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June 30 August 8, 2014
Course Description: Goal: Performance Standards: Essential Questions: Understanding: Learning Outcomes: Scope and Sequence of Course: Participant Evaluation/Assessment General Course Information Academic Honesty Policy: Readings Required Books Optional Selected Books: Optional Readings from Visionary Leaders Additional Resources on Leadership and Change Websites Resources NMC Horizon Project | The New Media Consortium (2013) Educational Leaders Blogs, Podcast, and Forums
This online course targets educators interested in leadership around technology integration. This includes teacher leadership in technology planning for school and district level, planning and implementing integration strategies, and development and dissemination of professional development in local and regional venues in Vermont. Through the assignments, basic troubleshooting of hardware, software and computer networking is addressed, as well as HTML in the context of
webbased authoring and programming tools. Overall, the course seeks to explore the roles that teacher leaders inhabit, and how these roles can energize other classroom teachers and build a community of active participants in school technology programs. Participants in this course will study the means to foster leadership around the planning and development of solid goals for their school technology needs.
The goal of this course is to prepare Vermont educators to meet state and national educational technology standards as follows: Vermont State Criteria for Educational Technology Specialist Endorsement: http://education.vermont.gov/new/pdfdoc/pgm_prostandards/vsbpe/rules/5440_endorse ments/teacher_edtech_0608.pdf Including the following Performance Standards from the http://www.uvm.edu/~doe/curriculum/subj_ed_tech_specialist.pdf
Supports the effective integration of technology throughout all areas of the school’s curriculum as delineated in Vermont’s Framework of Standards and Learning Opportunities. Specifically, the educator: 1. Identifies, helps design, implements, and evaluates authoring, programming, and problemsolving environments for use in the classroom.
KS3 Proficiency in current technologies; KS4 Troubleshooting & maintaining various hardware & software configurations PS6 (w/ Inquiry )Identifies, helps design, implements, and evaluates authoring, programming, and problemsolving environments for use in the classroom
2. Designs and implements, and collaborates with classroom teachers to design and implement, tasks or projects that incorporate various technologies as tools to facilitate and enhance participants’ research, critical thinking, problem solving, analysis, collaboration, communication, and presentation skills.
PS9 (along with Assessment) Collaborates w/ classroom teachers and staff to conduct needsassessments that identify instructional problems for which info technologies might be appropriate components of the solution
PS10 Adapts to new technologies and helps teachers to integrate them into the educational process, as appropriate
3. Assists classroom teachers and other staff to develop effective means of assessing participants’ learning of technology concepts and skills across the curriculum, and to assess technology’s impact on the enhancement of participant learning.
PS14 Collaborates w/ other school & district staff to evaluate effectiveness of the school and/or district’s implementation of its information technology plan
National Staff Development Council Standards for Leadership: NSDC Leadership Standard Staff development that improves the learning of all participants requires skillful school and district leaders who guide continuous instructional improvement. National Educational Technology Standards for Administrators and Coaches (most
National Educational Technology Standards for Administrators National Educational Technology Standards for Coaches
NETSA1. 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. NETSC1. Visionary Leadership Technology Coaches inspire and participate in the development and implementation of a shared vision for the comprehensive integration of technology to promote excellence and support transformational change throughout the instructional environment. NETSA2. Digital Age Learning Culture Educational Administrators create, promote, and sustain a dynamic, digitalage learning culture that provides a rigorous, relevant, and engaging education for all students. NETSC3. Digital Age Learning Environments Technology coaches create and support effective digitalage learning environments to maximize the learning of all students. NETSA4. Systemic Improvement Educational Administrators provide digital age leadership and management to continuously improve the organization through the effective use of information and technology resources.
NETSA3. 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. NETSC4. Professional Development & Program Evaluation Technology coaches conduct needs assessments, develop technologyrelated professional learning programs, and evaluate the impact on instructional practice and student learning. NETSC2. Teaching, Learning, & Assessments Technology Coaches assist teachers in using technology effectively for assessing student learning, differentiating instruction, and providing rigorous, relevant, and engaging learning experiences for all students. NETSA5. Digital Citizenship Educational Administrators model and facilitate understanding of social, ethical and legal issues and responsibilities related to an evolving digital culture. NETSC5. Digital Citizenship Technology coaches model and promote digital citizenship.
How can teacher leaders leverage leadership and integration skills to bring quality technology programs to students and teachers at their local schools? How can leadership skills combined with technology management bring engaging learning opportunities for participants?
Participants will understand and become familiar with:
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Leadership skills necessary to develop and sustain visions for future growth Planning for technology needs into the future Managing and encouraging change in teaching staff Current trends in technology and personalization of learning Qualities of effective Teacher leaders
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Balancing information technology security with access for all teachers and participants. Managing the continually evolving landscape of technology integration Resources necessary to develop and support sound technology plans for successful programs.
Participants will know..
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Vermont and National Educational Technology Standards for Administrators (NETSA) and National Educational Technology Standards for Coaches (NETSC) Online tools that support collaborative communication Local Vermont resources, including the 2010 Classroom Scenarios, updated Technology Grade Expectations, and ongoing projects across the state. Tools and resources for good planning of technology programs at schools. Research and current trends in leadership at K12 environments. Steps involved in developing a comprehensive acceptable use policy and guideline structure for today’s students. Steps involved in developing a professional development experience that ties together teaching, learning and technology.
Scope and Sequence of Course:
TOPICS Reading, Reflections TOPIC OF STUDY & Performance Tasks Course Introduction 3 Heath Digital Age Learning Heath, Fullan Leadership / Change 4 Digital Age Tools & Practice Blogging Tools Curation Tools
Topic 1 Topic 2 Topic 3 Topic 4
1 Heath, Horner, WebLeadership / Change MindMapping Tools Reading Change Presentation Toosl 1 Heath & Web Readings
Reflection # 1 Topic 5 3 Vision 4 Hall, Chapter 1 3 Senge article Vision Infographic or Other Media Creation Tools
Web Resources 1 Digital Age Culture Digital Age Cultures Connected Educator Web Resources PLN Tools
PLN Tools & Synchronous &s Asynchronous
2 Management Hall Chapter 5 6 Web Reading ISTE Essestial Condition
Change, Transformation,Collaborative Tools & Innovation Spaces
3 Plan and Deploy Davidson Ch 7 National Education Technology Plan
Planning. making plans Google Tools reality
Vermont Ed Tech Plan COSN Horizon Report REFLECTION Topic 9 5 Ethics, Equity, Responsibility Davidson Ch 6 Horizon Report Web Resources Social Media Common Sense Media Ethic, Equity and Responsibility Collaborative Tools
Creative Commons FAir Use COPPA/ CIPA/ FERPA
4 Professional Development Hall Chapter 4 Web Readings 3 Research and Setup Collaborative Environment Reviews Hall Web Reading 6 E Portfolio Hall 78 Hall Web Resources
Digital Age Learning Learning Environments EnvironmentsProblemsol ving, Authoring & Programming Professional Development Tools for Flipped, a Digital Age Blended, Online Teaching and Learning
To ensure that diverse participant preferences for learning and expression are honored, a variety of learning modes and assessment strategies will be utilized. The following performance tasks and activities will be used to evaluate/assess participant performance in this course:
Performance Task Leadership MindMap (Module 3) Pitch a Change (Module 4+) Imagine IT Vision Project (Module 5)
Pts/ Percentage of Grade 5 5 10
Technology Plan Sample Goals/ Action Steps Collaborative 5
Document (Module 7) Collaborative (Ethics, Equity, Responsibility) EER FAQ with 5 embedded Diigo Links (Module 9) Professional Development In a Digital Age Learning Environment (Module 11) 5
Leadership Portfolio (Module 12) Mini Experience (Participation Points)
5 Padlet Elementa of a Vision 6 Tweet out at least one valuable resource using the hashtag #edci325 8 Planning Google Hangout 8 Google Hangout Panel Interview Blog Post 1Who Am I As A Leader 2Who I admire as a Leader 7Meeting ISTE’s Essential Conditions 8 Successful Deployment of Technology Initiative 10 Collaborative Learning Environment 2.0 Review (with embedded Diigo Link) Collaborative Curation (Diigo) 10 10
2 three web resources related to leadership and technology (EDCI325) (Add two additional tags to each website you bookmark with Diigo) 2 Join the Course Diigo Group 4 Change Project Resources (ChangeProject) 6 Visionary Ed Tech Leader Blog, Twitter Profile, or bookmarks (PLN) 6 PLN Bookmarks (3 resources) 6 PLN OurProfiles Bookmark (1 or more Profiles) 8 Two deployment resources 9 EER topic current resources (EER)
10 CLE Resources Series 11 PD Artifact EDCI325PD 11 Virtual event Recommendation Discussion Board 1 Getting Acquainted introduce yourself 1 Discussion Share a Bright Spot 2 Discuss Reading 3 Discuss Reading 4 Discuss Reading 5 Discussion Vision 6 Discussion Personal Learning Network 9 Discussion EER Anticipated Questions related to your Imagine IT Vision 10 Discussion CLE Experience 3 Reflections (Private) once every 2 weeks Total 10 20
Leadership Mindmap & Interview
Leadership MindMap Create and Maintain a Mindmap of key Leadership Concept and Ideas Pitch a Change Participate in Pitchfest of Change Ideas following strategies from Switch (Heath) Imagine IT Vision Project Create a Vision Statement of a school you can imagine your children or grandchildren attending Technology Plan Sample Goals/ Action Steps Collaborative Document Create Sample Goal and Action Steps in a Collaborative Document that support your Imagine IT Vision
Collaborative (Ethics, Equity, Responsibility) EER FAQ Create a Frequently Asked Questions Section of possible Questions related to Ethics, Equity, and Responsibility for Imagine IT Vision Project. Professional Development In a Digital Age Learning Environment Create a Mini Professional Development Project for Imagine IT Vision Project
Leadership Portfolio Organize Learning and Growth in an ePortfolio Platform
Blog Post Five blog post will be assigned during the course. Participants may choose to use the Blackboard Blog Tool (where post will be visible to members of the course) or another Blog Platform of Choice. Participants who are working on creating a strong digital presence may prefer to use a blog platform outsideo Blackboard for more global readership opportunity. Collaborative Curation We will use Diigo as a collaborative curation tool throughout this course. Participants should create a Diigo account and pursue additional help if needed to complete the required contributions to the class Diigo account each week. Details will be available within the modules. Discussion Board We will use the Blackboard Discussion Forums regularly to discuss the readings, our learnings, and provide each other feedback. Discussion post should be posted within the week assigned and offer thoughtful insight that extend the discussion. Reflection Participants will be expected to reflect on their own learning and leadership development through participation in private journal entries submitted to instructor every 2 weeks. Every two weeks, students will submit a reflection journal entry that allows them to describe what they have learned from participating in the weekly modules.. Three reflections are assigned during the semester one every two weeks.
Each reflection should be about two singlespaced pages of text. It should include specific references to specific content that you have learned or researched, providing quotations of text or content which you have found relevant or useful. This reflection provides the instructor with evidence of deep thinking that occurred as you completed the modules and the associated readings. Leadership Portfolio Participants will create a “sample” eportfolio page that organizes their learning artifacts from this class using their choice of digital tools with highlights of their reflection on these artifacts. (Private journal reflections will not be included in this page but insightful nonconfidential highlights from those conversations may be included). I will use the following evaluation chart to guide my thinking concerning grades:
General Course Information
The following are necessary for successful completion of this course: • Active participation in online class discussions of readings and literature • Completion of readings • Completion of assignments Typically, participants should expect to devote ten to fourteen hours per unit in reviewing online lessons and resources, reading required texts and articles offline, creating and completing assignments, and participating in discussions. Since this is a shorter time period of a three credit course the 15 units will be compressed into six weeks and will require ten to fourteen hours every three days. Participants should plan accordingly for this immersion experience. Discussion postings should reflect participant’s understanding and transfer of concepts contained in lessons and readings. Attendance Expectations: • Online participation in Blackboard each daily to complete assignments and post discussion messages. Participants are expected to visit the Blackboard site every other day. • Active participation in class discussions of readings and literature Contributions in Class: It is expected that participants will review all links in the Blackboard course posted for each unit. Participants should also take an active role in class discussions around new information from assigned readings and classroom applications. Participation in discussion board topics must be timely (within each unit) with multiple postings per day anticipated. Participants should expect to log in to the Blackboard course site daily or at least five times per week. The following rubric outlines how discussions will be evaluated:
Online Discussion Evaluation Rubric
CATEGORY Mechanics of Posting
Complete sentences, well organized, grammatically correct and free of spelling errors
Complete sentences, well organized, but some (2 or less per paragraph) grammar and/or spelling errors
Complete sentences, comprehensible, organization could be improved to present a more coherent argument or statement, has three or more grammar and/or spelling errors per paragraph Sporadically provides comments and some new information. Interacts with only one or two participants
Poor sentence structure inadequate organization, several grammar and/or spelling errors
Participation in Discussion
Provides comments and new information in a regular and equitable manner. Interacts with a variety of participants Revealed a solid understanding of the topic as evidenced by thoughtful responses and questions Offered a critical analysis of an existing posted idea or introduced a different interpretation to an existing idea Cited examples of own experience with discussion topics or threads. Conversation broadened by pertinent examples.
Provides comments and some new information in a fairly regular manner. Interacts with a few selected participants Revealed an adequate understanding of the topic as evidenced by posts indicating superficial knowledge Agreed or disagreed with existing discussion and provided limited justification/explanatio n Cited examples, made connections between topic discussions and personal experience. Further conversation possible.
Provides minimal comments and information to other participants Message was unrelated to discussion
Content of Posting
Revealed a restricted understanding of the topic limited to information that could be derived from prior posts Agreed or disagreed with existing discussion but provided no justification/explanatio n Referenced examples to own experience but digression took away from topic area.
Critical Thinking Evidenced by Posting Connections made between discussion and experience (when appropriate)
Provided no evidence of agreement or disagreement with existing discussion Examples were irrelevant to discussion topics
Academic Honesty Policy:
Participants are referred to The Cat’s Tale on the web at http://www.uvm.edu/~dosa/handbook/ for specific information concerning the Academic Honesty Policy. Offenses, sanctions and procedures are therein defined for all participants and faculty.
* Heath, Chip (2011). Switch: How to Change Things When Change is Hard. Random House Business Books.[Hardcover] $16.02 [Kindle] $14.99
ISBN-10: 1847940323 ISBN-13: 978-1847940322
* Hall, Don (2008) The Technology Director's Guide to Leadership: The Power of Great Questions (International Society for Technology in Education) [Paperback] $25.50 [Kindle $12.95] ● ISBN-10: 1564842444 ● ISBN-13: 978-1564842442
Additional readings from selected resources and trending topics around educational leadership online.
Optional Selected Books:
McLeod, Scott, and Chris Lehmann. What School Leaders Need to Know About Digital Technologies and Social Media. San Francisco: JosseyBass, 2011. ** This book or an equivalent source for understanding Digital Technologies is a requirement for this class.
This book is a good compilation of the must KNOW technologies for today’s leaders. If you are a leader that is new to Digital Technologies. This is a good book for you as it introduces you to each of these must know technology uses and concepts. But before you purchase this book, please take a look at the Table of Contents and preview this book on Google Books If you are already comfortable with these technologies, you may find it more valuable looking for new ways to use these technologies that you are already familiar with through self directed reading.
Williamson, Jo. (2009) ISTE's Technology Facilitation and Leadership Standards: What Every K-12 Leader Should Know and Be Able to Do. International Society For Technology In Education;[Paperback] $28.95 [Kindle $12.95] ● ISBN-10: 1564842525 ● ISBN-13: 978-1564842527
This book offers a concrete introduction to many of the topics discussed in this course, but is slightly dated. The topics remain the same, but some of the technologies have evolved. This book might be helpful if you prefer the organization of some of the key areas of Technology Leadership in a more linear format.
Optional Readings from Visionary Leaders
Wagner, Tony. (2012) Creating Innovators: The Making of Young People Who Will Change the World. Scribner. Hardcopy $14.00 Enhanced Kindle Version. $12.99 ISBN-10: 1451611498 ISBN-13: 978-1451611496 Zhao, Yong. (2009) Catching Up or Leading the Way: American Education in the Age of Globalization. ASCD Press. Paperback$11.04 [Not available on Kindle] ISBN-10: 1416608737 ISBN-13: 978-1416608738 Wagner, Tony. (2010) The Global Achievement Gap: Why Even Our Best Schools Don't Teach the New Survival Skills Our Children Need--and What We Can Do About It. Basic Books. [Paperback: $11.42) ISBN-10: 0465002307 ISBN-13: 978-0465002306
Beethan, Helen (2010) Rethinking Learning for a Digital Age: How Learners are Shaping their Own Experiences. Routledge. Helen Print ISBN-10: 0415875420 Print ISBN-13: 978-0415875424
Additional Resources on Leadership and Change
Gladwell, Malcolm (2002). The Tipping Point, How Little Things can make a Big Difference. New York, NY: Back Bay Books. (Used price Amazon: ~5.00) * Melissa Horner, (1997) "Leadership theory: past, present and future", Team Performance Management, Vol. 3 Iss: 4, pp.270
* Fullan, Michael. Change theory: A force for school improvement. CSE Centre for Strategic Education, 2006. http://www.michaelfullan.com/media/13396072630.pdf Senge, Peter. "Peter Senge and the learning organization." Retrieved on May 7 (2006). http://infed.org/mobi/petersengeandthelearningorganization/ Fullan, M. (2001) Leading in a Culture of Change. San Francisco, CA: JosseyBass, Fullan, Michael. "Michael Fullan Articles." Learning to Lead Change. Dec. 2004. Change Forces. 18 Sep 2006 <http://www.michaelfullan.ca/Articles_04/CoreConcepts.pdf Fullan, Michael (2001). Leading in a Culture of Change. San Francisco: Jossey Bass Publishing. Senge, P. M. (1990) The Fifth Discipline, The Art and Practice of The Learning Organization. New York, NY: Currency Doubleday Jacobsen, Dawn Michelle. "Adoption Patterns and Characteristics of Faculty Who Integrate Computer Technology for Teaching and Learning in Higher Education, Chapter 6 Discussions, Conclusions and Recommendations.." University of Calgary Doctoral Dissertations 1998 <http://www.acs.ucalgary.ca/~dmjacobs/phd/diss/chapter_6.html>. Patterson, Janice, and Jerry Patterson. "Sharing the Lead." Educational Leadership 61(2004): 7478. Daggett, Willard. "Preparing Students for the Future." International Center for Leadership in Education 2005 Model Schools Conference. Texas. June 2005. Collins, Allan and Halverson, Richard (2009). Rethinking Education in the Age of Technology – The Digital Revolution and Schooling in America. New York, NY: Teachers College Press. (Used price Amazon: ~14.00)
NMC Horizon Project | The New Media Consortium (2013)
http://www.nmc.org/horizon-project National Educational Technology Standards for Administrators National Educational Technology Standards for Coaches ISTE Essential Conditions To Effectively Leverage Technology for Learning
NETS•S NETS for Students NETS•T NETS for Teachers Technology, Coaching, and Community: Power Partners for Improved Professional Development in Primary and Secondary Education. Authors: Monica Beglau, Jana CraigHare, Les Foltos, Kara Gann, Jayne James, Holly Jobe, Jim Knight, and Ben Smith http://www.iste.org/learn/coachingwhitepaper Transforming and Technology A New Way Of Learning (Vermont Scenarios) http://transformationtechnology.wikispaces.com/ Vermont Technology Grade Expectations (2010) http://vermonttges2010.pbworks.com/w/page/26068224/FrontPage http://www.k12blueprint.com/k12/blueprint/research_watch.php Revolutionizing Education through Technology. The Project Red Roadmap for Transformation Available as Free Ebook from ISTE or Project RED http://www.iste.org/learn/publications/books/projectred Research Articles From Project RED : national research project that analyzes what's working in technologytransformed schools and shows how technology can save money when it's properly implemented. Includes resources on the effective deployment and implementation of educational technology. OnetoOne Institute : national nonprofit committed to igniting 21st century education through the implementation of onetoone technology in K–12 settings. K–12 Computing Blueprint: This site lists resources for education leaders interested in technologysupported learning, including tools for technology planning and leadership, as well as practical guidance for successful deployments. The National Education Technology Plan http://www.ed.gov/technology/netp2010 and at least 2 local technology plans
Smith, Fred. “Leadership Qualities." Educational Leadership Toolkit. National School Board Association. 18 Sep 2006 http://www.nsba.org/sbot/toolkit/LeadQual.html.
Educational Leaders Blogs, Podcast, and Forums
including: Larry Cuban http://larrycuban.wordpress.com/2012/08/16/faqsforaskepticontechnology/
Chris Lehman http://practicaltheory.org/blog/ Scott McCleod http://dangerouslyirrelevant.org/ (esp: Leading the Change: Why Current Leadership Models are Inadequate for Disruptive Innovation: http://k12onlineconference.org/?p=344) Will Richardson http://willrichardson.com/ Lisa Neilson http://theinnovativeeducator.blogspot.com/ Shannon Smith http://shannoninottawa.com/
BernaJean Porter http://www.bjpconsulting.com/spectrum.html
Various selections from http://connectedprincipals.com/ Imagine Leadership Video http://www.youtube.com/watch?v=TuuTlQ0FzEU Get Ideas Series of Articles/Videos http://getideas.org/
Future of Education Video Interview Series http://www.futureofeducation.com/