Syllabus

Doctor of Education in Educational Leadership (Ed.D.)

EDU 804: Technology and Educational Transformation – Summer B 2016

Credits - 3

Description

Technology has the potential to transform society and institutions. This course will examine how technology has affected educational and other systems to date and identify how technology applications could significantly improve the effectiveness of student learning, professional development, school, agency, and institutional management. This course will provide the knowledge to plan and implement technology change in organizations.

Materials

Textbooks:

Collins, A. & Halverson, R. (2009). Rethinking education in the age of technology: The digital revolution and schooling in America. New York: Teachers College Press.

Fullan, M. (2007). Leading in a culture of change. Hoboken, NJ: Jossey-Bass.

Papa, R. (2010). Technology leadership for school improvement. Thousand Oaks, CA: Sage Publications.

Articles and Websites:

Al-Weshail, A., Baxter, A., Cherry, W. Hill, E., Jones III, C., Love. L. … Woods, J. (1996). Guidebook for creating an effective instructional technology plan. Retrieved from http://www.nctp.com/downloads/guidebook.pdf

APA Style. OWL: Purdue Oline Writing Lab. Retrieved from https://owl.english.purdue.edu/owl/section/2/10/

Dickerson, J., Coleman, H. V., & Geer, G. (2012). Thinking like a school technology leader. In V. Wang (Ed.), Technology and its impact on educational leadership: innovation and change (pp. 53-63). Hershey, PA: Information Science Reference. doi:10.4018/978-1-4666-0062-1.ch005

EDUCAUSE. (2014). Key questions for information security. http://net.educause.edu/ir/library/pdf/ekq04.pdf

EDUCAUSE. (2014). Foundations of information security. http://net.educause.edu/ir/library/pdf/pub4011.pdf

ISACA. (2015). Internet of things: risk and value considerations. http://www.isaca.org/knowledge-center/research/researchdeliverables/pages/internet-of-things-risk-and-value-considerations.aspx

Johnson, L., Adams Becker, S., Estrada, V., & Freeman, A. (2015). NMC horizon report: 2015 Higher education edition. Austin: The New Media Consortium.

Kent, T. and McNergney, R. (1999). Patterns of change: The historical context of educational technologies. In will technology really change education? From Blackboard to web. Thousand Oaks: Corwin. http://files.eric.ed.gov/fulltext/ED426051.pdf

Kirschner, A. (2012, April 08). Innovations in higher education? Hah! Chronicle of higher education. Retrieved from http://www.chronicle.com

Ohler, J. (2011). Character education in the digital age. Educational leadership, 68. http://www.ascd.org/publications/educational-leadership/feb11/vol68/num05/Character-Education-for-the-Digital-Age.aspx

Selingo, J. (2013). Attitudes on innovation: How college leaders and faculty see key issues facing higher education. Chronicle of higher education. http://plone01.cnm.edu:8081/Plone/news/academe/documents/attitudes-on-innovation

U.S. Department of Education. (2010). Education plan 2010: Transforming American education: Learning powered by technology. Washington, D.C. http://files.eric.ed.gov/fulltext/ED512681.pdf

U.S. Department of Education. (2016). Assessment: Measuring for learning. National education technology plan. Washington, D.C. http://tech.ed.gov/netp/assessment/

Williamson, J. & Redish, T. (2009). ISTE’s technology facilitation and leadership standards. Retrieved from http://www.iste.org/images/excerpts/TLPREP-excerpt.pdf

Learning Objectives and Outcomes

Course Objectives

  • Review the historical and current uses of educational technologies and identify their benefits and limitations.
  • Explain typical obstacles to successful technology adoption in education and other settings, and review approaches to designing and developing strategies to overcome these obstacles.
  • Present various assessment methods for evaluating the effectiveness of technology in education and other systems.
  • Understand and describe leadership issues involved in the use and adoption of technologies
  • Use course knowledge to design and construct a strategic plan for implementing technology in a particular institutional setting and to justify its use.

Student Learning Outcomes

  • Summarize and discuss past and present uses of technology in education and other settings.
  • Explain and identify the benefits and limitations of technology use in institutions or organizations.
  • Describe the typical obstacles to successful technology use in institutional or organizational settings and the strategies applied to overcome them.
  • Discuss and analyze current assessment methods aimed at evaluating the effectiveness of technology adoption and use in education and other settings.
  • Develop a strategic plan for technology implementation in a particular organizational or institutional setting.
  • Review and demonstrate technology leadership strategies.
  • Demonstrate proficiency in APA formatting through written work. (All written assignments)

Assignments

Discussion Board: Contribute weekly postings on assigned materials and topics and comment weekly on classmates’ postings.

Week 2 Technology Report: Describe and reflect on a current or emerging technology (web service, cloud platform, hardware device, software application or utility, etc.) that you understand to be transformative, important or valuable.

Case Study: Write a case study of an application of a specific technology in an institutional setting.

Assessment Plan: Evaluate a learning technology scenario. Prepare an assessment plan for the scenario.

Strategic Technology Plan: Complete and submit a comprehensive strategic plan for technology used in your institutional setting (or another of your choice).

Presentation: Create a 5-minute executive briefing e-presentation of your Strategic Technology Plan.

Grading Policy

Your grade in this course will be determined by the following criteria:

Grade Breakdown

AssignmentsNumber of Graded ItemsPoints per Item100 Total Points
Discussion Board Posts9327
Week 2 Technology Report11010
Case Study12020
Assessment Plan12020
Strategic Technology Plan12020
Presentation133

The criteria for all courses in the Ed. D. program are described in the modules and/or rubrics. Assignments will include guidelines with rubrics, descriptions of expectations, or examples, and include point values. Coursework will be assessed and graded using individual evaluation protocols that are provided for the three major assignments. Final “grades” will reflect the following schema:

  • High Pass (HP): Work that exceeds all or most of the criteria of the respective assignment. To receive a high pass the work must demonstrate exceptional command and display of all or most required elements (95 – 100 points);
  • Pass (P): Work that meets all requirements and expectations as specified in assignments, and is fully satisfactory in every respect (80 – 94 points);
  • Low Pass (LP): Work is deemed unsatisfactory (70 – 79 points).

Note** The instructor will determine if an assignment may be revised and resubmitted for rescoring. Candidates may proceed to subsequent courses in the curriculum with one LP grade, and although there is no failing grade, a second LP course grade results in termination from the doctoral program.

All assignments are to be completed in a timely manner with appropriate accuracy, detail, thought and reflection fitting of doctoral-level degree candidates. All assignments (done in writing or with other media applications) are graded on the basis of faculty assessment of your ability to accurately apply concepts from readings, organization, and mechanics. Please note that you must save all submitted documents in Microsoft Word/Excel/PowerPoint in order for them to transmit successfully. All work must be properly identified and include author(s)’ name(s). Submit all written work in APA style (Refer to the APA Publication Manual for guidance; Purdue OWL is an excellent, user-friendly resource). 

Schedule

This schedule and is meant to give you a bird’s eye view. The activities and assignments may change at the discretion of the instructor.

Week

Topic

Activities & Assignments

Dates

1

History of Technology in Education

Reading: Collins & Halverson, chpts. 4 & 5; Fullan, chpt. 1; Kent and McNergney, “Patterns of Change”; and Diment, “New to higher education?”.

Class Discussion 1: Summary and Comparison

Class Discussion 2: Readings

Post your initial response to BOTH Class Discussion Board prompts by midnight Friday.

Post comments in response to two other students by midnight Sunday.

Due:

July 3 at 11:59 PM ET

2

Current Applications of Technology in Education

Reading: Papa, chpts. 7, 8, 9, & 10; Fullan, chpt. 2; Ohler, “Character education”; Kirschner, “Innovations”; Selingo, “Attitudes”; and Coop, “Towards Leaderless Organizations?”.

Assignment: Week 2 Technology Report

Class Discussion: Readings

Post your initial response to the Class Discussion Board prompts by midnight Wednesday.

Post comments in response to two other students by midnight Sunday.

Due:

July 10 at 11:59 pm. ET

3

Benefits and Limitations of Technology

Reading: Collins & Halverson, chapts. 2 & 3; Fullan, chapt. 3; Johnson, NMC Horizon report; ISACA, Internet of Things.

Assignment: Case Study

Class Discussion: Technology Benefits & Limitations

Post your initial response to the Class Discussion Board prompts by midnight Wednesday.

Post comments in response to two other students by midnight Sunday.

Due:

Julu 17 at 11:59 pm. ET

4

Planning and Implementing Technology

Reading: Papa, chapts. 6, 9, & 10; Fullan, chapt. 4; Al-Weshail, et al., Guidebook for Developing an Effective, etc.; EDUCAUSE, Key Questions for Information Security; and EDUCAUSE, Foundations of Information Security.

Class Discussion: Assessment Planning

Post your initial response to the Class Discussion Board prompts by midnight Wednesday.

Post comments in response to two other students by midnight Sunday.

Due:

July 24 at 11:59 pm. ET

5

Assessing Technology

Reading: Papa, chapts. 11, 12, & 13; Fullan, chapt. 5; Assessment sections of U.S. Department of Education, National technology education plan 2010; and National technology education plan 2016.

Assignment: Assessment Plan

Class Discussion: Assessing Effectiveness

Post your initial response to the Class Discussion Board prompts by midnight Wednesday.

Post comments in response to two other students by midnight Sunday.

Due:

July 31 at 11:59 pm. ET

6

Leadership Strategies for Technology

Reading: Papa, chapts. 1, 2, 3 & 4; Fullan, chapt. 16; Williamson and Redish; and Dickerson, Coleman & Geer.

Assignment: Abstract and Outline (prepare for the Strategic Technology Plan)

Class Discussion: Leading Technology Projects

Post your initial response to the Class Discussion Board prompts by midnight Wednesday.

Post comments in response to two other students by midnight Sunday.

Due:

August 7 at 11:59 pm. ET

7

Change Strategies for Technology

Reading: Collins & Halverson, chpts. 6-10; M. Fullan, chapt. 7; Adler, Navigating Continual Disruption.

Assignment: Strategic Technology Plan

Class Discussion: Change Strategy

Post your initial response to the Class Discussion Board prompts by midnight Wednesday.

Post comments in response to two other students by midnight Sunday.

Due:

August 14 at 11:59 pm. ET

8

Strategic Plans Presentations

Assignment: Presentation

Class Discussion: Reflection

Post your initial response to the Class Discussion Board prompts by midnight Wednesday.

Post comments in response to two other students by midnight FRIDAY.

Due: FRIDAY, August 19 at 11:59 pm. ET

 

Student Resources

Online Student Support

Your Student Support Specialist is a resource for you. Please don't hesitate to contact them for assistance, including, but not limited to course planning, current problems or issues in a course, technology concerns, or personal emergencies.

Questions? Visit the Student Support Education page

UNE Libraries:

Accommodations

Any student who would like to request, or ask any questions regarding, academic adjustments or accommodations must contact the Student Access Center at (207) 221-4438 or pcstudentaccess@une.edu. Student Access Center staff will evaluate the student's documentation and determine eligibility of accommodation(s) through the Student Access Center registration procedure.

Online Peer Support

Togetherall is a 24/7 communication and emotional support platform monitored by trained clinicians. It’s a safe place online to get things off your chest, have conversations, express yourself creatively, and learn how to manage your mental health. If sharing isn’t your thing, Togetherall has other tools and courses to help you look after yourself with plenty of resources to explore. Whether you’re struggling to cope, feeling low, or just need a place to talk, Togetherall can help you explore your feelings in a safe supportive environment. You can join Togetherall using your UNE email address.

Information Technology Services (ITS)

Students should notify their Student Support Specialist and instructor in the event of a problem relating to a course. This notification should occur promptly and proactively to support timely resolution.

ITS Contact: Toll-Free Help Desk 24 hours/7 days per week at 1-877-518-4673.

Career Ready Program

The College of Professional Studies supports its online students and alumni in their career journey!

The Career Ready Program provides tools and resources to help students explore and hone in on their career goals, search for jobs, create and improve professional documents, build professional network, learn interview skills, grow as a professional, and more. Come back often, at any time, as you move through your journey from career readiness as a student to career growth, satisfaction, and success as alumni.

Policies

AI Use

The Graduate Programs in Education holds the position that Grammarly and other AI writing and generative technology should not be used when completing course assignments, unless explicitly permitted by course faculty and assignment instructions. These tools do not support a student’s personal and direct capacity to develop and hone skills in creativity, logic, critical thinking, analysis, evaluation, theorization, and writing, which are central to graduate-level rigor, assessment, and research. Use of these tools when not explicitly permitted may result in an academic integrity infraction.

Turnitin Originality Check and Plagiarism Detection Tool

The College of Professional Studies uses Turnitin to help deter plagiarism and to foster the proper attribution of sources. Turnitin provides comparative reports for submitted assignments that reflect similarities in other written works. This can include, but is not limited to, previously submitted assignments, internet articles, research journals, and academic databases.

Make sure to cite your sources appropriately as well as use your own words in synthesizing information from published literature. Webinars and workshops, included early in your coursework, will help guide best practices in APA citation and academic writing.

You can learn more about Turnitin in the guide on how to navigate your Similarity Report.

Technology Requirements

Please review the technical requirements for UNE Online Graduate Programs

Course Evaluation Policy

Course surveys are one of the most important tools the University of New England uses for evaluating the quality of your education, and for providing meaningful feedback to instructors on their teaching. In order to assure that the feedback is both comprehensive and precise, we need to receive it from each student for each course. Evaluation access is distributed via UNE email at the beginning of the last week of the course.

Information Technology Services (ITS)

ITS Contact: Toll Free Help Desk 24 hours/7 days per week at 1-877-518-4673

Late Policy

Assignments: Late assignments will be accepted up to 3 days late; however, there is a 10% grade reduction (from the total points) for the late submission. After three days the assignment will not be accepted.

Discussion posts: If the initial post is submitted late, but still within the discussion board week, there will be a 10% grade reduction from the total discussion grade (e.g., a 3 point discussion will be reduced by 0.3 points). Any posts submitted after the end of the Discussion Board week will not be graded.

Please make every effort ahead of time to contact your instructor and your student support specialist if you are not able to meet an assignment deadline. Arrangements for extenuating circumstances may be considered by faculty.

Attendance Policy

8 week: Students taking online graduate courses through the College of Professional Studies will be administratively dropped for non-participation if a graded assignment/discussion post is not submitted before Sunday at 11:59 pm ET of the first week of the term. Reinstatement is at the purview of the Dean's Office.

16 week: Students taking online graduate courses through the College of Professional Studies will be administratively dropped for non-participation if a graded assignment/discussion post is not submitted before Friday at 11:59 pm ET of the second week of the term. Reinstatement is at the purview of the Dean's Office.

Student Handbook Online - Policies and Procedures

The policies contained within this document apply to all students in the College of Professional Studies. It is each student's responsibility to know the contents of this handbook.

UNE Online Student Handbook

UNE Course Withdrawal

Please contact your student support specialist if you are considering dropping or withdrawing from a course. The last day to drop for 100% tuition refund is the 2nd day of the course. Financial Aid charges may still apply. Students using Financial Aid should contact the Financial Aid Office prior to withdrawing from a course.

Academic Integrity

The University of New England values academic integrity in all aspects of the educational experience. Academic dishonesty in any form undermines this standard and devalues the original contributions of others. It is the responsibility of all members of the University community to actively uphold the integrity of the academy; failure to act, for any reason, is not acceptable. For information about plagiarism and academic misconduct, please visit UNE Plagiarism Policies.

Academic dishonesty includes, but is not limited to the following:

  1. Cheating, copying, or the offering or receiving of unauthorized assistance or information.
  2. Fabrication or falsification of data, results, or sources for papers or reports.
  3. Action which destroys or alters the work of another student.
  4. Multiple submissions of the same paper or report for assignments in more than one course without permission of each instructor.
  5. Plagiarism, the appropriation of records, research, materials, ideas, or the language of other persons or writers and the submission of them as one's own.

Charges of academic dishonesty will be reviewed by the Program Director. Penalties for students found responsible for violations may depend upon the seriousness and circumstances of the violation, the degree of premeditation involved, and/or the student’s previous record of violations. Appeal of a decision may be made to the Dean whose decision will be final. Student appeals will take place through the grievance process outlined in the student handbook.