ADMS 647

Educational Technology and School Leadership

Syllabus

INSTRUCTOR
Jonathan D. Becker, J.D., Ph.D.
Oliver Hall, Room 2103
jbecker@vcu.edu
804-827-2655

PURPOSE OF THE COURSE

DIGITAL KIDS ANALOG SCHOOLS

 The percentage of online teens who report
using the internet daily has increased from 42%
in 2000 to 61% in 2006. Among teens who go
online daily, 34% use the internet multiple
times a day and 27% use the internet once a
day.
 95% of last year’s college graduates do not have
a landline.
 42% of 18-29 year olds will use the Internet as
their primary news source for the 2008
presidential election.
 45% of college students who watch series
television watch them online; 30% use video
sharing site daily.
 In 2003, a Department of Commerce study
ranked 55 industries with respect to
information technology (IT)-intensity;
education ranked dead last.
 As of 2005, less than ½ of all public school
students had at least one computer in their
classroom.
 In a 2003 study, Norris et al concluded that
“fully 14% [of teachers]...make no use
whatsoever of computers for instructional
purposes, and nearly half (45%) use it with
their students less than 15 minutes per week—
equivalent to just 3 minutes per day!” (pp. 17-
18).

Educational technology policymakers tout the fact that the student-to-computer

ratio in our nation’s public schools now stands at 3.8:1. Yet, a 2003 Department of
Commerce study ranked 55 industries with respect to information technology (IT)-
intensity; education ranked dead last. Even within this industry that is the least IT-
intensive, an enormous digital divide exists
between the degree to which schools have built a “I’m concerned that more
administrators don’t feel a moral
technological infrastructure and the degree to
imperative to prepare students to
which educators are using those resources to live and thrive in a technology-
advance teaching and learning. To use a line from suffused, globally interconnected
a popular movie, schools have built IT (though less world…Our schools are increasingly
so than other industries), but educators have not at risk of being dangerously (and
ludicrously) irrelevant to the future
come. For example, writing about their sample of
in which our children will live.”
over 3,000 K-12 teachers, Norris et al. (2003) -Dr. Scott McLeod (2007). “An
wrote “fully 14%...make no use whatsoever of absence of leadership”. Learning &
computers for instructional purposes, and nearly Leading with Technology, 35(3), p.
half (45%) use it with their students less than 15 17.
minutes per week—equivalent to just 3 minutes per day!” (pp. 17-18).
 This state of affairs potentially renders our public schools irrelevant to our
nation’s youth who have been described as “digital natives;” with their iPods, cell
phones, and Internet-connected computers, they live in a digital, cyber-world. Student
engagement, an important predictor of student learning, is imperiled by analog schools.
Furthermore, as the United States continues to lag behind other countries in math and
science achievement, analog schools and disconnected teaching pose a serious threat to
our position in an increasingly technologically driven global economy.
This lack of technology integration comes
despite enormous investments in software, “We will see few tangible, long-term
hardware and especially professional benefits from technology in most
development for teachers. In fact, nearly all of schools until they have leaders who
the research and (professional) development in know how to effectively implement,
the field of educational technology is exclusively build upon, and sustain technology-
related initiatives. We need more
focused on the teachers. For example, of the 125 technology leaders in formal
concurrent sessions at the 2007 annual leadership positions such as principal
conference of the Virginia Society for Technology and superintendent rather than
in Education (VSTE), only 11 were dedicated to informal, often powerless, positions
the leadership strand. Of those, only 1 (one!) had such as media specialist or
technology coordinator. We need
any form of the verb “to lead” in the title; the them now.”
word “principal” does not appear anywhere in the -Dr. Scott McLeod (2007). “An
84-page program. At the National Educational absence of leadership”. Learning &
Computing Conference (NECC), the largest Leading with Technology, 35(3), p.
conference in the U.S. focused solely on 17.
educational technology, of the hundreds of sessions across the whole conference, there
were 13 sessions dedicated to the leadership strand; a search of that mammoth
program for the word “principal” yielded 4 hits.
Despite the fact that decades of research point to the centrality of leadership
to school change/reform/improvement, the formal preparation of sitting and aspiring
educational leaders suffers from the same teacher-centric flaw as the world of
practice. That is, the technology-related coursework that is offered in schools of
education are almost exclusively limited to teacher-based departments and programs.
As part of an effort to disrupt that pattern, this course is designed to allow aspiring
school leaders to develop the knowledge, skills and dispositions necessary to lead 21st
Century schools.

COURSE OBJECTIVES
This course will provide an overview of the impact of technology, particularly
Web-based technologies, on K-12 instruction, from pedagogical considerations and
associated tool choices to more pragmatic leadership issues of planning, funding, and
faculty development. Questions addressed include:
o How can the Internet and web-based applications be used as tools to integrate
learning strategies in instruction?
o How can the World Wide Web and its resources be used to change the instructional
environment from teacher-centered instruction to student-centered learning?
o What are the components of a good educational technology plan?
o How is technology funded in education?
o What are the legal and ethical issues that surface around technology in education?
o How does one facilitate the adoption of web-based instruction in a school system?
o What are the emerging issues in educational technology?

With reference to the Licensure Regulations for School Personnel promulgated by the
Virginia Department of Education, this course addresses the following competencies:

A. Knowledge understanding, and application of planning, assessment, and instructional

leadership that builds collective professional capacity, including;
(6) Integration of technology in curriculum and instruction to enhance learner
understanding;
(8) Communication of a clear vision of excellence, linked to mission and core
beliefs that promotes continuous improvement consistent with the goals of the
school division.

B. Knowledge, understanding and application of systems and organizations, including;

(2) Aligning organizational practice, division mission, and core beliefs for
developing and implementing strategic plans;
(7) Effective communication skills including consensus building, negotiation, and
mediation skills.

C. Knowledge understanding and application of management and leadership skills that

achieve effective and efficient organizational operations, including;
(4) Principles and issues related to fiscal operations of school management;
(6) Legal issues impacting school operations and management;
(7) Technologies that support management functions;

D. Knowledge understanding and application of the conditions and dynamics impacting

a diverse school community, including:
(1) Emerging issues and trends within school/community relations;
(4) Principles of effective two-way communication, including consensus building
and negotiation skills; and
(5) Integration of technology to support communication efforts.
COURSE GOALS
The major goal of the project is to empower the participants with the
knowledge, skills and dispositions necessary to lead 21st Century schools. Upon
completion of this course, the participants will be able to:
o Explore current research concerning the digital natives of the 21st Century
o Review web applications and tools that can be used for instruction in K-12 settings
o Explore technology planning and funding considerations at the school or district
level
o Debate political, legal and ethical considerations associated with the use of web-
based instruction for K-12 students
o Articulate processes for technology integration within one’s school
o Develop collaboratively a multimedia/wiki-based technology plan for a typical
school.

The content of this course will address Virginia’s Technology Standards for all
Instructional Personnel and National Educational Technology Standards for
Administrators (NETS-A).

COURSE REQUIREMENTS
It is assumed that all participants will have an introductory knowledge of
computers and are familiar with the basic operation and applications generally installed
on a teacher’s computer. It will also include:
o Access to a computer with an office suite such as MS Office or Appleworks
o Access to the Internet and VCU’s Blackboard
o Headset for Wimba Live Classroom
o A VCU email account
o A del.icio.us account
CLASS COMMUNICATION
Each student must have an active VCU email account, and become familiar with
Blackboard. The instructor will be using the communications module in Blackboard to
contact individuals and groups. Please see the Blackboard procedures under Student
Help for having VCU email forwarded to your preferred email address.
It is best to communicate general questions to the instructor. The instructor’s
information is found under the menu item Faculty Info in Blackboard.
The Discussion Board forum will be used for weekly class discussions.
Additionally, students are encouraged to use the specified forum as communication
board to post questions or concerns for others to ponder and to express their opinions,
ideas, and thoughts. This is your class and your opportunity to grow as a teacher, leader
and reflective practitioner.

EVALUATION
This online course requires a high level of participation. “Attendance” in an
online class means that you are engaged in the weekly discussions by the due dates and
submit assignments on time. Posting and responding to reflection papers includes not
only posting of personal reflection, but also engaging in weekly discussions with other
participants (via Discussion Board). I do not believe in “late” discussions, so you will
receive no weekly participation points if you miss a week’s discussions.

It is expected that students will log in to Blackboard at least three times a week. If you
are having difficulties with participation or technologies, please contact the instructor.
A lowered grade will be given for unexcused assignments or lack of participation.

Generally, grading is proportioned as follows:

Bb Home Page development 5%

Discussion Board Participation 20%
Papers (Lessons 2, 5, 6, 11) 20%

Web 2.0 Tool Tutorial (Module 1) 15%

Internet Safety Debate (Module 3) 15%

Final Group Project, Analysis and 25%

Reflection

All assignments are to be submitted online, through the Blackboard portal provided for
the course. The assignments are to be attached to each assignment link provided in
blue (i.e. >> View/Complete Assignment: Reading Assignment). Once the link is clicked
you will see the following screen. You need to:
 1. Type a comment to the instructor (I suggest your name: Watwood Lesson 4)
2. Click Browse located below the comment box. Locate the word document you would
like to attach.
3. Click the Submit button.

(See below for example)

4. Verify you have submitted you assignment successfully by clicking on Check Grades in
the menu – and look for an ! point under the assignment column you submitted. If you
do not see an ! you did not submit the assignment correctly.

Late assignments may lose points – contact me if you are in a bind!

Grading Scale 90-100 A

80-89 B
The normal grading scale is used for this class.
70-79 C
60-69 D
Below F
60
 Remember, this is a graduate level course. A “C” is not recommended.

COURSE SCHEDULE
The course is divided into five modules, each of which has a series of “lessons.”

Dates Course Module

8/30-9/28 Introduction to Web 2.0
Lessons 1-4
9/29- Ed Tech Planning and Funding
10/12
Lessons 5&6
10/13- Political, Legal and Ethical Considerations
11/2
Lessons 7-9
11/3- Facilitating Technology Integration
11/23
Lessons 10-12
12/1- Projects and Emerging Issues
12/14
Lessons 13-14
(NOTE: This schedule is subject to change at the discretion of the instructor. )

ASSIGNMENTS

Module 1, Lesson 1
HomePage
 With any new class there is a "stand up and introduce yourself" moment to help us get
acquainted with our new classmates. You all already know each other (but do you
really???). Since we cannot stand up in "real time" we are going to do something better!
You will make a quick Homepage in Blackboard that is all about you! A PICTURE IS
REQUIRED (I did not specify that it had to be you). In many ways, this simulates just
how easy it is for you (or your students) to publish something to the web.  Have fun with
this! SUGGESTION: When making your home page (or using the Discussion Board) type
out your information in a word processing document and do a Spell Check. Then just
copy and paste your text into the template.

Setting Up Delicious and Google Reader

After reviewing the materials in the folder, create a Delicious account.  I have included a
video tutorial which should help.  I suggest that you use your VCU eID as your account
name (as I did using "bwatwood").  Also, sign up for a free Google account, and explore
using RSS to feed your account with updates from websites you wish to follow.
Module 1, Lesson 2
Web 2.0 Essay
Click View/Complete to bring up an attached pdf article from INNOVATE (Click to open
or right click to download). Consider the following statement from the article:

"Classrooms tend to encourage and reward individual knowledge stored in the head, not
distributed knowledge. They don't often allow students to network with each other and
with various tools and technologies and be rewarded for doing so . . . . classrooms tend
to narrowly constrain where students can gain knowledge, rather than utilize widely
dispersed knowledge."

Write an essay (a two-to-four-page double-spaced paper (listing your sources)) in which

you discuss how Web 2.0 tools could change this constraint. Also note whether you
think this constraint applies to your particular class or specialty.

Module 1, Lessons 3-4

Web 2.0 Tutorial
Guidelines for Creating and Posting Your Web 2.0 Tool Tutorial
1. You will receive an email invitation to join the TEDU560 Wiki.  Accept this invitation
and set up an account in wikispaces at no charge to join this Wiki.  You will find these
same instructions there.
2.  By January 30th, go to the Tool List, click "Edit Page" and under your name, list the
five-plus tools you would most like to research in priority order (top priority first) from
the Top 100 Tools for Learning.
3. By January 31st, Dr. W and Dr. B will collapse the list and send all by email their tool
assignments.
4. Research your tool, exploring in particular potential uses in the classroom or
professionally as a teacher or administrator.
5. Begin developing your methodology for training the rest of us on your tool. We are
looking for a multimedia presentation, not a Word document or static powerpoint. 50
Ways to Tell a Story is one resource loaded with potential ways. Jing is an excellent
screencast program that allows you to capture actions on a computer screen and create
a narrated step-by-step process. This is where we expect to see some creativity in your
decision on HOW to present your tutorial to the rest of us.
6. By no later than Friday, February 13th, use the New Page feature on the wiki to create
a page for your tool. Title the page with your name and the tool name. If your tutorial is
web-based, simply link out to your tutorial from this wiki page.
7. Over the weekend of February 14-15, review your classmates tutorials and score
them using the rubric. You will be divided into teams (number to be determined), and
we provide an online form that will allow each of you to anonymously submit your
scores on about one-third of the tutorials (though you will be free to check out all of
them). Dr. W and Dr. B will also be scoring the tutorials separately and using the
combined feedback to develop your tutorial grade.  
Module 2, Lesson 5
Technology Planning Paper
Write a three-to-five-page double-spaced paper (listing your sources) in which you
analyze/critique the adequacy and currency of your home school or school division's
existing technology plan.  The Readings give some good questions to address in
developing a technology plan.  In particular, the Virginia alignment report and the
Michigan checklist are good guides as you think about the contents of the technology
plan you are analyzing/critiquing. Has your school addressed them?

Module 2, Lesson 6
Technology Funding Paper
Write a one-to-three-page double-spaced paper (listing your sources) in which you
analyze the adequacy and currency of your home school's existing technology funding. 
Discuss with your school administrators the breakdown of school funding from federal,
state, local, private and grant sources.  Then discuss how technology is funded in your
school, and again, note the adequacy of this funding.

Module 3, Lessons 7-9

The Internet Debate
Within the wiki in the menu to the left, you will find 2 pages, one entitled "Research
regarding Making the Internet Freely Available in Schools" and the other entitled
"Research regarding Tightly Restricting the Internet in Schools."

You probably have preconceived notions already, but you job is to leave those at the
door / log-in and instead research what others have said regarding these two positions. 
Over the next three weeks, begin annotating both pages with citations, short abstracts
of resources you find, and your insights you develop as we look at the theme cases.  This
should be an interesting "work in progress!"

And we certainly do not want to hear "What do I need to do to get an A?"  You already
know the answer to that in your heart!  This will be a collaboratively edited web
document and we expect to see all hands participating.

Module 4, Lesson 11
Emerging Issues Paper
Draft a 2-4 page double-spaced paper with citations noting the top five instructional
technology issues you think that YOUR school will face in the coming five years.  What
are the issues, what priority order would you put them in, and what are possible
solutions.  Feel free to interview your IT folks in addition to researching issues on the
web.
Module 5, Lesson 14
Reflection Paper
Pretend that you are writing a post for your blog and you want to reflect on what the
last 14 weeks have meant to you.  Draft a post (paper - keeping it to under 5 pages
double-spaced) reflecting on this course and the lessons you will take forward.  Will your
teaching change?  When you become an administrator, how will this course impact your
thought processes?  Do you see yourself joining any social networks (or have you
already?)?  Use citations if you desire, but I want this to be a personal reflection.  
Submit by May 3rd.

FINAL PROJECT
Developing a Collaboratively Authored, Multimedia Technology Plan
Your group has been put together as a school committee to update and create a new
technology plan for your school.  Your new school principal wants to make the internet
an integral part of each class, and your group has been selected to make this a reality. 

Within the Blackboard class, I have set up group pages so that your group has its own
discussion board and group email.  You can also use Live Classroom to “meet” at the
same time and talk over your group project.  You will eventually post your project on
your group page on the wiki.
Within your group, first decide what type of school you are – elementary, middle, or
high school.  Then, begin planning how you want to develop your technology plan. 

In one month's time, during Lesson 14, your group will post a multimedia presentation
on their plan in the wiki for fellow classmates to review. Your grade will be a group
grade.  Projects Uploaded to the Wiki by no later than Thursday, April 30th. Obviously,
earlier in the final week is better, giving more time for the discussion activity.
REFERENCES

Anderson, R. E., & Dexter, S. (2005). School technology leadership: Its incidence and
impact. Educational Administration Quarterly, 41, 49-82.

Byrom, E., & Bingham, M. (2001). Factors influencing the effective use of technology for
teaching and learning: Lessons learned from the SEIR-TEC intensive site schools.
SERVE: Southeastern Regional Vision for Education, Greensboro, NC.; SouthEast and
Islands Regional Technology in Education Consortium, 2nd Edition, 27p.

Dede, C. Leadership Without Followers. G. Kearsley & W. Lynch, Eds. Educational

Technology: Leadership Perspective s (pp. 19-28). Englewood Cliffs, NJ:
Educational Technology Publications, 1993. (an abbreviated version was
published in TheComputing Teacher 2 0 , 6 (March, 1993), 9-11).

Dexter, S., Anderson, R. E. & Ronnkvist, A. (2002). Quality technology support: What is
it? Who has it? and What difference does it make? Journal of Educational
Computing Research, 26 (3), 287-307.

Dexter, S., Seashore, K. R., & Anderson, R. E. (2002). Contributions of professional

community to exemplary use of ICT. Journal of Computer Assisted Learning, 18,
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Economics and Statistics Administration, http://www.esa.doc.gov/reports.cfm.
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in Teacher Education, 23 (1), 21-27.

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the implications of the new technologies for educational leadership.
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Hooker, K. M. (2006). A study of instructional technology resource teachers in Virginia’s

public school divisions: Who are they and what do they do? Unpublished
doctoral dissertation, East Tennessee State University, Johnson City. Retrieved
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1109106-221844/unrestricted/HookerK112006f.pdf.

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technology into teaching and learning: Knowns, unknowns, and ways to pursue
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Youth are Leading the Transition to a Fully Wired and Mobile Nation, Pew Internet
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http://www.pewinternet.org/PPF/r/162/report_display.asp

McLeod, Scott (2007). “An Absence of Leadership”, Learning and Leading with
Technology, 35(3), p. 17.

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Framework for teacher knowledge. Teachers College Record, 108(6), pp. 1017–
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classroom. Upper Saddle River: Merrill.

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BROADBAND, RISING 27 PERCENT DURING THE LAST SIX MONTHS, ACCORDING TO
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VCU POLICIES
This course will embody all precepts of the VCU Honor System, and all work is
expected to follow the honor system guidelines. Students are responsible for refraining
from committing any act of cheating, plagiarizing, facilitating academic dishonesty,
abusing academic materials, or soliciting others to engage in any of these acts. The VCU
Computer Ethics Policy is at http://www.at.vcu.edu/policies/computeruse.htm
It is the policy of VCU to accord students, on an individual basis, the opportunity
to observe their traditional religious holidays. Students desiring to observe a religious
holiday of special importance must provide advance written notification to each
instructor by the end of the second week of classes. (See
http://www.students.vcu.edu/rg/policies/rg7attend.html .)
The Americans with Disabilities Act of 1990 requires Virginia Commonwealth
University to provide a reasonable accommodation to any individual who advises us of a
physical or mental disability. If you have a physical or mental limitation that requires an
accommodation or an academic adjustment, please arrange a meeting with me. For
further clarification please read the appropriate material at the site listed below VCU
Policy Link: http://www.vcu.edu/vcu/faculty/handbook/chap7c.html
Additionally, the Honor System is key to maintaining academic freedom and at
the same time respecting others. Please read the NEW honor policy. A complete copy
of the VCU Honor System document may be found on VCU's Web site at
http://www.students.vcu.edu/rg/policies/rg7honor.html

VCU EMERGENCY PROCEDURES

While recognizing that this is an online class, I consider it important that you
understand the VCU Emergency Procedures. I would also ask that you also review the
emergency procedures for your home school:

1. You may sign up to receive VCU text messaging alerts

(http://www.vcu.edu/alert/notify). Keep your information up-to-date.
2. Know the safe evacuation route from each of our classrooms. Emergency evacuation
routes are posted in on-campus classrooms.
3. Listen for and follow instructions from VCU or other designated authorities.
4. Know where to go for additional emergency information (http://www.vcu.edu/alert).
5. Know the emergency phone number for the VCU Police (828-1234). Report
suspicious activities and objects.

For more information about University Rules and Procedures, please refer to
http://www.students.vcu.edu/rg/policies/rg7honor.html

For a complete listing of “Policies of Special Importance to Students” Go to:

http://www.students.vcu.edu/rg/policies/