Graduate Course Proposal Form Submission Detail - EME6271
Submission Type: New
Course Change Information (for course changes only):
- Department and Contact Information
Tracking Number Date & Time Submitted 5310 2015-10-23 Department College Budget Account Number Educational and Psychological Studies (EPS) ED Contact Person Phone James Hatten 8139743533 email@example.com
- Course Information
Prefix Number Full Title EME 6271 Technology Leadership in Education Is the course title variable? N Is a permit required for registration? N Are the credit hours variable? N Is this course repeatable? N If repeatable, how many times? 0 Credit Hours Section Type Grading Option 3 C - Class Lecture (Primarily) - Abbreviated Title (30 characters maximum) Tech Leadership in Education Course Online? Percentage Online O - Online (100% online) 100
Selecting, organizing, and using major types of instructional technology and equipment in various school curricula and educational programs. Explores the transformational power of emerging technologies in schools.
A. Please briefly explain why it is necessary and/or desirable to add this course.
Needed for new program/concentration/certificate
B. What is the need or demand for this course? (Indicate if this course is part of a required sequence in the major.) What other programs would this course service?
We are developing a new certificate program in Cybersecurity and this course is a part of the core courses for the certificate.
C. Has this course been offered as Selected Topics/Experimental Topics course? If yes, how many times?
D. What qualifications for training and/or experience are necessary to teach this course? (List minimum qualifications for the instructor.)
Ph.D. in Instructional Technology, Educational Technology, Learning Technologies or other related areas.
- Other Course Information
Identify and discuss current trends in educational technology and instructional technology leadership.
Understand leadership skills and new roles for educational leaders in the digital age.
Demonstrate technology planning skills in the use of emerging technologies for teaching and/learning.
Evaluate technology resources for school improvement.
B. Learning Outcomes
• Identify and utilize educational technology integration frameworks and apply them to real-world examples
• Tell and give examples of instructional technology leadership
• Specify and describe the roles of school administrators/ technology coordinators in today’s k-12 schools and in higher education.
• Discuss the social and historical implications of instructional technology leadership.
• Discuss the characteristics, attributes, and dispositions of an effective educational technology leader.
• Address issues related to diversity and equity and technology use.
• Locate/review/critique Internet sources and print media sources for technology leadership, technology planning, grant writing, traditional and electronic professional development, technology coordinator job description, and technology action plans.
• Write, review, and analyze a grant for funding a portion of the tech planning initiative.
• Create a school-based technology action plan, including vision, goals, objectives, inventories, budgets, and evaluation.
C. Major Topics
Course overview & Technology coordination
Technology planning & Budgeting
Garland, V. E., & Tadeja, C. (2013). Educational leadership and technology: Preparing school administrators for a digital age. New York, NY: Routledge.
Frazier, M. (2012). The technology coordinator's handbook. (2nd ed.), Eugene, OR: ISTE (International Society for Technology in Education).
E. Course Readings, Online Resources, and Other Purchases
Zucker, A. (2008). Transforming schools with technology : how smart use of digital tools helps achieve six key education goals. Cambridge, Mass: Harvard Education Press.
Mishra, P., & Koehler, M.J. (2006). Technological pedagogical content knowledge: a framework for teacher knowledge. Teachers College Record, 108(6), 1017-1054.
University of South Florida Technology Integration Matrix (online)
International Society for Technology in Education (ISTE) standards (online)
F. Student Expectations/Requirements and Grading Policy
Online discussions and peer feedback: You’ll participate in several online class or group discussion on issues related to course topics. You are also expected to provide feedback on your classmates’ work. For each discussion or peer feedback activity, you’re required to follow the conversions and post more than once on different dates during each forum. Your postings should be thoughtful and constructive (40%)
Design/develop/ Evaluate learning and instructional activities: In several modules, you will either design, develop, or evaluate a learning activity or an instructional activity supported by an emerging technology. (50%)
G. Assignments, Exams and Tests
ISTE standards review
Technology coordinator's role
What does a technology coordinator do?
Technology leadership Frazier, M., & Bailey, G. D. (2004): Introduction , Appendix A
Technology planning & Budgeting Garland, V. E., & Tadeja, C. (2013): Ch 1 and Frazier, M. (2012): Ch 6
Write a case study analysis
Technology plan review/reflection
Leading instruction with new technology Garland, V. E., & Tadeja, C. (2013): Ch 2Frazier, M. (2012): Ch 2
Case study analysis
Design of Technology-enhanced learning environment
Teacher supervision and professional development Garland, V. E., & Tadeja, C. (2013): Ch 3; Frazier, M. (2012): Ch 3
Case study analysis paper
Professional development design
The technology infrastructure Garland, V. E., & Tadeja, C. (2013): Ch 4
Frazier, M. (2012): Ch 4,5
Case study analysis
Systemic change with personnel and partnerships in technology
Garland, V. E., & Tadeja, C. (2013): Ch 5; Frazier, M. (2012): Ch 1, Appendix B
Case study analysis
Grant proposal search / prep
Legal and social issues in technology - Garland, V. E., & Tadeja, C. (2013): Ch 6
Case study analysis
Tech action plan & presentation
Virtual conference: Action plan presentation
H. Attendance Policy
Course Attendance at First Class Meeting – Policy for Graduate Students: For structured courses, 6000 and above, the College/Campus Dean will set the first-day class attendance requirement. Check with the College for specific information. This policy is not applicable to courses in the following categories: Educational Outreach, Open University (TV), FEEDS Program, Community Experiential Learning (CEL), Cooperative Education Training, and courses that do not have regularly scheduled meeting days/times (such as, directed reading/research or study, individual research, thesis, dissertation, internship, practica, etc.). Students are responsible for dropping undesired courses in these categories by the 5th day of classes to avoid fee liability and academic penalty. (See USF Regulation – Registration - 4.0101,
Attendance Policy for the Observance of Religious Days by Students: In accordance with Sections 1006.53 and 1001.74(10)(g) Florida Statutes and Board of Governors Regulation 6C-6.0115, the University of South Florida (University/USF) has established the following policy regarding religious observances: (http://usfweb2.usf.edu/usfgc/gc_pp/acadaf/gc10-045.htm)
In the event of an emergency, it may be necessary for USF to suspend normal operations. During this time, USF may opt to continue delivery of instruction through methods that include but are not limited to: Blackboard, Elluminate, Skype, and email messaging and/or an alternate schedule. It’s the responsibility of the student to monitor Blackboard site for each class for course specific communication, and the main USF, College, and department websites, emails, and MoBull messages for important general information.
I. Policy on Make-up Work
Late Assignments: All assignments have a due date, which means all assignments are expected to be posted on time. Any assignment posted after midnight of the due date is considered late. Points (10% per day, total of 70% for a week) will be deducted for late assignments. Excused late submission will be allowed only with proper documentation (doctor's note or any other proving documents). Assignments not completed by the last day of week 15 will be given a zero.
Make up work may be allowed at the instructor's discretion.
Incomplete Grade: No incomplete grades will be awarded without extenuating, documented circumstances, such as death in the family or extended illness. If you request an Incomplete you will be assigned the grade that you have currently earned, which will be updated when you complete the requirements of the course. If you do not update this grade within the specified time period, you will automatically be assigned this grade. If you believe that there is a possibility that you may not be able to complete the requirements and your current grade is not acceptable, then you should officially withdraw from the course. Please see the USF Graduate School's policy for Incomplete Grades and use their form.
J. Program This Course Supports
- Course Concurrence Information