of hardware and software for both instructional uses and administrative tools, review of computer programs, and basic competency in word processing, spreadsheet, database, and presentation software. The course will also examine the use of the Internet for instructional and administrative purposes.
COURSE OBJECTIVES:
To develop an understanding of instructional software, how the software might be used to enrich and expand instructional practices, and how to evaluate the software.
To develop a working knowledge of administrative software, its application and uses in today’s schools
To develop an understanding of the Technology Standards for School Administrators (TSSA) as developed by the Collaborative for Technology Standards for School Administrators and develop an understanding of the administrative and instructional implications of the Standards.
To develop tools to evaluate websites instructional usefulness, appropriateness for the age of the students using the website, and alignment with adopted curriculum
To develop an understanding of various funding mechanisms at the local, state and federal levels for securing educational technology
To develop professional development plans that will help ensure full use of both hardware and software by students and teachers
To develop an ability to confront issues related to computer viruses, hacking, and website selection by both students and adults working in the schools
To provide students the opportunity to apply technology and demonstrate their ability by developing a web page related to their current job related responsibilities
CONCEPTUAL FRAMEWORK FOR EDUCATOR PREPARATION
PROGRAM:
This course is designed to provide an overview and working knowledge of educational technology, both at the instructional and administrative levels. In-class and out-of-class experiences will provide students the opportunity to research, evaluate and apply current and emerging technologies and determine their usefulness in today’s schools. Successful students will complete the course with the ability to integrate technology into the school setting and also be able to assist other educators to integrate technology into their job responsibilities as well.
METHOD
OF INSTRUCTION
This course is designed to provide students opportunities to explore
instructional and administrative uses of hardware and software.
This is an on-line course requiring students to explore various websites,
evaluate software and websites, and explore technology standards for school
leaders. Assigned materials will
include electronic and print media. Successful
students will be actively engaged in virtual discussions and will demonstrate an
ability to utilize technology to complete administrative tasks and enrich
instructional practices.
A variety of print and electronic
media will be utilized to assist students gain an understanding of technology
and best practices for school improvement. The
publication Making
Technology Standards Work for You—A Guide for School Administrators
(ISTE, 2002) will be utilized as well as numerous web sites related
to using technology in instruction and educational leadership.
Student evaluation will be
based on the following components:
1.
Website Development/Evaluation
Module (100 points maximum): Students
will develop a web page that can be utilized in their current job
responsibilities. Students are
encouraged to make their web page assessable to everyone in the class by posting
it on the Internet. The student will
submit an evaluation of their web page and at least three other websites of
their own choosing. See Website
Development/Evaluation Module under Assignments on Blackboard for additional
information.
2.
TSSA Module (75 points maximum):
Students will complete a self-assessment using the TSSA and develop a
growth plan based on their self-assessment.
Students should give special attention to developing a growth plan that
will expand their uses of technology in their current job as well as educational
jobs they hope to pursue. See TSSA
Module under Assignments on Blackboard for additional information.
3.
Enhancing Instructional Delivery
Using Technology Module (100 points maximum):
Students will choose a lesson based on their undergraduate major.
The lesson shall be aligned to national standards and must require the
use of technology by the instructor in delivering the lesson to the students and
by the students in the completing the assignments that are a part of the lesson.
The lesson outline prior to the addition of technology should be included
so that a comparison can be made of the “old” lesson and the technologically
enhanced lesson. See Enhancing
Instructional Delivery Module under Assignments on Blackboard for additional
information.
4.
Product development (75 points):
Students will develop a product (e.g. newsletter, brochure, etc.) that
describes their school and/or program. Technology
must be used in the development of the product.
You should include the product as an attachment in an e-mail message.
Be sure to scan the attachment for viruses before sending.
Attachments should be Word, FrontPage or Publisher format.
If you do not have any of these pieces of software, you should save as a
rich-text file (rtf). That will
allow me to open it in Word. Most
pieces of software will allow you this option.
If you’re not able to send the product electronically, you should send
me a copy via regular
5.
Presentation (100 points
maximum): Students will develop a
presentation on any topic related to their current or future job assignment.
The presentation shall include an abstract (no longer than one page) of
the topic. Technology must be used as a part of the presentation.
You may include the presentation as an attachment in an e-mail message.
Be sure to scan the attachment for viruses before sending.
Students should keep in mind that
some files are too large to e-mail and the presentation MAY have to be burned
onto a CD and mailed using the regular US mail keeping the due date in mind.
6.
Software Evaluation Module (80
points maximum): Students will
explore various software evaluation rubrics and use these rubrics (or one of
their own development) to evaluate software that they use.
See Software Evaluation Module under Assignments on Blackboard for
additional information.
7.
In the text Making Technology Standards
Work for You: A Guide for School
Administrators students should complete the following tasks for each chapter
(20 points maximum for reflections for each chapter.
Since there are six standards this will provide students the opportunity
to earn 120 points for these reflections.)
a)
List at least three
ideas/concepts presented in the chapter that you consider to be important for
school leaders and explain why you think they’re important.
They may be ideas/concepts that you’d never considered before, they may
be ideas on which you want to follow-up, or they may be ideas on which the
school or district in which you work need to improve in.
b)
Visit at least three websites
found in the Resources Section that is located at the end of each chapter.
Write a summary paragraph for each of the websites about the
information found there. The
foc
585—650 A 455 – 519 C
520—584 B <454 No Credit
PLAGIARISM
Electronic media (e.g. e-mail,
internet, etc.) provides students opportunity to research and read a wide
variety of reference material. Additionally,
this media makes it easy to copy and paste from one document to another.
Including direct quotes or paraphrases of information without giving the
original author credit is called plagiarism.
There are several ways in which plagiarism is done.
Some examples include using definitions of terms or key phrases from a
source as if the definitions are your own or copying information from websites
as a part of a summary without crediting the original author.
Using parts of a newsletter, brochure, and presentation that was
developed by someone else and failing to give the original author credit are
additional examples of plagiarism. Students
choosing this type of unprofessional behavior will be given a zero on the
assignment. Questions about
plagiarism should be directed to the instructor.
When submitting assignments please
note the following:
Assignments
should be submitted so that I will receive them no
later than
In the Subject Box of the e-mail students should put the course number and name of the assignment being submitted. For example, the subject box for the first assignment should read EDIL 619 – TSSA Module.
Please submit assignments for each module in ONE E-MAIL. Submitting the assignments through multi e-mails is not an effective use of your time (or mine).
The assignment should be in the body of the e-mail message, NOT an attachment (unless otherwise requested). The first four lines of the message must contain:
Student’s Name
Course
Number (e.g. EDIL 619)
Assignment Number and Name (e.g. 1 – TSSA Module)
Date
Assignment is Due (e.g. Month XX, 200X)
The completed assignment should follow the information noted above. (Since attachments sometimes contain viruses, please do not send attachments EXCEPT for the product and presentation.)
Sometimes messages get lost in cyberspace. Each assignment you e-mail me should also be e-mailed to yourself. This serves two purposes. First of all you have a copy for your files. Secondly, it will show the time and date you sent the message to me. This will prove helpful if I e-mail you about a late assignment and you indicate that you’ve already sent it. If you’ve sent the message to yourself, you have the date and time sent as a part of the message and you’ll be able to forward that to me. Also, because of the volume of messages I receive I have to delete assignments from my e-mail folders. Therefore, YOU SHOULD KEEP A COPY OF ALL ASSIGNMENTS UNTIL THE SEMESTER IS OVER, YOU’VE RECEIVED YOUR GRADE, AND HAVE NO QUESTIONS.
Issues related to educational technology intersect all of the ISSLC Standards in someway. The projects assigned and content presented and evaluated align most closely with the following:
Standard 1: A school administrator is an educational leader who promotes the success of all students by facilitating the development, articulation, implementation, and stewardship of a vision of learning that is shared and supported by the school community.
The
administrator has knowledge and understanding of:
* effective communication
The
administrator facilitates processes and engages in activities ensuring that:
*
the school community is involved in school improvement efforts
* barriers to achieving the vision are identified, clarified, and addressed
* needed resources are sought and obtained to support the implementation of the school mission and goals
Standard 2: A school administrator is an educational leader who promotes the success of all students by advocating, nurturing, and sustaining a school culture and instructional program conducive to student learning and staff professional growth.
The
administrator has knowledge and understanding of:
* applied learning theories
*
curriculum design, implementation, evaluation, and refinement
* principles of effective instruction
*
the role of technology in promoting student learning and professional growth
The administrator facilitates processes and engages in activities ensuring that:
* technologies are used in teaching and learning
Standard 3: A school administrator is an educational leader who promotes the success of all students by ensuring management of the organization, operations, and resources for a safe, efficient, and effective learning environment
The
administrator has knowledge and understanding of:
* current technologies that support management functions
The administrator facilitates processes and engages in activities ensuring that:
* emerging trends are recognized, studied, and applied as appropriate
Standard 4: A school administrator is an educational leader who promotes the success of all students by collaborating with families and community members, responding to diverse community interests and needs, and mobilizing community resources.
The
administrator has knowledge and understanding of:
* emerging issues and trends that potentially impact the school community
* community resources
The
administrator facilitates processes and engages in activities ensuring that:
*
community collaboration is modeled for staff
* opportunities for staff to develop collaborative skills are provided
The administrator has knowledge and understanding of:
* various ethical frameworks and perspectives on ethics
* professional codes of ethics
The
administrator facilitates processes and engages in activities ensuring that:
* demonstrates a
personal and professional code of ethics
* demonstrates values, beliefs, and attitudes that inspire others to higher
levels of performance
* applies laws and procedures fairly, wisely, and considerately
The
administrator has knowledge and understanding of:
* global issues and forces affecting teaching and learning
The administrator facilitates processes and engages in activities
ensuring that:
* the school community works within the framework of policies, laws, and regulations enacted by local, state, and federal authorities