eda 6271: technology leadership section 13c5 8:10 pm; …€¦ · 24/12/2013 · stimulate...

Archer-Banks Syllabus Spring 2014 - EDA 6271 Technology Leadership

EDA 6271: TECHNOLOGY LEADERSHIP

Section 13C5

Tuesdays, 5:10 PM – 8:10 PM; Room: Norman 260

SPRING SEMESTER 2014

Instructor: Dr. Diane Archer-Banks

Email: [email protected]

Phone: TBA

Office Hours: Appointment via email, or phone

OVERVIEW OF THE COURSE

The purpose of this course is to help teacher leaders and school administrators more

fully understand the role of technology in enhancing all aspects of teaching, learning

and school operations. This course will support those leaders as they plan and develop

ways to integrate technology and establish policies and procedures that foster the

implementation of computers as leadership and learning tools.

COURSE OBJECTIVES (adapted from NETS-A)

1. Students will demonstrate knowledge and understanding of technology leadership

standards.

2. Students will explore ways in which they can inspire and lead development and

implementation of a shared vision for comprehensive integration of technology to

promote excellence and support transformation throughout the organization

3. Student will demonstrate an understanding of how to create, promote, and sustain a

dynamic, digital-age learning culture that provides a rigorous, relevant, and

engaging education for all students.

4. Students will demonstrate understanding of how to promote an environment of

professional learning and innovation that empowers educators to enhance student

learning through the infusion of contemporary technologies and digital resources.

5. Students will demonstrate an understanding of how to provide digital-age

leadership and management to continuously improve the organization through the

effective use of information and technology resources.

6. Students will understand and apply knowledge of how to model and facilitate

understanding of social, ethical and legal issues and responsibilities related to an

evolving digital culture.


Florida Leadership Standards Addressed in this course:

Florida's school leaders must possess the abilities and skills necessary to perform their

designated tasks in a high-performing manner. The school leader, commensurate with

job requirements and delegated authority, shall demonstrate competence in the

following standards:

Technology – High Performing Leaders

a. Is aware of the technology, telecommunications and information systems

and their uses to enrich curriculum, instruction, and assessment

b. Communicates and gets feedback on a plan for technology integration for

the school community

c. Works with tech-savvy staff to plan for increased technology usage

d. Models the use of technology as a tool in support of both educational and

community activities

e. Develops an effective teacher professional development plan to increase

technology usage

f. Has assessed and analyzed the extent to which technology has been

integrated throughout the teaching and learning environment

g. Within the available resources, increases access to educational

technologies for the school

h. Has a plan for the provision of support to increase the use of technology

already in the school/classrooms

i. Uses technology to support the educational efforts of staff and teachers

Ethical Leadership – High Performing Leaders act with integrity, fairness, and honesty

in an ethical manner.

Understands ethical and legal concerns educators face when using technology

throughout the teaching and learning environment

NETS-A Standards & Performance Indicators

1. Visionary Leadership - Educational Administrators inspire and lead development

and implementation of a shared vision for comprehensive integration of technology

to promote excellence and support transformation throughout the organization.

a. Inspire and facilitate among all stakeholders a shared vision of purposeful

change that maximizes use of digital-age resources to meet and exceed learning

goals, support

b. effective instructional practice, and maximize performance of district and school

leaders


c. Engage in an ongoing process to develop, implement, and communicate

technology infused strategic plans aligned with a shared vision

d. Advocate on local, state and national levels for policies, programs, and funding

to support implementation of a technology-infused vision and strategic plan.

2. Digital Age Learning Culture - Educational Administrators create, promote, and

sustain a dynamic, digital-age learning culture that provides a rigorous, relevant,

and engaging education for all students.

a. Ensure instructional innovation focused on continuous improvement of digital-

age learning

b. Model and promote the frequent and effective use of technology for learning

c. Provide learner-centered environments equipped with technology and learning

resources to meet the individual, diverse needs of all learners

d. Ensure effective practice in the study of technology and its infusion across the

curriculum

e. Promote and participate in local, national, and global learning communities that

stimulate innovation, creativity, and digital age collaboration.

3. Excellence in Professional Practice Educational Administrators - promote an

environment of professional learning and innovation that empowers educators to

enhance student learning through the infusion of contemporary technologies and

digital resources.

a. Allocate time, resources, and access to ensure ongoing professional growth in

technology fluency and integration

b. Facilitate and participate in learning communities that stimulate, nurture and

support administrators, faculty, and staff in the study and use of technology

c. Promote and model effective communication and collaboration among

stakeholders using digital age tools

d. Stay abreast of educational research and emerging trends regarding effective use

of technology and encourage evaluation of new technologies for their potential to

improve student learning

4. Systemic Improvement - Educational Administrator provide digital age leadership

and management to continuously improve the organization through the effective

use of information and technology resources.

a. Lead purposeful change to maximize the achievement of learning goals through

the appropriate use of technology and media-rich resources

b. Collaborate to establish metrics, collect and analyze data, interpret results, and

share findings to improve staff performance and student learning


c. Recruit and retain highly competent personnel who use technology creatively

and proficiently to advance academic and operational goals

d. Establish and leverage strategic partnerships to support systemic improvement

e. Establish and maintain a robust infrastructure for technology including

integrated, interoperable technology systems to support management,

operations, teaching, and learning iste.org/nets

5. Digital Citizenship - Educational Administrators model and facilitate

understanding of social, ethical and legal issues and responsibilities related to an

evolving digital culture.

a. Ensure equitable access to appropriate digital tools and resources to meet the

needs of all learners

b. Promote, model and establish policies for safe, legal, and ethical use of digital

information and technology

c. Promote and model responsible social interactions related to the use of

technology and information

d. Model and facilitate the development of a shared cultural understanding and

involvement in global issues through the use of contemporary communication

and collaboration tools

REQUIRED COURSE TEXTBOOKS:

Papa, R. (Ed.). (2011). Technology leadership for school improvement. Thousand Oaks, CA:

SAGE Publications, Inc.

Christensen, C.; Johnson, C. W.; & Horn, M.D. (2010) Disrupting Class, Expanded Edition:

How Disruptive Innovation Will Change the Way the World Learns (2nd Edition) New

York: McGraw-Hill.

REQUIRED READINGS

Benson, A. D. (2007). An Exploratory Study of Online Postsecondary Education for

Low-Income Working Adults: A View from Education Support Programs: The

Journal of Negro Education, Vol. 76(1) 17-30

Frank, K. A., Zhao, Y., & Borman, K. (2004). Social capital and the diffusion of

innovations within organizations: The case of computer technology in schools.

Sociology of Education, 77(2) 148-171

http://www.amazon.com/s/ref=ntt_athr_dp_sr_1?_encoding=UTF8&field-author=Clayton%20Christensen&search-alias=books&sort=relevancerank

http://www.amazon.com/s/ref=ntt_athr_dp_sr_2?_encoding=UTF8&field-author=Curtis%20W.%20Johnson&search-alias=books&sort=relevancerank

http://www.amazon.com/Michael-B.-Horn/e/B001JRZ8KK/ref=ntt_athr_dp_pel_3


Makoe, M., Richardson, J. T. E. & Price, L.(2008). Conceptions of Learning in Adult

Students Embarking on Distance Education Higher Education, 55(3), 303-320.

Owen, P. S. & Demb, U. (2004). Change Dynamics and Leadership in Technology

Implementation. The Journal of Higher Education, 75(6), 636-666.

COURSE REQUIREMENTS /EXPECTATIONS

Students are required to read the required textbooks and additional research to

enhance their understanding of the various issues related to technology leadership

within educational settings.

Class Presentations (25 points): Each student will be responsible for presenting one

of the topics covered in the syllabus during our weekly class meetings.

Critical Analysis Paper (100 points): There are various logistic and people issues

that potentially impact integrating technology within any educational setting.

Drawing on the class readings, current research, and other materials addressed in

class, write a 10-15 page critical analysis of these issues, as well as, some possible

recommendations for addressing the issues identified. The paper should include at

least seven references, adhere to APA 6th edition formatting, be double-spaced, and

have no more than three spelling, punctuation, and/or grammatical errors.

A draft of the paper is not required, however, students wishing to submit a draft to

the instructor for feedback must do so Friday, February 7th via Dropbox. The final

paper must be submitted as an email attachment by Friday, February 28th

Technology Plan (100 points): Each student will use course readings, research, etc.

to develop or redesign a School Technology Plan. This plan should include goals

and strategies for improving student achievement, increasing student access to

computers/smart boards/other technologies, and upgrading the integration of

technologies in administration and instruction within a school or district during the

next 3-5 years. The written plan should be submitted as an email attachment to the

instructor and should include the following information:

o Summary of the current school/district plan.

o Discussion of the current level of access and uses of technologies in the

school/district.

o Goals for improving achievement, access and integration;


o Recommendations for a new or redesigned school Technology Plan that

includes hardware, software, technology support personnel, professional

development and other needs.

o Thoughtful reflections on the project and new understandings of school

technology plans in relation to leadership for curriculum, instruction and

management.

The final product should be 10-15 pages double spaced, include at least 8 references,

paper, adhere to APA 6th edition formatting, and have no more than three spelling,

punctuation, and/or grammatical errors. Students will also be required to deliver a

PowerPoint presentation of their plan to the class.

Article Summary and Reflections (10 points each) - Each student will be responsible

for completing a total of three 1-2-page reflection of a research article or class

reading.

DEADLINES & INCOMPLETES

It is strongly recommended that students submit materials well before deadlines rather

than waiting until the last minute. If accepted, assignments submitted after the

published due dates will receive no more than half credit. Incompletes will not be given

in this course except for extreme cases and only after individual consultation with the

instructor.

EVALUATION AND ASSESSMENT

Class Participation 15%

Class Presentation 10%

Article Summary & Reflection 10%

Critical Analysis Paper 30%

Technology Plan 35%

TOTAL: 100.00%

GRADING SCALE


A = 95% and above B+ = 87% - 88% C+ = 76% - 78%

A - = 89% - 94% B = 82% - 86% C= 73% - 76%

B- = 79% - 81% C- = 70% - 72%

(Not a passing mark at UF)

All written work submitted to the instructor should be produced in letter quality

print which is dark enough and large enough to be easily read. Use a font size of 12

or larger. All work should be double-spaced. Products submitted to the instructor that

do not adhere to these guidelines will be returned to the student for revision. When

evaluating written products, the instructor will consider the: (a) quality of content

(logic, brevity, conciseness, accuracy, and scholarship), (b) correctness of grammar,

spelling, and syntax and, (c) style, the development of ideas (depth and breadth), and

(d) organization.

APA Citation

The Department of Educational Administration and Policy requires students to exhibit

graduate-level writing skills and to comply with the requirements of the APA Manual

for all written work unless notified otherwise by the instructor. For further information,

please consult the following:

American Psychological Association. (2001). Publication manual of the American

Psychological Association (6th ed.). Washington, DC: Author.

WRITING RESOURCES

University of Florida’s Online Writing lab http://web.cwoc.ufl.edu/owl/index.html

Reading and Writing Center http://at.ufl.edu/rwcenter/

PROFESSIONALISM, ETIQUETTE, AND ACCOMMODATIONS

You represent professionals from all over the country enrolled in one of the top

graduate programs in the country. It is important that you develop a strong collegiality

base, be professional in your conversations and behavior, and dedicate yourselves to

the high expectations that exist for our graduate students enrolled at the University of

Florida. Within this framework, you are expected to be on time, turn in assignments in

a timely manner, and communicate with the professor if you are experiencing a

problem that impacts your ability to participate in class activities. Your participation is

http://web.cwoc.ufl.edu/owl/index.html

http://at.ufl.edu/rwcenter/


crucial to the success of this class, and we expect scholarly and professional interactions

and work from you. If you do not keep up with the readings, it will be difficult to meet

and accomplish this expectation. Your respect for differences, staying engaged and

open will enhance the outcomes of this class and your own professional development.

As graduate students representing the University of Florida, please know that we have

the highest of expectations for you academic performance; your collegiality, honesty,

respect and your commitment to graduate work.

Attendance/Participation Policy: Attendance and participation is strongly

recommended for all classes (face-to-face and online). Two or more unexcused

absences will result in the lowering of semester grade by 1/3 letter grade, i.e. B+ to B

etc.

Interruptions, Sideline Chatter, Talking While Others Are

Students are expected to be respectful and listen when another person is speaking.

Chatter or sideline conversations are considered rude and unacceptable in this learning

environment. These behaviors may impede other individuals’ concentration,

engagement or ability to listen what is being shared. These behaviors also signify a lack

of participation. Please re-frame from these activities

ADA Statement

The University of Florida provides high-quality services to students with disabilities,

and we encourage you to take advantage of them. Students with disabilities needing

academic accommodations should 1) Register with and provide documentation to

Disability Resources (352-392-8565), and 2) Bring a letter to the instructor from

Disability Resources indicating that you need academic accommodations. Please do

this as soon as possible, preferably within the first week of class.

ACADEMIC HONOR CODE AND ACADEMIC HONESTY

University of Florida Students Honor Code:

Preamble:

In adopting this Honor Code, the students of the University of Florida recognize that

academic honesty and integrity are fundamental values of the University community.

Students who enroll at the University commit to holding themselves and their peers to

the high standard of honor required by the Honor Code. Any individual who becomes

aware of a violation of the Honor Code is bound by honor to take corrective action. A

student-run Honor Court and faculty support are crucial to the success of the Honor


Code. The quality of a University of Florida education is dependent upon community

acceptance and enforcement of the Honor Code.

The Honor Code:

We, the members of the University of Florida community, pledge to hold

ourselves and our peers to the highest standards of honesty and integrity.

Pledge:

On all work submitted for credit by students at the University of Florida, the following

pledge is either required or implied:

"On my honor, I have neither given nor received unauthorized aid in doing this

assignment."

An academic honesty offense is defined as the act of lying, cheating, or stealing

academic information so that one gains academic advantage. As a University of Florida

student, one is expected to neither commit nor assist another in committing an

academic honesty violation. Additionally, it is the student's duty to report observed

academic honesty violations. Violations of the Honor Code and academic dishonesty

will not be tolerated. Specifically, instructors will rigorously pursue incidents of

plagiarism of any type or incidents of referring to any unauthorized material for any

class requirement. Before submitting any work for this class, please read the policies

about academic honesty at www.dso.ufl.edu/judicial/honestybrochure.htm and ask the

instructors to clarify any expectations you do not understand.

http://www.dso.ufl.edu/judicial/honestybrochure.htm


TENTATIVE COURSE SCHEDULE

DATES/TOPICS READINGS ACTIVITIES/ASSIGNMENTS

Week 1 - January 7

Course Overview

Technology Leadership Standards

Papas (2011), Chapter 2 Introductions and Syllabus

Overview

PowerPoint Presentation

Class Discussion/Activity

Week 2 - January 14

Leadership & Technology

Technology Administration

Papas (2011), Chapters 1 & 3

Christensen, Johnson & Horn (2010), Chapter 9

Case Study 1.2

Case Study 3.2

PowerPoint Presentation


Case Study Activity

Reflection 1 Due

Week 3 - January 21

Designing and Using Academic

Information Systems

Papas (2011), Chapter 4


Owen & Demb (2008) Article

Case Study 4.2

Student Class Presentation


Case Study Activity

Week 4- January 28

Leading Adult Learners


Case Studies 5.1 & 5.2

Benson (2007) Article



Case Study Activity

Week 5- February 4

Planning, Designing, Implementing

and Evaluating Technology


Case Study 6.1


Rosenfield (2008)



Case Study Activity

Reflection 2 Due



Week 6- February 11

Learning Environments in Distance

Learning



Additional Reading to Be Announced



Case Study Activity

Week 7- February 18

Online Learning Spaces


Case Study 8.2




Case Study Activity

Week 8 - February 25

School, Society, & Technology


Case Study 9.1

Frank, Zhao, & Borman (2004).

Power Point Presentation


Case Study Activity

Research Paper Due

SPRING BREAK (March 1-8)

Week 9 – March 11

Security, Safety, & Technology






Case Study Activity

Reflection 3 Due

Week 10 - March 25

Online Evaluation


Case Study 11.1




Case Study Activity



Week 11 - April 1

Student Learning and Technology






Case Study Activity

Week 12 - April 8

Integrating Program Evaluation and

Technology


Case Study 13.1




Case Study Activity

Week 13- April 15

Student Success





Case Study Activity

Technology Plans Due

Week 14 - April 22

Technology Plans Presentations

No Reading, prepare for Technology Plan

Presentations

Technology Plan Presentations


Recommended Readings

Afshari, M., Bakar, K. A., Luan, W. S., Samah. B. A. & Fooi, F. S. (2009). Technology

and school leadership. Technology, Pedagogy and Education, 18(2), 235-248.

Afshari, M., Bakar, K. A., Luan, W. S., Samah. B. A. & Fooi, F. S. (2009) . School

leadership and information communication technology. The Turkish Journal of

Educational Technology, 7(4), 83-91.

Biancarosa, G. & Griffiths, G. G. (2012). Technology tools to support reading in the

digital age. The Future of Children, 22(2), 139-160.

Cuban, L., Kirkpatrick, H., & Peck, C. (2001). Source High Access and Low Use of

Technologies in High School Classrooms: Explaining an Apparent Paradox.

American Educational Research Journal, 38(4)813-834.

Lawless, K. A., & Pelligrinl, J. W. (2007). Professional development in integrating

technology into teaching and learning: Knowns, Unknowns, and ways to pursue

better questions and answers. Review of Educational Research, 77(4), 575-614.

Lewis, W., Agarwal, R., & Sambamurthy, V. (2003). Sources of influence on beliefs

about information technology use: An empirical study of knowledge workers. MIS

Quarterly, 27(4), 657-678.

Owen, P. S., & Demb, A. (2004). Change dynamics and leadership in technology

implementation, The Journal of Higher Education, 75(6), 636-666.

Skilton-Sylvester, P. (2003). Source less like a robot: a comparison of change in an inner-

city school and a fortune 500company. American Educational Research Journal, 40(1) 3-

41.

http://www.tandfonline.com/action/doSearch?action=runSearch&type=advanced&searchType=journal&result=true&prevSearch=%2Bauthorsfield%3A%28Afshari%2C+M%29

http://www.tandfonline.com/action/doSearch?action=runSearch&type=advanced&searchType=journal&result=true&prevSearch=%2Bauthorsfield%3A%28Bakar%2C+K+A%29

http://www.tandfonline.com/action/doSearch?action=runSearch&type=advanced&searchType=journal&result=true&prevSearch=%2Bauthorsfield%3A%28Luan%2C+W+S%29

http://www.tandfonline.com/action/doSearch?action=runSearch&type=advanced&searchType=journal&result=true&prevSearch=%2Bauthorsfield%3A%28Samah%2C+B+A%29

http://www.tandfonline.com/action/doSearch?action=runSearch&type=advanced&searchType=journal&result=true&prevSearch=%2Bauthorsfield%3A%28Afshari%2C+M%29

http://www.tandfonline.com/action/doSearch?action=runSearch&type=advanced&searchType=journal&result=true&prevSearch=%2Bauthorsfield%3A%28Bakar%2C+K+A%29

http://www.tandfonline.com/action/doSearch?action=runSearch&type=advanced&searchType=journal&result=true&prevSearch=%2Bauthorsfield%3A%28Luan%2C+W+S%29

http://www.tandfonline.com/action/doSearch?action=runSearch&type=advanced&searchType=journal&result=true&prevSearch=%2Bauthorsfield%3A%28Samah%2C+B+A%29

eda 6271: technology leadership section 13c5 8:10 pm; …€¦ · 24/12/2013 · stimulate...

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