Administrative Applications of Educational Technology
(EAF 502)
Department of Educational Administration and Foundations
College of Education
Illinois State University
Fall (2006)
Professor: Zeng Lin
F Email: zlin@ilstu.edu
F Phone: 438-2105
F Office: DeGarmo 344
F Classroom: DeGarmo 204; Meeting Time: Tuesdays 5:30-8:20 p.m.
F Office Hours: By appointment only
F Syllabus On the Web: http://www.coe.ilstu.edu/zlin/eaf502.htm
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Table of Contents
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Credit Hours |
3 |
Contact Hours |
48 hours (3 hours per week at 16 weeks or on-line equivalent) |
Prerequisites |
EAF 401 or equivalent |
CatalogDescription |
Development of computer skills for solving administrative problems; applications using word processing, spreadsheet analysis, database systems, data analysis, and graphics. |
Course Overview
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Information technology over the last few decades has rapidly changed ways of learning and teaching. Educational administration in this regard is increasingly facing the challenges of dealing with changes brought by new media in educational culture, learning communities and organizational structure. To articulate these issues, EAF 502 is primarily designed for graduate students to acquire basic knowledge and skills to administer educational technology in fulfilling their current and/or future leadership roles in educational administration. Utilizing, planning, implementing, and evaluating educational technology are the major parts of the course. In accordance with Illinois State University’s historic and enduring commitment to educate leaders who are responsive to the moral and intellectual demands a democratic society places on them, this course addresses the following moral and intellectual virtues espoused by the College of Education.
· Understanding and utilizing technology in educational organization to ensure its efficiency and effectiveness. · Sensitivity to the issues of digital divide, and ensuring educational equity, including the impact of differing levels of access to technology in the home and school settings. · Disposition and ability to use technology to communicate ethically and effectively throughout the school community. · Respect for using technology to enhance the learning of all students and adults. · Deep knowledge of the complexities related to the application of technology for foster organizational development. · Understanding the roles of technology in supporting innovative educational practices. · Interest in and ability to use technology to seek out informational and collegial resources.
The course is partially online and partially onsite (classroom on campus). Therefore, WebCT (online) and class (onsite) participations are equally important in completing the course. |
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Course Objectives & Student Outcomes
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Students who completed the course would have knowledge and skills that meet ELCC/NCATE standards. The specific standards and the particular elements of those standards addressed in the course are the followings:
2.2 Provide Effective Instructional Program Candidates promote and use technology and information systems to enrich curriculum and instruction. · Use technology to support data-based school improvement (example: Use Illinois School Improvement website to compare school performance on state achievement tests with other “like” schools) · Understand how technology can be used to support “best practices” in curriculum and instruction (Example: Identify ways technology can be used in the classroom to enhance student learning) · Understand how technology can be used to improve communication throughout the school community (Example: Identify how a school website can promote student learning through increased communication with parents) · Model effective use of spreadsheets, email, web-based technology as they relate to school improvement (Example: Create a website that enhances student and parental understanding of expectations for student learning)
2.4 Design Comprehensive Professional Growth Plans Candidates design well planned and context appropriate professional development that focuses on student learning consistent with school vision and goals · Understand how technology can be used to support adult learning (Example: Identify websites that support professional relationships focused on issues of teaching and learning) · Apply “best practices” in staff development to support the implementation of technology in the school organization (Example: Design a staff development plan to support the effective use of a cluster of four Internet computers in a primary classroom)
3.1 Manage the Organization Candidates optimize the learning environment for all students by applying appropriate models and principles of organizational development and management, including research and data based decision making that focuses on indicators of equity, effectiveness, and efficiency. · Use technology to support data-based school improvement (Example: Use spreadsheet tools to analyze a student performance data set for indicators of equity, effectiveness, and efficiency) · Understand how technology can be used to support administrative functions (Example: Identify the strengths and limitations of a commercial administrative software package)
3.3 Manage Resources Candidates use problem solving skills and knowledge of strategic, long-range, and operational planning (including applications of technology) to develop effective and equitable methods for aligning and allocating fiscal, human, and material resources. · Create and evaluate plans that provide for effective technology use, evaluation, implementation, budgeting, funding, and purchasing. (Example: Evaluate the staff development section of a school technology plan and recommend improvements)
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Topical/Content Outline
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Class Schedule |
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Week |
Date |
Topic |
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i
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08/22/06
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ii |
08/29/06
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iii |
09/05/06 |
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iv |
09/12/06 |
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v |
09/19/06 |
1. Instructional Technology in Educational Administration 2. Leadership and Educational Reform Issues Related to Technology 3. Technology planning (Online Session 2) |
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vi |
09/26/06 |
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vii |
10/03/06 |
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viii |
10/10/06 |
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ix |
10/17/06 |
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x |
10/24/06 |
(Online Session 4) |
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xi |
10/31/06 |
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xii |
11/07/06 |
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xiii |
11/14/06 |
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xiv |
11/21/06 |
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xv |
11/28/06 |
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xvi |
12/05/06 |
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An overview of computers
in educational administration and educational planning for technology
Thanksgiving Vacation (No
Class)Ticket to Ride:
Each student is awarded a “ticket to ride” at the beginning of the course. This can be applied to one late assignment, or one absence (to make up for lost participation). If a student does not use the riding ticket (e.g., turns all assignments in on time and has perfect attendance), 5% will be added to the final mark.
ISU Policies:
ISU Regulations state:
"Written or other work a student submits in a course must be the product of his/her own efforts: plagiarism, cheating, or other forms of academic dishonesty are prohibited." Cases of suspected copying, cheating, or plagiarism are referred to Student Dispute Office for a University hearing.
Any student who needs to arrange a reasonable accommodation for a documented disability should contact Disability Concerns at 350 Fell Hall, 438-5853 (voice), 438-8620 (TDD).
Recommended Textbooks
Creighton, B. T. (2001). Schools and Data: The Educator’s Guide for Using Data to Improve Decision Making. Corwin Press, Inc: Thousand Oaks, California.
Gregory, H. G & Kuzmich, L. (2004). Data Driven Differentiation in the Standards-Based Classroom. Corwin Press, Inc: Thousand Oaks, California.
Required Student Tasks
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Assignments
This entire course is based on the idea of learning computer skills by doing. The assignments, presentations, and projects therefore make up 70% of your final mark. ~ Individual assignments should be submitted for marking on the due dates described in the section of Grade Distribution and Due Dates. Only one late submission will be accepted penalty free with your Riding Ticket. Other late submissions will receive a five percent deduction each day after the due date.
All assignments should be submitted electronically through email. With the exception of your first assignment, all remaining assignments should be submitted as attachments in two parts: 1) a write-up that briefly describes your assignment; and (2) application files containing the assignment.
Assignment One: Spreadsheets (15%)
v Sheet 1 - student name and final marks. v Sheet 2 - assignment marks. v Sheet 3 - test marks. v Sheet 4 - attendance marks. v Sheet 5 - presentation. v Sheet 6 – ISAT Data and Basic Statistics v Sheet 7 – ISAT Pivot Table
Assignment Two: Database (15%)
Database applications are, in many ways, more powerful than simple spreadsheets. You can create a new database file for this database assignment. However, the simplest way to develop the database project is to import your spreadsheets assignment into the database project, then add some new items accordingly. The Database assignment should include:
v Grade Management. v Outcome Evaluation. v Student Information should be treated as sub-datasheets under their teacher’s names.
Assignment Three: Web Page (15%)
The course will provide an opportunity for students to develop their own home pages. The best way to start this project is to develop a simple home page, and then move on to the final educational administration project.
The final web site should include: v Well organized educational administration or personal information (Real or fictitious). v An image file which serves as the web page background. v At least one animated picture. v At least two hyperlinks.
Assignment Four: Technology Planning for Schooling (25% in total)
Technology enhanced schooling requires thoughtful planning. The purpose of the project is to apply all knowledge and skills you have learned so far to a real or imagined school or school district. The best way to fulfill this task is to carefully separate the project as several important steps by answering the following questions before you actually start to write the planning.
v What is your vision of the role that information technology will play in schooling? o Introduce your technology planning vision to the audience. It should tickle the imagination and make the audience curious to know more about your planning. v What is the current situation of technology used in the school (or district)? o Evaluate the use of technology in school (or district). v What does literature inform you about the educational technology planning? o Find a couple of references. v What are your hardware and software planning for instructions and administration? v Do you have financial planning for educational technology? v Do you have plan for staff development in technology? v What are the instruction and administration areas covered in this planning? Instructions: Check the NCATE Web Page at: http://www.ncate.org/standard/m_stds.htm To make sure you are on the right track. Think carefully how your planning will satisfy these standards. v Do you have any plans to apply for technology grants? v What is the budget of the planning?
The educational technology planning, which integrates all the computer skills and knowledge we have learned from the course, is one of the major learning outcomes of this course. Both students and the instructor will evaluate the project through your presentation. Presentation criteria will be discussed in class prior to the presentation date. The final mark for the presentation will be based on these evaluations. The presentation should be:
v Fifteen minutes in length for each individual. v If possible, slides made from PowerPoint should be used to present the project.
Final online Exam (30%) |
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Student Performance Evaluation Methods
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Various techniques, such as assignment, presentation and exam, will be used to assess the learning outcomes. This variety will accommodate different teaching and learning styles and provide fair means for students to demonstrate their learning outcomes.
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Delivery System
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This course will be presented using a variety of delivery systems: Lecture, class discussion, and student presentation are the major means of delivering the course. However, Interactive Television, and web-based learning format will be used in this course as supplementary. |
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Bibliography
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Forcier, R., C. (1999). The computer as an educational tool: productivity and problem solving, (2nd Edition). Prentice-Hall Inc.
Grabe, M., & Grabe, C. (2001). Integrating Technology for meaningful learning (3rd Edition). Houghton Mifflin Co.
Kerr, T. S. (Eds.) (1996). Technology and the Future of Schooling. Ninety-Fifth Yearbook of the National Society for the Study of Education, Part II. Chicago: The University of Chicago Press.
Merrill, P. F., Hammons K., Vincent B., Reynolds, P., Christensen L., Tolman, M. (1996). Computers in Education (Third Edition). Toronto: Allyn and Bacon.
Norton, P. & Sprague D. (2001). Technology for Teaching. Boston: Allyn and Bacon.
Sharp, V. (1999, 3rd ed.). Computer Education for Teachers. Boston: McGraw-Hill College Press.
Tapscott, D. (1998). Growing Up Digital: the rise of the net generation. New York: McGraw-Hill College Press. |
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Five sheets in
a single file with at least 15 students