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EDCI 325 Teacher Leadership in Technology Integration Lucie deLaBruere Learning with Lucie 164 Hazelwood Place Apt

6 Colchester, VT 05446 802-752-6086 Email:

Course Description: 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 web-based 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. Goal: 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: 5440_endorsements/teacher_edtech_0608.pdf Including the following Performance Standards from the

Performance Standards: Supports the effective integration of technology throughout all areas of the schools curriculum as delineated in Vermonts Framework of Standards and Learning Opportunities. Specifically, the educator: 1. Identifies, helps design, implements, and evaluates authoring, programming, and problem-solving environments for use in the classroom.
KS3 - Proficiency in current technologies;

KS4 -Trouble-shooting & maintaining various hardware & software configurations PS6 (w/ Inquiry )Identifies, helps design, implements, and evaluates authoring, programming, and problem-solving 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 needs-assessments 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 appropriat

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 technologys impact on the enhancement of participant learning.
PS14 Collaborates w/ other school & district staff to evaluate effectiveness of the school and/or districts 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

NETS-A1. 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. NETS-C1. 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. NETS-A2. Digital Age Learning Culture

Educational Administrators create, promote, and sustain a dynamic, digital-age learning culture that provides a rigorous, relevant, and engaging education for all students. NETS-C3. Digital Age Learning Environments Technology coaches create and support effective digital-age learning environments to maximize the learning of all students. NETS-A4. Systemic Improvement Educational Administrators provide digital age leadership and management to continuously improve the organization through the effective use of information and technology resources. NETS-A3. 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. NETS-C4. Professional Development & Program Evaluation Technology coaches conduct needs assessments, develop technology-related professional learning programs, and evaluate the impact on instructional practice and student learning. NETS-C2. 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. NETS-A5. Digital Citizenship Educational Administrators model and facilitate understanding of social, ethical and legal issues and responsibilities related to an evolving digital culture. NETS-C5. Digital Citizenship Technology coaches model and promote digital citizenship.

Essential Questions: 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: 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 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.

Learning Outcomes: Participants will know..

Vermont and National Educational Technology Standards for Administrators (NETS-A) and National Educational Technology Standards for Coaches (NETS-C) 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 K-12 environments. Steps involved in developing a comprehensive acceptable use policy and guideline structure for todays students. Steps involved in developing a professional development experience that ties together teaching, learning and technology.

Scope and Sequence of Course: (subject to change)

WEEK Topic 1 Topic 2 Topic 3

Reading, Reflections TOPIC OF STUDY & Performance Tasks Course Introduction 3 Gladwell Digital Age Learning Gladwell & Web Leadership 4 Reading Visioning 1 Heath

Digital Age Tools & Practice Curation Tools Blogging Tools MindMapping Tools

Topic 4 Topic 5

Coaching 1 Heath & Web Readings Management 3 Reflection # 1 Journal or Blog Post 4 Web Reading 1 Mindmap & Multimedia Clip from Leadership Interviews* Wagner 2 Collaborative Multimedia Project* Wagner Web Reading 3 Action Plan Research Hall, Davidson 5 Visioning Project Due* McCleod 4 Reflection # 2 Blog Post or Private Journal Web Readings Digital Age Cultures

Multimedia Tools PLN Tools & Synchronous & Asynchronous Collaborative Multimedia Tools (HTML Coding)

Week 6

Topic 7

Change, Transformation, Innovation

Annotation Tools and Collaborative Spaces

Topic 8 Topic 9

Planning. making plans Wikis, Google Sites reality Ethic, Equity and Visualization Tools Responsibility Digital Age Learning EnvironmentsProblemsolving, Authoring & Programming Professional Development a Digital Age Learning Environments

Topic 10

Topic 11

Topic 12

Topic 13

Topic 14

3 Research and Setup Collaborative Environment Reviews Hall Davidson Web Reading Assessing Impact 6 Collaborative Environments Review * Hall Davidson Web Reading The Big Picture 6 PD Module Due * Hall Davidson Web Reading Connected Networks 6 Peer Review PD Modules Web Reading

Tools for Flipped, Blended, Online Teaching and Learning

Assessment Tools

Portfolio Tools

Digital Age Collaboration Tools Project Share

Topic 15

4 Reflection # 3 7

Ed Leadership Reflection Wrap Up

Eportfolio Page Reflection

Participant Evaluation/Assessment 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 1. Leadership Mind Map 2. Collaborative Leadership Clips 3. Resource Curation Reviews

Percentage of Grade 10% 10% 10%

4. Blog Post & Private Journal Reflections 25% PLN and Discussion Forum Participation 5. Action Plan Vision & Strategies 6. Professional Development In a Digital Age Learning Environment 15% 20%

7. Portfolio Section Total

10% 100%

Leadership Mindmap & Interview Participants will create and maintain a mind map of leadership skills, practices, concepts, and resources explored in this course. They will identify a current educational leader to discuss and dig deeper into one or more segments of the mindmap. From this discussion, participants will produce multimedia clips (video/audio/images/documents) that can be linked to the mindmap and added to a collaborative multimedia class project on Leadership.

Students are allowed to select their own choice of mindmapping and multimedia tools to complete this task. VoiceThread will be used for the Collaborative Multimedia Class Project. Resource Curation, Reviews and Reflection* As an online community of professionals, we will work together to fine-tune a common perception of leadership skills and practices necessary for the type of work the participants tackle on a day to day basis at schools. In doing this, participants will be sharing and discussing articles, resources, and online tools that can be used effectively in their jobs at their schools. Participants will add annotated contribution of resources to a collaborative curation/collection environment (such as Diigo) each week in addition to reflection via blog post for selected books and articles. Visioning and Action Plan* Each participant will be find and evaluate Action Plans and/or Technology from schools that detail a comprehensive vision of a schools use of technology. Participants will highlight/annotate key components of these plan that might be used to shape your current or a future organizations vision. Participants will create their own vision statement that is shaped by 3 principles or beliefs about how to use technology in a transformative way to impact student learning and create a powerful visualization to communicate that vision to stakeholders. A supporting document with strategies for implementing this plan (including a professional development strategy) should be attached. Professional Development In a Digital Age Learning Environment* Students will create a professional development module that supports their Visioning/ Action Plan Project. The PD modules should address technology literacy within the context of core curriculum and be implemented in a blended digital age learning environment. A Digital Citizenship topic should be embedded in the Participants will setup a collaborative/blended learning environment that could be used to host future PD or student learning to host this blended PD module. Participant will post a journal/blog entry that reflects on the evaluation, design, implementation of this learning environment and its potential for authoring and programming a problem solving environment for use in the classroom (including hardware and software recommendations for optimal success in this design)

Active PLN Participation and Thoughtful Discourse* Online courses rely on active and regular participation from all course participants. Participants will be expected to respond to readings in a timely fashion, react to other participant discussion topics, and complete all readings and assignments as well. Responses within forums should be probing, substantive and continue to foster the

overall discussion. Responses may include participation using digital age tools that would extend your personal learning network beyond the members of this course. Learning in this manner is community based, and the intent here is to develop a professional learning community that remains active after the completion of the course.

Self-reflection and Portfolio Page* Participants will be expected to reflect on their own learning and leadership development through participation in Discussion Forums, Blog Post, and private journal entries submitted to instructor. Participants will create a sample e-portfolio page that organizes their learning artifacts from this class using their choice of digital tools with highlights of their reflection on these artifacts. (Private discussion and journal reflections will not be included in this page - but insightful non-confidential 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 participants 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 4
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 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/explanation

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/explanation

Provides minimal comments and information to other participants Message was unrelated to discussion

Content of Posting

Critical Thinking Evidenced by Posting

Provided no evidence of agreement or disagreement with existing discussion Examples were irrelevant to discussion topics

Connections made between discussion and experience (when appropriate)

Cited examples, made connections between topic discussions and personal experience. Further conversation possible.

Referenced examples to own experience but digression took away from topic area.

Academic Honesty Policy: Participants are referred to The Cats Tale on the web at for specific information concerning the Academic Honesty Policy. Offenses, sanctions and procedures are therein defined for all participants and faculty.

Required readings, Summer 2013

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) 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 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

McLeod, Scott, and Chris Lehmann. What School Leaders Need to Know About Digital Technologies and Social Media. San Francisco: Jossey-Bass, 2011.

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 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

Additional readings from selected resources and trending topics around educational leadership online. Selected Resources: Fullan, M. (2001) Leading in a Culture of Change. San Francisco, CA: Jossey-Bass, Fullan, Michael. "Michael Fullan Articles." Learning to Lead Change. Dec. 2004. Change Forces. 18 Sep 2006 < 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 Smith, Fred. Leadership Qualities." Educational Leadership Toolkit. National School Board Association. 18 Sep 2006 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 < ~dmjacobs/phd/diss/chapter_6.html>. Patterson, Janice, and Jerry Patterson. "Sharing the Lead." Educational Leadership 61(2004): 74-78. 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)
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

Websites Resources

Technology, Coaching, and Community: Power Partners for Improved Professional Development in Primary and Secondary Education. Authors: Monica Beglau, Jana Craig-Hare, Les Foltos, Kara Gann, Jayne James, Holly Jobe, Jim Knight, and Ben Smith
Revolutionizing Education through Technology. The Project Red Roadmap for Transformation Available as Free Ebook from ISTE or Project RED projectred Research Articles From
Project RED : national research project that analyzes what's working in technology-transformed schools and shows how technology can save money when it's properly implemented. Includes resources on the effective deployment and implementation of educational technology. One-to-One Institute : national nonprofit committed to igniting 21st century education through the implementation of one-to-one technology in K12 settings.

K12 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 and at least 2 local technology plans

Educational Leaders Blogs, Podcast, and Forums

including: Larry Cuban Chris Lehman Scott McCleod (esp: Leading the Change: Why Current Leadership Models are Inadequate for Disruptive Innovation: Will Richardson Lisa Neilson Shannon Smith Various selections from

Larry Cuban BernaJean Porter