SyllabusTechnology for School AdministratorsAD 682Education Department
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CATALOGUE DESCRIPTION
Examines effective curricular and administrative uses of technology, planning for technology, and major issues surrounding technology in the K-12 environment. This laboratory-based course provides hands-on computer experience in class and requires extensive computer work outside of class.
COURSE RATIONALE
The tone of a school is set by its administration. Although technology can benefit schools, it only will be used in schools if it is supported and nurtured by the administration. This means that school administrators must have a basic facility with educational technology, an understanding of how to plan for technology in the school, and a grasp of the major issues related to technology in schools.
COURSE OBJECTIVES
1. Students will familiarize themselves with microcomputer hardware and basic applications, Internet, and multimedia software.
2. Students will familiarize themselves with applications of computers for information gathering, processing, and presenting.
3. Students will develop strategies for the application of technology in a variety of aspects of education, including various grade levels and subject areas.
4. Students will develop an appreciation for appropriate uses of technology in education and the dangers of and problems with technology in education.
5. Students will understand the process of planning for technology in schools.
COURSE MATERIALS
Primary Texts (Required):
Ivory, Gary (Ed.). (2001). What works in computing for school administrators. Lanham, MD: Scarecrow Press, Inc.
Guidebook for developing an effective instructional technology plan, version 2.0. (1996). Mississippi State, MS: Mississippi State University. [Online] Available: http://www2.msstate.edu/~lsa1/nctp/guide.html
Materials Needed:
Primary Texts
2 blank 3.5 inch high density diskettes
Recommended: A few blank CD-R disks and a Flash Drive
Software (provided in class and Loyola College labs):
COURSE OUTLINE AND SCHEDULE OF CLASSES
| Class | Date | Topics | Assignments (Due at the start of class) |
| 1 | 9/19 |
The Last Lie Introduction to course Introduction to word processing |
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| 2 | 9/26 |
The Change Process Newsletters |
GI: Chapters 12 and 13 |
| *** | 10/3 | NO CLASS | |
| 3 | 10/10 |
Backups Email and Email Issues Spreadsheets |
GI: Chapters 2 and 4 |
| 4 | 10/17 |
The Technology Committee, Technology Stakeholders, and Technology Planning Mail Merge |
Information to Share: Technology Plan and Technology Committee Guidebook for developing an effective instructional technology plan, version 2.0 |
| 5 | 10/24 |
The Internet Basic Concepts Planning for the Internet Internet Acceptable Use Policies Filtering and the Children's Internet Protection Act |
Information to Share: Acceptable Use Policy and Filtering Policy GI: Chapters 6 and 7 |
| 6 | 10/31 | Hate on the Internet | GI: Chapter 8 |
| 7 | 11/7 |
The Technology Notebook Software Piracy Web Page Creation |
GI: Chapter 10 |
| 8 | 11/14 |
Should All Teachers Have Web Pages PowerPoint: Basic Features PowerPoint: Intermediate Features |
GI: Chapter 1 |
| 9 | 11/21 |
Plagiarism and the Internet Virus Protection Work Time |
Information to Share: Virus Protection GI: Chapter 9 |
| 10 | 11/28 | Work Time | Planning Project Due |
| 11 | 12/5 | Work Time | |
| 12 | 12/12 | Final Exam Review | Learning Activity Due |
| 13 | 12/19 | Final Exam |
GI refers to the primary text by Gary Ivory.
This schedule is likely to change as we may go more quickly or more slowly through some topics. Changes to the schedule and changes in assignments will be announced in class.
COURSE REQUIREMENTS
You are expected to:
1. Attend all classes.
2. Complete all reading assignments as assigned in class.
3. Participate in in-class and electronic class discussions.
4. Bring disks and cartridges to class to save work.
5. Hand in projects by the beginning of class on the project deadlines (or as noted in the summer projects handout).
6. Present one project to the class.
ASSESSMENT PROCEDURES AND GRADING CRITERIA
Projects and written materials should reflect the student's knowledge of the subject as well as the use of higher-order thinking skills (analysis, interpretation, synthesis, and evaluation). Materials should be presented in a professional manner, including correct spelling, punctuation, grammar, and usage.
For this class, there are four projects and a class participation grade. Grades will be weighted in the following way.
| Class Participation | 25% |
| Planning Project | 25% |
| Learning Activity | 25% |
| Final Exam | 25% |
Each of the above will be awarded a letter grade from A+ to F (including all + and - grades in between), except for the final exam which will be awarded a numerical grade on a 100-point scale. The grades will be averaged with the weighting listed above. For the purposes of averaging, the following numeric equivalents will be used: A+ = 100; A = 95; A- = 92; B+ = 88; B = 85; B- = 82; C+ = 78; C = 75; C- = 72; D+ = 68; D = 65; D- = 62; and F = 0. When the grades are averaged, the following scale will be used to assign the final grade (note that A+, C-, D+, D, and D- are not options for final grades): above 92 = A; 90 - 92 = A-; 87.5 - 90 = B+; 82 - 87.5 = B; 80 - 82.5 = B-; 76.5 - 80 = C+; 70 - 76.5 = C; below 70 = F.
Class participation, the planning project, the learning activity, and class participation will be assigned a grade between A+ and F, and the Final Exam will be graded on a 100-point scale. Email participation and "Information to Share" will be part of the class participation grade. Note that class participation is a significant portion of the grade because this is an issue and discussion oriented class in which all participants are expected to examine their own roles in the schools and discuss their roles based on issues presented in class.
ATTENDANCE POLICY
Due to the fact that this an interactive, laboratory course, students are required to attend all class sessions. Repeated tardiness or missed classes (without appropriate excuse) may result in a reduction of the final grade. All anticipated absences must be reported to the instructor in advance of the missed class.
Plagiarism will not be tolerated. Unless otherwise stated, all work handed in for assignments is expected to be the original work of the student. Work that is not your own should be properly and clearly credited to the original author. Any plagiarized work will lead to a grade of F for the course.
Note that your instructor has access to many of the same resources that you do and can easily check for plagiarism in a number of ways (see for example http://www.plagiarism.org/).
LEARNING DISABILITIES
If you have a disability that is documented with the Disability Support Services Office (DSS) and wish to discuss academic accommodations, please contact your instructor as soon as possible. If you have a learning disability that has not been documented, you may contact the Disability Support Services Office (410-617-2602) for assistance.
BIBLIOGRAPHY
Apple, M. W. (1992). Computers in schools: Salvation or Social Disaster? The Education Digest 57(6), 47-52.
Beynon, J., & Mackay, H. (Eds.). (1993). Computers into classrooms: More questions than answers. Washington, DC: The Falmer Press.
Braun, J.A., Fernlund, P., & White, C. (1998). Technology tools in the social studies curriculum. Wilsonville, OR: Franklin, Beedle, & Associates.
Brooks-Young, S. (2002). Maknig technology standards work for you: A guide for school administrators. Eugene, OR: International Society for Technology in Education.
Brownell, G., Youngs, C., Metzger, J. (1999). A PC for the teacher: Microsoft Office 97, HyperStudio 3.1, Internet Explorer. Albany, NY: Wadsworth Publishing Company.
Bruce, B. C., Peyton, J. K., & Batson, T. (Eds.). (1993). Network-based classrooms: Promises and realities. New York: Cambridge University Press.
Bruce, B., & Rubin, A. (1993). Electronic quills: A situated evaluation of using computers for writing in classrooms. Hillsdale, NJ: Lawrence Erlbaum Associates.
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Cuban, L. (1986). Teachers and machines: The classroom use of technology since 1920. New York: Teachers College Press.
Dirksen, D.J., & Tharp, D. (1997). "Utilizing the concerns-based adoption model to facilitate systemic change." Technology and Teacher Education Annual. Charlottesville, VA: Asscociation for the Advancement of Computing in Education, 1064-1067.
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Guidebook for developing an effective instructional technology plan, version 2.0. (1996). Mississippi State, MS: Mississippi State University. [Online] Available: http://www2.msstate.edu/~lsa1/nctp/guide.html
Hall, G. and Hord, S. (1987). Change in schools: Facilitating the process. New York: State University of New York Press.
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Ivory, Gary (Ed.). (2001). What works in computing for school administrators. Lanham, MD: Scarecrow Press, Inc.
Kahn, J. (1998). Ideas & strategies for the one-computer classroom. Eugene, OR: International Society for Technology in Education.
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Marcovitz, D. (1998). "Supporting technology in schools: The roles of computer coordinators." Technology and Teacher Education Annual. Charlottesville, VA: Asscociation for the Advancement of Computing in Education, 1041-1045.
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Sandholtz, J.H., Ringstaff, C., & Dwyer, D.C. (1997). Teaching with technology: Creating student-centered classrooms. New York: Teachers College Press.
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This page was prepared by Dr. David M. Marcovitz.
Last Updated: September 13, 2005