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EDAL670 - Technology for Leaders
An Online Course
(1-3 semester credits, Spring - 2009)
To Educate is to Redeem
Instructor - Dr. Jim Jeffery

Office: 269.471.3481 (office)
Fax: 269.471.6540
Home: 616.471.5229
E-mail: jimjeff@andrews.edu
Office Hours: Anytime by appointment or e-mail
Course Webpage: http://www.andrews.edu/~jimjeff/EDAL670/

 
 
 
 
 
 
 

For many leaders and administrators, life has become much more complicated trying to live the technology dream. Where are technology and administration headed in the 21st Century? What does a leader need to know to keep up? EDAL670 is described below:

This course provides a "Philosophical basis for technology usage in various leadership settings to enhance organizational effectiveness, survey of contemporary technologies appropriate to most organizational setting and cost-benefit analysis of various systems; development of a technology plan for leader development; ethics of technology usage." Prerequisite: EDAL520 or equivalent and computer literacy or permission of instructor." (AU 2007-2008 Bulletin)

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The purpose of this course is to give administrators a general overview of educational technology, how to plan for technology, how to plan for technology related staff development, issues of technology security, the ethics associted with technology use and planning for on-going funding for technology. By the end of the course students will be able to:

  1. Understand the limitations and the possibilities of current computer technologies.
  2. Articulate the major concerns which have been voiced about technology usage.
  3. Understand the TSSA (Technology Standards for School Adminisrators) expectations (see them here) or here
  4. Develop an awareness of the technolgy standards expected for all students (see them here)
  5. Understand the issues surrounding copyright, fair use, and the ethical issues of technology and the Internet.
  6. Understand the issues of safety and security as they relate to technology usage in institutions.
  7. Develop an institutional technology plan.
  8. Demonstrate an understanding of hardware and software issues surrounding the implementation of a technology plan.
  9. Articulate the process of staff development as it relates to technology implementation.
  10. Articulate a 3-5 year plan for funding technology in an institution.
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K-12 School Leaders

Picciano, Anthony G. (2002, 2006). Educational Leadership and Planning for Technology. (3rd Edition or 4th Edition). Columbus, OH: Merrill. An outline of its content are found here. This book can be ordered through Amazon.com

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ORGANIZATIONAL STRUCTURE AS RELATED TO MISSION, CONCEPTUAL FRAMEWORK ELEMENTS and STANDARDS.

A. School of Education (SED)

The mission of the School of Education (SED) at Andrews University is to serve an international clientele, preparing educators for excellence in thinking, teaching, service and research. As companions in learning, students and faculty are committed to global Christian service. The mission is succinctly captured in the phrase "To educate is to redeem" through harmonious development of students for service. The mission is expressed through six elements which reflect the ideal development for all graduates of the School of Education. They are:

1. Worldview - addresses appreciation of the perspective of others and development of a personal philosophy from which action and service arise; (WV)

2. Human Growth and Change - addresses principles of growth, development, and learning, and the use of these principles to effect positive change; (HGC)

3. Groups, Leadership and Change - addresses principles of group behavior and the use of these principles to effect positive change for individuals and organizations; (GLC)

4. Communication and Technology - addresses oral, written, intrapersonal and interpersonal communication as the essence of human behavior and technology as it enables, supports, and enhances human interaction and learning; (CT)

5. Research and Evaluation - addresses valuing and conducting disciplined inquiry for decision-making; (RE)

6. Personal and Professional Growth - addresses commitment to holistic personal and professional growth. (PPG)

B. Leadership and Educational Administration Department (LEAD)

The mission of the Leadership and Educational Administration (LEAD) program is based on the overall mission of the School of Education and is stated as follows:

To develop a community of scholar-practitioners who transform the power of knowledge into global service. Its core values include: (1) Service; (2) Community; (3) Integrated Life and (4) Human dignity.

C. Educational Administration

Competency Standards. The Educational Administration segment of LEAD seeks to prepare effective educational administrators for servant leadership in educational settings based on the following competency standards:

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.

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.

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.

Standard 4: A school administrator is an educational leader who promotes the success of all students by collaborating with families and the community members, responding to diverse community interest and needs, and mobilizing community resources.

Standard 5: A school administrator is an educational leader who promotes the success of all students by acting with integrity, fairness, and in an ethical manner.

Standard 6: A school administrator is an educational leader who promotes the success of all students by understanding, responding to, and influencing the larger political, social, economic, legal, and cultural context.

Standard 7: A school administrator is an educational leader who understands and comprehensively applies technology to advance student achievement.

Standard 8: A school administrator is an educational leader who appreciates the perspectives of others and develops a personal philosophy from which action and service arise.

Standard 9: A school administrator is an educational leader who understands and comprehensively applies research and evaluation for effective decision making.

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1. Online Participation. (15% of Final Grade)

Students are expected to participate in the Question for the Week assignment and any online class discussions which may be scheduled.

2. Reading Assignments (20% of Final Grade)

Reading Assignment #2 for Module 2: (MDE Standard 7.4, 7.27)

The Computer Delusion

Reading Assignment #3 for Module 3: Choose ONE of the following articles: ( MDE Standards 7.5, 7.22)

3. Development of the Outline of a Technology Plan (MDE Standards 7.4, 7.12, 7.13)- Module #1 (65% of Final Grade for Module 1) (See Criteria for Assessment below)

4. Development of the Outline of a Technology Staff Development Plan - Module #2 MDE Standards 7.8, 7.9, 7.10, 7.11, 7.14, 7.29) (65% of Final Grade for Module 2)

5. Collaborative Project - Development of the Outline of a Technology Funding Plan - Module #3.(MDE Standards7.27, 7.28) (65% of Final Grade for Module 3)

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NB The following table outlines the standards used for evaluating the short papers expected in the Reading Assignment above.

A B C D
Tightly focused writing relating to a narrow topic. Generally focused on single topic. Somewhat focused on broad topic. Scattered random writing without focus.
A high degree of conceptual development Indicates good ability to conceptualize Concept discussed but not well developed. Little if any conceptualization.
Properly documented where sources used. Outside sources given proper credit. Outside sources alluded to. No credit given to sources used.
Excellent organization and logical progression of thought. Good organization and logic. Moderately well organized, but logical progression not evident. Poorly organized with little or no logic evident.

Excellent use of prose in capturing the essence of referenced material. A good job of summarizing the material reviewed. Much paraphrasing of other material. Mostly paraphrased or copied; not really the authors own work.
Syntax and grammar excellently done. Well edited material. Only a few errors of minor significance. A number of errors. Not well edited. Many errors. Poor grammar and sentence structure.
Complete yet concise discussion of the issue. Concise and generally recognizes most aspects of the topic. Topic appears to be one-sided with aspects of the topic missing. Overly verbose. Incomplete discussion of the issue. Major points ignored.
Opinion based on fact, research or scholarly authority. Generally good evidence given in support of opinion. Evidence only somewhat supports opinion. Opinion entirely unsupported.

Criteria for Assessment of Assignments #2, 3, & 4: Technology Integration Plan, Staff Development Plan, and Technology Funding Plan

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The course will feature readings from the textbook and a variety of other readings which will be supplied at the website/D2L site

EDAL670 - Fall, 2007

Course Schedule (15 weeks)

Module 1 Topics for Module 1
(K-12 School Leaders)
Week 1
(Jan 6 - Jan 11)		 Introduction to the Course
First Things First
Lecture Topic - Module 1.1 (Standards 7.1, 7.4)

Readings
Text - Chp.1, (4th edition)
Week 2
(Jan 12 - Jan 18)		 Lecture Topic - Module 1.2(Standards 7.3, 7.5, 7.7, 7.9, 7.11, 7.17, 7.24 , 7.23, 7.27)
Education, the Internet, and Curriculum Integration.

Readings
Chp 7, pp 134-165 (4th ed)Chp. 5, pp. 84-111 (4th ed.)
Week 3
(Jan 19 - Jan 25)		 Technology Leadership and Change
Lecture Topic Module 1.3 (Standards 7.1, 7.17)

Readings
Text - Chapter 2 - (4th ed.)
Week 4
(Jan 26 - Feb 1)		 Planning for Technology - Now and in the Future
Lecture Topic - Module 1.4 (Standards 7.2, 7.6, 7.17, 7.21,7.24, 7.27)
Planning for Technology - Now and in the Future Part II
Lecture Topic - Module 1.5 (Standards 7.6, 7.17, 7.21, 7.27)

Readings
Text - (Chp 9 - pp. 200-217 4th ed.)
Chp 12 pp. 254-279 (4th ed.)
Week 5
(Feb 2 - Feb 8))		 ONLINE CLASS

Check here for Instructions and Online Lesson Plan for Online class today
Reading Assignment #1 (Due)sent as an attached file to jimjeff@andrews.edu
Outline of Technology Integration Plan (Due )as an attached file sent to jimjeff@andrews.edu
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Final grades

Final Grades for each module and the entire course (3 credits) are based on the following distribution of points with the calculation of the grades as illustrated below:
  Percent of Grade Max Possible Pts. Your Score Weighted Percent
Module 1        
Discussion/Participation 15% 20  20 15.0%
Reading Assignment #1
Article Critique		 20% 40  40  20.0%
Development of the Outline of a Technology Integration Plan - Major Assignment #1 65% 100 100  65.0%
Final Mark for Module 1 (1 sem credit) 100% 180 159 100.0%
         
Module 2        
Discussion/Participation  15% 20  20  15.0% 
Reading Assignment #2
Article Critique		  20% 40  40 20.0% 
Assignment #2
Development of the Outline of a Technology Staff Development Plan
Case Study		 65% 100 100 65.0% 
 Final Mark for Module 2 (1 sem credit) 100% 160 160 100.0%
         
Module 3        
 Discussion/Participation 15% 20  20 15.0%
Reading Assignment #3
Article Critique		 20%  40   40  20.0%
Assignment #3
Collaborative Project to fund technology
 65% 100  100  65.0%
 Final Mark for Module 3 (1 sem credit) 100%   160 100.0%
         
Final Grade for Modules 1- 3 (3 sem credit)
Total of above modules		 480 480  100.0%
Suggested Grade Scale: A (95-100), A- (90-94.9), B+ (85-89.9), B (80-84.9), B- (75-79.9), C+ (70-74.9), C (65-69.9)
ACADEMIC HONESTY POLICY

The submission of work which includes the work or ideas of another without citing or attributing them to their author possibly constitutes plagiarism. Assignments which are plagiarized will be given a failing grade and their authors treated in accordance with AU Honor Code on academic dishonesty as stated in the Andrews University Academic Calendar.

AFFIRMATIVE ACTION STATEMENT

The School of Education, and the University are committed to providing appropriate support for students with documented disabilities, including learning disabilities. Any student who has a documented disability may identify him/herself to the teacher at the beginning of the semester so that reasonable accommodations or arrangements can be made.

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  1. Anderson, R. E., & Dexter, S. L. (2000). School technology leadership: incidence and impact. Teaching, learning and computing: 1998 national survey (No. 6). Minnesota, Minneapolis: Center for Research on Informational Technology and Organisation.
  2. Bates, A.W. (2000) Managing Technological Change: Strategies for College and University Leaders. San Francisco: Jossey Bass.
  3. Bull, G. L., & Bell, L. (2006). The 2006 National Technology Leadership Summit. Contemporary Issues in Technology and Teacher Education [Online serial], 6(3). Available: http://www.citejournal.org/vol6/iss3/editorial/article1.cfm
  4. Creighton, T. (2003). The principal as technology leader. Thousand Oaks, California: Corwin Press
  5. Conway, K. (1998). 'Designing classrooms for the 21st century', in Oblinger, D. and Rush, S. (eds.) The Future Compatible Campus. Bolton, MA: Anker, pp. 198-217.
  6. Crow, G. M., Hausman, C. S., & Scribner, J. P. (2002). Reshaping the role of the school principal. The Laboratory for Student Success Review, 2(2), 20-21.
  7. Dede, C. (1994). Leadership without followers. In G. Kearsley & W. Lynch (Eds.), Educational technology leadership perspectives (pp. 19-28). New Jersey: Educational Technology Publications.
  8. Dinger, William S. (2007) Reflections: The Value of Technology in the Classroom Retrieved August 15, 2007 from http://www.sadlier.com/about_press.cfm?press_release_ID=77&archive_bit=0
  9. Ertmer, P. A., Bai, H., Dong, C., Khalil, M., Park, S. H., & Wang, L. (2002). Technology leadership:shaping administrators' knowledge and skills through an online professional development course. Paper presented at the SITE 2002, Nashville, Tennessee
  10. Farnes, N. (1993). 'Modes of production: Fordism and distance education'. Open Learning 8 (1), pp. 10-20.
  11. Finnegan, D. (1997) 'Transforming faculty roles', in Peterson, M., Dill, D., Mets, L.A. and Associates (eds.) Planning and Management for a Changing Environment. San Francisco: Jossey Bass, pp. 479-501.
  12. Flanagan, L., & Jacobsen, M. (2003). Technology leadership for the twenty-first century principal. Journal of Educational Administration, 41(2), 124-142.
  13. Fritz, R. (1989). 'Vision' The Path of Least Resistance. New York: Columbine, pp. 122-138.
  14. Fullan, M. (2001). Leading in a culture of change. San Francisco: Jossey-Bass.
  15. Gardner, J. (2000). The nature of leadership. In Educational leadership (pp. 3-12). San Francisco, California: Jossey-Bass Inc.
  16. Goldring, E., & Greenfield, W. D. (2002). Understanding the evolving concept of leadership in education: Roles, expectations and dilemmas. In J. Murphy (Ed.), The educational leadership challenge: Redefining leadership for the 21st century (Vol. 1, pp. 1-19): National Society for the Study of Education.
  17. Graves, W., Henshaw, R., Oberlin, J. and Parker, A. (1997) 'Infusing information technology into the academic process'. In Peterson, M., Dill, D., Mets, L.A. and Associates (eds.) Planning and Management for a Changing Environment. San Francisco: Jossey Bass, pp. 432-452.
  18. Ho, J. (2006). Technology LeadershipRetrieved August 18, 2007 from http://www.moe.gov.sg/edumall/rd/litreview/techn_leadership.pdf
  19. Hughes, M., & Zachariah, S. (2001). An investigation into the relationship between effective administrative leadership styles and the use of technology. International Electronic Journal For Leadership in Learning, 5(5).
  20. Kaufman, R. and Herman, J. (1997). 'Strategic planning, schooling and the curriculum of tomorrow', in Dijkstra, S., Seel, N., Schott, F. and Tennyson, R (eds.). Instructional Design: International Perspectives. Mahwah, NJ: Lawrence Erlbaum, pp. 45-58.
  21. Law, N., Wong, K. C., & Yuen, A. H. K. (2003). ICT implementation and school leadership: Case studies of ICT integration in teaching and learning. Journal of Educational Administration, 41(2), 158-170.
  22. Leithwood, K., & Duke, D. L. (1999). A century's quest to understand school leadership. In J. Murphy & K. S. Louis (Eds.), Handbook of Research on Educational Administration (2nd ed., pp. 45-72). San Francisco: Jossey-Bass Publishers.
  23. Moran, C. (1998). 'Strategic information technology planning in higher education'. In Oblinger, D. and Rush, S. (eds.) The Future Compatible Campus. Bolton, MA: Anker, pp. 36-52.
  24. Raggatt, P. (1993). 'Post-Fordism and distance education - a flexible strategy for change'. Open Learning 8 (1), pp. 21-31.
  25. Yee, D. (2000). Images of School Principals’ Information and Communications Technology Leadership. Journal of Information Technology for Teacher Education, 9(3), 287-302.
Online Reference Sites

K-12 Resources

Teaching with Technology Organizations

Educational Technology Resources

Other Major Resources for K-12 School Leaders
  1. Dangeroulsy Irrelevant Ruminations on Technology. Leadershp and the future of our schools http://www.dangerouslyirrelevant.org/
  2. Leadership Talk http://www.leadertalk.org/
  3. The Prinicpal Blogging Project http://principalblogs.jot.com/WikiHome
  4. DDDM - Data Driven Decisionking Making Tools from CASTLE http://www.schooltechleadership.org/dddm/
  5. School Data Tutorials http://www.schooldatatutorials.org/
  6. Administrator's Guide to CyberBullying https://umconnect.umn.edu/cyberbullying
  7. Professional Development http://www.ncrtec.org/pd/index.html
  8. Technology Staff Development Resources http://www.thesnorkel.org/toolkit/articles/StaffDevRes.pdf
  9. Small Business and Technology Considerations http://www.bcentral.com/articles/tech/default.asp
  10. Interstate School Leadership Licensure Consortium www.ccsso.org/projects/Interstate_School_Leaders_Licensure_Consortium/
  11. TSSA - Technology Standards for School Administrators http://www.ncrtec.org/pd/tssa/tssa.pdf
  12. SREB's Framework for Redesigned Leadership Preparation http://www.sreb.org/main/Leadership/UnivLead/SREB_UniversityLeadershipFrame work.pdf
  13. PBS on "Leading Together" Using ISLLC standards: www.pbs.org/unctv/nogreatercalling/educators/leadtoget.html
  14. "School Leaders and Standards: A Vision for Leadership." International Confederation of Principals www.icponline.org/feature_articles/f14_01.htm
  15. ERIC on the "Role of the School Leader" eric.uoregon.edu/trends_issues/rolelead/index.html
  16. Technology Standards for School Administrators cnets.iste.org/tssa/
  17. 10 tips for School Technology Planning http://content.scholastic.com/browse/article.jsp?id=52
  18. Dare to dream- Classroom technology http://dare-to-dream--classroom-technology.blogspot.com/
  19. WestEd's Professional and Organizational Learning (POL) program www.wested.org/cs/wew/view/pg/7
  20. IEL's Principal Task Force Report http://www.iel.org/programs/21st/reports/principal.pdf
  21. Principals Who Can’t Live Without Technology http://www.education-world.com/a_admin/admin/admin466.shtml
  22. Principals Who Can’t Live Without Technology Part 2: How Did We Ever Live Without Handhelds? http://www.education-world.com/a_admin/admin/admin466b.shtml
  23. TICAL - Technology Information Center for Administrative Leadership http://www.portical.org/contents2.html
  24. Technology Leadership Academy - Video Series. http://www.educ.ttu.edu/tla/videos/
  25. Patrick Crispen's PowerPoint Files: The Complete List - EXCELLENT RESOURCE http://www.netsquirrel.com/powerpoint/complete.html
  26. Take Control of Tech http://content.scholastic.com/browse/article.jsp?id=3746915

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