Textbooks:

     Picciano, A. G. (2006). Educational leadership and planing for technology. Vol. 4. New York: Prentice Hall. (ISBN 0131194720) (P)

     Gershenfeld, N. (1999). When things start to think. New York: Henry Holt and Company. (ISBN 0-8050-5880-X)

     Additional readings as assigned on the World Wide Web (W)

     Microsoft Office (2000 or XP [for PC], 2001 or OS X [for Mac]). This software is available at the Texas State Bookstore if you don't already own it.

E-mail and WWW access

E-mail access is an important part of your work as a graduate student and as a professional. Access may be through a commercial service or a free account that is yours as an Texas State student. Your assignments will be turned in as attachments to e-mail messages. See your professor if you do not have an e-mail account.

Internet access through the WWW is also required. Class notes, study guides, and a discussion board will be required on Blackboard. To enter Blackboard, you must use your Texas State Computing Domain e-mail account. This is a free account provided to you by the university. To get your Texas State account activated, go to Computing Services.

Computer labs

On Texas State main campus: there are 19 open entry computer labs for Macintosh or PC platforms. Click on the link above to find the location and a phone number for hours.

General Objectives:

The purpose of this course is to introduce graduate students to those leadership skills for integrating technology into an education program. This includes the developing technology vision, instituting aneeds assessment, producing a professional development plan, funding that plan, strategies for implementing the plan, evaluating the implementation, disseminating the plan, and generating a long-term growth plan.

Course Goals and Objectives:

Student who complete this course will be able to:

1. Explain core concepts, values, methods of inquiry, and various uses of technology in schools.
2. Evaluate the impact on the curriculum of technology on societal change in schools.
3. Implement and justify an effective plan for the integration of technology into instruction.
4. Evaluate the integration of technology into instruction.
5. Pose questions drawing from a broad knowledge base of current technological issues and practices.
6. Participate in professional development activities such as grant writing, professional discussion groups, professional organization presentations, and distance education workshop development.
7. Develop a plan for managing all levels of technology within the infrastructure of a school district and a school building.
8. Defend the role of a leadership community when integrating technology into a school.
9. Review technology integration as a tutor, tool, and tutee.
10. Create a needs assessment for identifying the technological needs of a school setting including hardware, software, and professional development.
11. Develop and justify an effective plan for the integration of technology into a school to satisfy these needs.
12. Construct a formative and summative evaluation scheme on the effectiveness of this plan.
13. Explore and draft a funding proposal to foster the completion of this plan.
14. Complete drafts of proposals for disseminating the plan and its effectiveness through conference presentations and professional publications.
15. Initiate a plan for long-term continuing growth through professional organizations and a professional growth plan.

Assignments

Assignment #1: Define and create leadership, vision, and policy

• Read the two examples of Technology Vision Statements
  • As you read, answer these questions:
    • Why develop a technology vision?
    • Who should be involved?
    • How do you define and establish policy based on this vision? What are the action steps?
    • How does the Einstein Elementary school reflect these procedures?
    • How does the policy and/or vision of the Bellingham reflect this
• After you understand what is involved in creating a vision and policy and looked at a couple of scenarios (Texas State and UWM), summarize in the form of a critique (as a group) what the answers are above. One person in the group send that group critique to your professor as groupnameCritique.doc as an attachment to an e-mail message.
• Next, individually identify a school unit (department, center, school) and create a technology vision. This could be a unit you current are part of, or one you make up. Whichever, describe that unit. Make sure your vision connects with the other units you didn't choose. Send that vision to your professor as lastnameVision.doc

Assignment #2: Create a needs assessment

Course Based:

• Create a needs assessment instrument as a group for a instructor evaluating educational needs for integrating technology into the developmental education classroom.
• Administer to 10 fellow developmental education instructors.
• Interpret results and evaluate need.
• Identify one technology strategy to teach
• Summarize the results in a word processed document.
• Send the needs assessment instrument and summary attached to an e-mail to your professor labeled CBNeeds.doc

Non-Course Based:

• Create a needs assessment instrument for a developmental educational program needs for integrating technology into that program.
• Administer to 10 staff members of your developmental education program.
• Interpret results and evaluate need.
• Identify one technology strategy to teach
• Summarize the results in a word processed document.
• Send the needs assessment instrument and summary attached to an e-mail to your professor labeled NCBNeeds.doc

Assignment #3: Develop a technology infrastructure plan for an organization

Critique an existing technology implementation plan for an organization for infrastructure needs

• Next,
  • Select a demonstration site of an existing technology plan
    • Technology Infrastructure Examples
  • Critique the plan for what would be needed based upon the components of a complete infrastructure plan discussed in class by completing this worksheet
    • Technology Infrastructure Worksheet
  • Send the worksheet attached to an e-mail message to your professor labeled lastnameInfra.doc; for example, I would send mine as CaverlyInfradoc
  • Prepare to discuss this critique during the next class

Assignment #4: Develop a technology development plan for an individual

Create an individual technology development plan to teach a technology integration strategy to educators

• Course based and Non-Course Based
  • Identify a technology integration strategy from the Needs Assessment in Assignment #2 for both a developmental education instructor and a staff member in a developmental education program
  • Develop a workshop to constructively teach that technology integration strategy to both groups
• Your workshop plan should
  • Create an instrument to assess participants' prerequisite technology skills to learn this technology integration strategy
  • Defend the rationale for learning this technology integration strategy
  • Explain how you will teach this rationale to the participants of the workshop
  • Describe your instructional model including materials, procedures, and activities for teaching this technology integration strategy
  • Explain how you will assess participants' strategy knowledge after attending the workshop
• Develop a future generational support structure for after the workshop
  • Describe how you will support the participants of this workshop beyond the workshop; what generational structure will be created; where you will fit into this structure
  • Explain how you will formatively assess the learning of this strategy throughout the generational support structure
• Send the team's plan attached to an e-mail to your professor labeled lastnameDevPlan.doc; for example, I would send mine as CaverlyDevPlan.doc

Assignment #5: Dissemination Plan

Create a conference proposal for a preconvention institute for either CRLA or NADE or at your institution. Use this conference proposal for a Tutorial Workshop as an example

• Write 250 words describing a workshop where you will teach a technology strategy identified in Assignment #4; that is, summarize your plan for instruction from Assignment #4
• Plan a 3 hour workshop for in-service teachers building on your plan
• Include in your proposal:
  • a title reflecting the content
  • a rationale and research supporting the need to teach this technology instegration strategy
  • methodology of how you will deliver the instruction
  • what technology will be needed to deliver the workshop including materials, procedures, activities, and assessment
  • how you will create an ongoing support structure
• Also, write a 50 word abstract suitable for a conference program describing this workshop
• Send the team's proposal attached to an e-mail to your professor labeled lastnameProposal.doc; for example, I would send mine as CaverlyProposal.doc
  

Assignment #6: Create Formative and Summative Evaluation plan

Create a formative and summative evaluation plan for the workshop in Assignment #4.

• Create a formative evaluation instrument and procedures for the workshop you developed in Assignment #4. Explain how you will adjust the technology instructional plan as a result of this formative evaluation.
• Create a formative evaluation instrument and procedures for the future generational support structure you will put into place after the workshop. Explain how you will adjust the technology instructional plan as a result of this formative evaluation.
• Create a summative evaluation instrument and procedures for the future generational support structure put into place after the workshop. Explain how you will adjust the technology instructional plan as a result of this summative evaluation.
• Send the three evaluation instruments and procedures attached to an e-mail to your professor labled lastnamesEval.doc; for example, I would send mine as CaverlyEval.doc; so you will send:
  • Workshop Formative Evaluation and Procedure
  • Generational Support Structure Formative Evaluation and Procedure
  • Generational Support Structure Summative Evaluation and Procedure

Assignment #7: Disseminate by presenting to peers at a conference in pairs

Deliver the workshop in Assignment #4

• Implement the workshop you designed in Assignment #4.
• Administer the Formative Evaluation you designed in Assignment #6, apply the procedures, and analyze the results.
• Present the results of the Formative Evaluation to the next class meeting.
  

Assignment #8: Outline Grant proposal

Create an outline for a grant proposal.

• EDTC, SI, APCE (individually)
  • Identify a grant you might apply for; justify why this grant; cite the reference for the RFP
  • Create an outline of a grant proposal including a needs assessment, plan, budget, and evaluation
  • Send you individual proposal attached to an e-mail to your professor labeled lastnameGrant.doc; for example, I would send mine as CaverlyGrant.doc

Assignment #9: Develop Long term Growth plan

Develop a personal growth plan.

• In the form of a future scenario, describe where you will be ten years from now in your use of technology. In order to reach this goal, design a long-term growth plan in technology knowledge.
• Include professional organizations you will join, conferences you will attend, discussion groups you will join, journals you will subscribe to, and resources you will learn from complete with referenence following APA 5th guidelines.
• Send you individual proposal attached to an e-mail to your professor labeled lastnamGrowthl.doc; for example, I would send mine as CaverlyGrowth.doc

Day 1: What is the role of leadership in the integration of technology into educational settings? How do I create a vision for integrating technology in education?

• Required Readings:
  • Texas State - College of Education (2002). Technology strategic plan. Retrieved May 12, 2005, from
• UWM (2002). 2002-2003 Technology Plan; School of Education (SOE); University of Wisconsin-Milwaukee (UWM). Retrieved May 12, 2005, from
• Supplemental Reading:
• Robyler, M.D. (2003). Chapter 1: Educational technology in context: The big picture. Integrating educational technology into teaching. Merrill: Columbus, OH.
• McNabb, M.L., Valdez, G., Nowakowski, J., & Hawkes, M. (2003). Develop a vision and policy. Technology connections for school improvement: Planner's handbook. North Central Regional Educational Laboratory: Naperville, IL. Retrieved May 31, 2003, from http://www.ncrel.org/tplan/handbook/dev.htm
• Milkin Family Foundation (1999). The pros and cons of educational technology. Retrieved May 31, 2003, from http://www.mff.org/publications/publications.taf?page=269

Day 2: How do I develop a Needs Assessment to see what they know?

• Required Reading:
  • Picciano, M. (2003). Chapters 1-3
  • Apple (2005). Technology planning guide: 1- Introduction. Retrieved May 12, 2005, from http://www.apple.com/education/planning/introduction/index.html
  • Apple (2005). Technology planning guide: 2- Get organized. Retrieved May 12, 2005, from http://www.apple.com/education/planning/getorganized/index.html
  • Apple (2005). Technology planning guide: 3- Envision. Retrieved May 12, 2005, from http://www.apple.com/education/planning/envision/index.html
  • Apple (2005). Technology planning guide: 4- Assess. Retrieved May 12, 2005, from http://www.apple.com/education/planning/assess/index.html
  • Apple (2005). Technology planning guide: 5- Set goals. Retrieved May 12, 2005, from http://www.apple.com/education/planning/setgoals/index.html
  • Caverly (2004). Developmental education technology standards. Retrieved May 12, 2005, from http://www.ci.txstate.edu/dev.ed/techstandards.html
• Supplemental Reading
  • McNabb, M.L., Valdez, G., Nowakowski, J., & Hawkes, M. (2003). Analyze technology needs. Technology connections for school improvement: Planner's handbook.
  • Needs Assessment Tools - http://nnlm.gov/ner/nesl/9410/tol.html
  • Multimedia Training -- http://www.webproject.org/info/survey.shtml
  • University of Michigan College of Engineering - http://www.engin.umich.edu/dept/ioe/COHSE/occsurvey.html
  • University of Calgary - http://www.ucalgary.ca/~dmjacobs/mt/results.html
  • Child and Family Services - http://www.archrespite.org/archfs27.htm
  • Indian Country and/or Rural Environment - http://www.ojp.usdoj.gov/nij/maps/Pubs/NeedsAssessment.html

Day 3: How do I develop a technology integration plan for individuals? How do I deliver that plan through a workshop?

• Required Reading:
  • Picciano, M. (2003). Chapters 4-8
  • Apple (2005). Technology planning guide: 6- Plan. Retrieved May 12, 2005, from http://www.apple.com/education/planning/plan/index.html
  • Apple (2005). Technology planning guide: 7- Implement. Retrieved May 12, 2005, from http://www.apple.com/education/planning/implement/index.html
  • Caverly, D.C., Peterson, C.L., & Mandeville, T. F. (1997). A generational model for staff development. Educational Leadership, 55(3), 56-59. (Alkek library EBSCO full text, search on "Caverly" and "Generational Model)
• Supplemental Reading:
  • McNabb, M.L., Valdez, G., Nowakowski, J., & Hawkes, M. (2003). Support professional development. Technology connections for school improvement: Planner's handbook. North Central Regional Educational Laboratory: Naperville, IL. Retrieved May 31, 2003, from http://www.ncrel.org/tplan/handbook/sup.htm

Day 4: How do I develop a technology integration plan for a large or small organizational unit?

• Required Reading:
  • Picciano, M. (2003). Chapters 9-11
  • Chickering, A., & Ehrmann, S.C. (1996), Implementing the seven principles: Technology as lever. AAHE Bulletin, 49(2), 3-6. Retrieved May 20, 2003, from http://www.tltgroup.org/programs/seven.html
  • Caverly, D.C. (2005). Technology infrastructure examples. Retrieved May 12, 2005, from
  • Caverly, D.C. (2005). Technology infrastructure Worksheet. Retrieved May 12, 2005, from
• Supplemental Reading:
  • Robyler, M.D. (2003). Chapter 2: Planning and implementation for effective technology integration. Integrating educational technology into teaching. Merrill: Columbus, OH.
  • McNabb, M.L., Valdez, G., Nowakowski, J., & Hawkes, M. (2003). Build a technology infrastructure. Technology connections for school improvement: Planner's handbook. North Central Regional Educational Laboratory: Naperville, IL. Retrieved May 31, 2003, from http://www.ncrel.org/tplan/handbook/bui.htm

Day 5: Independence Day

Day 6: How do I create a constructivist approaches to learning and technology integration?

• Required Reading
• Caverly, D.C., Collins, T., DeMarais, L., Otte, G., & Thomas, P. (2000). Technology in the "knowedge age." In D. B. Lundell & J. L. Higbee (Ed.) Proceedings from the 1st intentional meeting on future directions in developmental education (pp. 34-36). Minneapolis, MN: Center for Research on Developmental Education and Urban Literacy, University of Minnesota. Retrieved May 12, 2005, from: http://www.gen.umn.edu/research/crdeul/pdf/proceedings/1-proceedings.pdf
• Supplemental Reading:
  • Robyler, M.D. (2003). Chapter 3: Learning theories and integration models. Integrating educational technology into teaching. Merrill: Columbus, OH.
• McNabb, M.L., Valdez, G., Nowakowski, J., & Hawkes, M. (2003). Focus on student-centered learning. Technology connections for school improvement: Planner's handbook. North Central Regional Educational Laboratory: Naperville, IL. Retrieved May 31, 2003, from http://www.ncrel.org/tplan/handbook/foc.htm

Day 7- Professional Development

• Required Reading:
  • Caverly, D. C., Peterson, C. L., Mandeville, T. A. (1997). A generational model for professional development. Educational Leadership, 55(3). 56-59. Retrieved February 5, 2005, from: http://www.ascd.org/portal/site/ascd/menuitem.459dee008f99653fb85516f762108a0c/
  • Apple (2005). Technology planning guide: Professional development. Retrieved May 12, 2005, from http://www.apple.com/education/planning/profdev/index.html
• Supplemental Reading:
  • NCREL (2003) - Engaging learning environments. enGauge. North Central Regional Educational Laboratory. Retrieved July 8, 2003, from: http://www.ncrel.org/engauge/framewk/efp/environ/efpenvin.htm
  • Morton, D. (1999). Staff development in K12 schools: Models for Implementation. Retrieved July 8, 2003, from: http://it.wce.wwu.edu/it/diana/staffdev/stf_dev.htm

Day8: TIDE

Day 9: How do I formatively and summatively evaluate these technology integration plans? How do I fund these technology integration plans?

• Required Reading:
  • Apple (2005). Technology planning guide: 8 - Evaluate. Retrieved May 12, 2005, from http://www.apple.com/education/planning/evaluate/index.html
  • Bruce, B. C. (1999). Challenges for the evaluation of new information and communication technologies. Reading Online, 42(6). Retrieved May 31, 2003, from http://www.readingonline.org/electronic/jaal/March_Column.html
  • Ehrmann, SC (1995). Asking the right question: What does research tell us about technology and higher learning. Change, 27(2), 20-27. Available by entering the title in to ERIC EBSCO at Alkek library, http://www.library.txstate.edu/ref/onlinedb/education.asp

• Supplemental Reading:
  • Robyler, M.D. (2003). Chapter 4-7: Part II-Integrating software and media tutors and tools: Principles and strategies. Integrating educational technology into teaching. Merrill: Columbus, OH.
  • Robyler, M.D. (2003). Chapter 8-9: Part III: Linking to learn: Principles and strategies; Integrating educational technology into teaching. Merrill: Columbus, OH.
  • McNabb, M.L., Valdez, G., Nowakowski, J., & Hawkes, M. (2003). Evaluate Process and outcomes. Technology connections for school improvement: Planner's handbook. North Central Regional Educational Laboratory: Naperville, IL. Retrieved May 31, 2003, from http://www.ncrel.org/tplan/handbook/eva.htm

• Required Reading:
  • none
• Supplemental Reading:

Day 10: How do I continue to learn? How do I disseminate and receive feedback of successful technology integration through conference proposals; publishing? How do I create a professional growth plan?

• Required Reading:
  • Gershenfeld, N. (1999). When things start to think. Henry Holt: New York
    
• Supplemental Reading:
  • McNabb, M.L., Valdez, G., Nowakowski, J., & Hawkes, M. (2003). Establish multiyear funding. Technology connections for school improvement: Planner's handbook. North Central Regional Educational Laboratory: Naperville, IL. Retrieved May 31, 2003, from http://www.ncrel.org/tplan/handbook/est.htm