INST 5390 Educational Technology Leadership

Transcription

1 INST 5390 Educational Technology Leadership COURSE SYLLABUS Fall 2015 (Online) (August 17 December 11) 3 GR Semester Hours Course Description: Provides educational technology coordinators with knowledge for managing the change process in schools; leadership in staff development, facilities and resource management. (From UCM Graduate Catalog) Prerequisite: There are no pre-requisites for this course. INSTRUCTOR INFORMATION: Dr. Z. L. Bland Grinstead 216 / Summit Center (660) (voice) (660) (fax) *Office Hours: Wednesday 7:30 a.m. 12:30 p. m. when at UCM (except first Friday of Month; then Friday 7:30 a.m. 1:30 p.m.); Wednesday at Summit Center 9 a.m. 2 p.m. when not at UCM Virtual by appointment Virtual location: Summit Center face-to-face by appointment or Virtual by appointment By Appointment: Please to schedule a meeting time *If changed, will be posted in Blackboard class bland@ucmo.edu (preferred method of contact, will respond within 24 hours except weekends and holidays) Skype: zbland51 Although the class is online, students with questions and problems have the opportunity to communicate with the teacher via Blackboard or , phone, instant messaging, or in person. Office meetings can always be arranged to fit student and teacher schedules (summer preferred meeting is at Summit Center, but can be in main office of 216 Grinstead). The preferred mode of contact is . TEXT AND RELATED MATERIAL: There is 1 required textbook for this course: Picciano, A. G. (2010). Educational leadership and planning for technology. (5 th ed). Upper Saddle River, NJ: Prentice Hall. ISBN-13: Recommended (for formatting papers) Note: If you have access to this from a library or another source, you may not need to purchase a copy. Many website provide basic formatting information, but information INST5390 Spring 2015 updated

2 according to the APA Manual will be used. The APA site is ; another site to search is the Purdue Owl APA (use search engine to locate URL as changes occur frequently in online materials). American Psychological Association. (2009). Publication Manual of the American Psychological Association (6 th ed.). Washington, DC: American Psychological Association. (ISBN ) Textbooks can be purchased from the University Store, in person or via a distance and then shipped to you ( or Recommended Readings: Albright, M., & Nworie, J. (2008). Rethinking academic technology leadership in an era of change. Educause Quarterly, 31(1), Barron, A., & Orwig, G. (1997). New technologies for education: A beginner s Guide (3 rd ed.). Englewood, CO: Libraries Unlimited, Inc. Knapp, L., & Glenn, A. (1996). Restructuring schools with technology. NJ: Allyn & Bacon. Koschmann, T. (1996). CSCL: Theory and practice of an emerging paradigm. NJ: Lawrence Erlbaum Associates. Maddux, C., Johnson, D., & Willis, J. (1997). Educational computing: Learning with tomorrow s technologies (2 nd ed.). NJ: Allyn & Bacon. McVay, M. (2000). How to be a successful distance learning student (2nd ed.). Needham Heights, MA: Pearson Custom Publishing. Recommended Websites: The Encyclopedia of Educational Technology: International Society for Technology in Education (ISTE) ( use the free resources at this site without membership) ISTE Standards: ; The INST 5390 class will also use supplemental information available online within Bb. Online materials vary by semester and will be posted in Blackboard in folders for Weekly Assignments/Assignments and Course Information/Materials/Readings, etc. CONCEPTUAL FRAMEWORK* -- *Click this link for the Framework Belief Statement The Central educator is a competent, caring, reflective practitioner committed to the premise that all can learn. *Syllabus Addendum: Please visit the College of Education Syllabus Information webpage for additional resources, policies, and the complete text of the Conceptual Framework Document. INST5390 Spring 2015 updated

3 COURSE OBJECTIVES: Objectives of the Course (The Course description is also the Goal for the course) Upon the completion of this course the student will be able to: Demonstrate knowledge of strategies for and issues related to managing the change process in schools o Investigate concepts of management and leadership o Evaluate school and district plans and planning processes against technology planning guidelines and recommend improvements o Describe and analyze accepted principles of strategic planning to facilitate curriculum design for teaching with computers and related technologies Demonstrate knowledge of issues and models related to leadership in staff development o Plan, design, and discuss staff development programs o Describe and identify resources for staff development o Explore motivational techniques for continued development Demonstrate knowledge of issues related to facilities and resource management o Describe budget planning and management procedures related to educational computing and technology o Describe current information involving facilities planning issues related to computers and related technologies o Discuss policies and procedures concerning staffing, scheduling, and security for managing computers/technology in a variety of instructional and administrative school settings COURSE REQUIREMENTS: ASSIGNMENTS: Additional details of each assignment are in the Blackboard (Bb) WEEKLY ASSIGNMENTS FOLDER (Be sure to check this as changes may occur) **Rubrics will be in Bb with the respective assignments ONLINE ACTIVITIES AND PARTICIPATION (300 points) Predominately self-evaluated with Bb Self- Evaluative Form See Pages 4-5, & of syllabus (others as indicated in Bb assignments). Refer to Bb Assignments on the Menu and/or Discussion Board each week for postings and responses when required. Due dates vary throughout the term and are listed in Blackboard. Online discussions and activities are available throughout the course. These may include the general Discussion Board, Peer Reviews, etc. with some variation depending on the size of the class and specific activities. With each activity you are expected to respond to the initial question/s as well as interact with classmates in a discussion or follow the directions as specified for each. Grading is based on the frequency and regularity of postings to the initial question/discussion and responses/replies to at least a minimum as specified OR as directed, on-time completion of all discussion activities, and the quality and depth of online discussions. Please review the section of this syllabus titled Structure of the Course/Student Responsibilities for more information on expectations of discussion board discourse. Please note that the time that is spent online or the number of times Bb is checked per day or week does not constitute grading for this course. However, if Bb is not checked on a regular basis, then information from peers discussions INST5390 Spring 2015 updated

4 will probably be missed. An ongoing discussion is expected, not a one-time response post (should be at least 2 to be considered a discussion/conversation). See more information in Bb for discussions. Online Participation Grading Rubric: Target A % Quantity of discussion posts Quality of discussion posts Blackboard timely posting Clarity Initial posts as required and replies to peer posts above the minimum (2 above at least) throughout week and sometime beyond week; posts on other DB as directed Ties together readings (with page numbers), concepts, appropriate experiences, and other posts, contributing to an in-depth discussion All but 1 initial posts are on time; all but 1 response posts are within the first 36 hours after initial due date postings and on a continuous basis to facilitate on-going discussions; posts on due date or early Posts are clear, well written, professional, shows depth on topic and easy to follow, followed directions with one exception, stays focused on topic except for 1 occasion Acceptable B 80-89% Posts as required and responds per minimum (at least, 80% of 1 above at least) messages per week; does not reply beyond requirement; post on other DB as directed Posts reflect on readings (lacks page referencing) and experiences, but lacks depth At least 2 posts are late in the initial post; at least 2-3 response posts are after 36 hours of initial due date postings and ongoing thereafter; posts on the due date Posts are readable and can be understood but lacks depth of discussion, directions followed with the exception of 2-3 times, wonders off topic 2-3 times Unacceptable C/D/F 79% and below Does not post weekly or on the discussions nor post on other DB as directed (does not reply to minimum, is late, etc. per directions) Short (< 25 words) and uninformative posts that do not enhance the discussion, reflects mostly on experiences not readings More than 2 posts are late for the initial post; 3 or more response posts are after the post due timeline and does not posts continuously or combination of these Difficult to understand the point of the messages, numerous (3+) grammatical and spelling mistakes, on more than 3 occasions directions not followed, wonders off topic more than 3 times Score %s 90, 80, 79 below Total When posting on the discussion board, comments should be thoughtful and substantive. Include the page number/s or paragraph number for paraphrases for articles and especially quotes that are used in the discussions. These will help your peers locate information in developing their responses. Nice job or I agree is always appreciated, and your post should offer substantive commentary and provide an opportunity to further the conversation ( Nice job or I agree should be followed with at least a INST5390 Spring 2015 updated

5 statement or two of substantiation). Discussions may take many forms including reflective, affirmative (with examples), clarification questions, challenge (friendly challenges among colleagues), etc. Keep in mind the relationship between quality and quantity of posts. The minimum or at least for responses is for a B grade, not A. A good rule to follow would be 2 above = A range (96-100%), 1 above = middle A range (95-90%); 80% of 1 above = B range (80-89); quality is considered for up or down in each range. Please consider these for your review, as this is becoming a self-evaluated, teacher reviewed graded board. Blackboard now offers the opportunity for video posts in Discussion Boards. Therefore, you have the option of written discussion posts and/or video posts. The choice of format allows for different learning styles and preferences (you can also try both if desired a combination of some written and some videoed). Self-Introduction (50 points) -- DUE: Copy from Calendar Getting to know your classmates is important in an online course environment. The assignment allows individuals to introduce themselves in a journal entry, peers to read about each other, and use a Discussion Board to gage memory of journal entries. Grading is basically on following directions (answers to the items requested) and minimally on writing mechanics. See the Assignments on the Blackboard menu for this assignment and several other assignments for Week 1. Leadership Essay (100 points) -- DUE: Copy from Calendar In this assignment you will **evaluate your own sense of leadership, not management, (use the readings from class Bb) to specific professional instances in your life (except within the classroom as a teacher), you may use any committee or other responsibility on your job. **Provide a futuristic view/a look towards the future of your leadership as related to technology. **In this 750-1,000-word essay (using the guidelines specified for assignment format in the syllabus also see an example that will be in Course Information in Blackboard; in addition, **a reference section is needed). So, you will: 1. Discuss your leadership style (meaning you will need to state the results of your leadership assessment, succinctly--use in-text citations) 2. Discuss your thoughts on leadership vs. management (are in-text citations needed here?) 3. Describe an experience in your life in which you took a leadership role remember not teaching, this is a given 4. Reflect on this past experience and explain if and how you would have done anything differently in hind sight (if nothing different, explain; or you may need to consider another example or think more deeply) 5. Discuss your leadership style strengths and weaknesses in general and where you could see possible improvement/s 6. Discuss the futuristic view of your leadership for technology use (how you envision yourself as a leader in technology use, you may wish to think broadly for leadership and not in a narrow way) 7. Use internal referencing (in-text citation) with a reference section that begins at the end of the essay/report of all resources used (review the APA Manual on how to complete in-text citations and prepare a Reference/Bibliographic section for a paper--all/any sources used) Hardware / Software Evaluation (100 points) -- DUE: Copy from Calendar You are looking to purchase some non-web technology for your classroom/job to recommend for school purchase/other. This may be a piece of hardware or non-web (2.0, 3.0, etc.) software product. However, your boss wants you to compare the/a free Web-based hardware/software with the one that cost money. Your task is to investigate the product and write a 2-3 page request for approval to purchase (using the appropriate guidelines specified for assignment format above in the syllabus; NO title page please, but DO use a header and heading); an appropriate formatted short table should also be inserted for clarity. What is INST5390 Spring 2015 updated

6 the hardware or software compared against (PowerPoint/Microsoft or Presentation/Corel-- vs. Prezi or vs. Glogster; Elmo Data Projector vs. some other; or upgrade in software or equipment vs. Web-based format; etc.). A reference page is used; it is NOT included in the 2-3-page proposal for the assignment (follow complete, correct APA citation for in-text information and Reference/Bibliography page). The appropriately written proposal will include a 2-3 sentence introduction and the following categories: Product name and description (and specifications as appropriate--brief) Cost Purpose for using this technology (be as specific as possible) How you evaluated or reviewed this product (provide specifics, not vagueness, but not verbose) Reasons for selecting this product over other options and why you are recommending this purchase (if possible, should be based on the review of more than one non-web product) Provide a brief, effective comparison chart (no more than 1/2 3/4 page); be sure copy and paste is not used unless information is rephrased for brief/appropriate wording and/or reformatted to fit the text in the report In the end, you are recommending the purchase of the product that cost money, NOT the Web-based product. The Web-based product is to help persons become familiar with options, including administrators. Be sure to reference completely (to include the URL even if not required in APA formatting) any and all sources used for evaluation and/or developing the report. If you have completed multiple software/hardware evaluations in the past and think this assignment is too similar, please contact your instructor for an alternative assignment. NOTE: Some hardware may/does not have comparative Web resources for comparison. In that case, several hardware options will be compared for the best option to recommend. LoTi Lesson Plan (100 points) -- DUE: Copy from Calendar Integrating technology: 1) Using one of your own lesson plans (for one day, not unit) or a lesson from another individual or a lesson plan from a Web source (be sure to provide appropriate APA to include URL if not your lesson), modify it to increase the LoTi level. 1a) Specify the initial level and what level you increased the lesson to by using technology in the lesson. Indicate those changes to increase the level by using a different color font or some other clearly identifiable method (see the Bb example for more details and options on how to do this). Provide clearly where the technology integration is taking place in the lesson plan. 2) After the lesson, include a 1-page DS narrative (about words) explaining what you changed, why the change/s, and how this increases technology use; also, include any problems teachers may have in implementing your technology uses. So, you will have 1) a lesson plan and 2) the one-page narrative (this will be one document, so be sure to combine the pages, which should not be longer than 4 pages, if longer consider if you did a one-day lesson or multi-day lesson explaining all days/each day). NOTE: The lesson plan should have a header, no title page is needed (see information on assignment format in syllabus); Also view the examples of 'header' in Course Information on the Blackboard Menu options At a minimum the previous lesson plan should have had (if not, be sure to include in your revised LoTi INST5390 Spring 2015 updated

7 Lesson with proper notation): 1) Grade level, 2) Course name, subject and lesson topic, 3) Goal, 4) Objectives, 5) GLEs and state/national standards for the lesson, 6) Materials needed, 7) Student activities/guided practice, 8) Closure activity (optional), 9) Differentiated Instruction, 10) Ending product/outcome, 11) Assessment If you are in industry/government, you may wish to locate a lesson close to your field of study (science, writing, etc.) OR create an original lesson/training session, then increase the LoTi level requires a lot more work. DO contact the instructor if you have questions about this option. Group Technology Plan Review (200 points) -- DUE: Copy from Calendar Groups will be assigned for this project. Each person will locate an existing technology plan (whether at the building or district level) from one of your schools (or another school, another district, even another state). The plan should have an inclusive time line that extends beyond the current year for the class and should exceed 5 pages in length. If you are not in education, it is a good way to discover what goes on related to technology (to get a view of how this impacts industry). If you are in an organization which has a technology plan, it would be a good way for educators to see another side of things. In your assigned group, a decision will be made about which plan to use for the group project of those recommended/located by the group members. If the plan is available electronically please share with the class (a Discussion Board will be set up for the link/url). Otherwise, the PDF or other formatted document is to be attached in the Discussion Board. I will set up groups on Blackboard (Bb) for you to work together. You will have group: , file share, Wiki, etc. in Blackboard. The purpose of this assignment is to see what is in the development of a technology plan. With multiple groups in this class, several examples will be available for review and learning. Missouri is changing for this, but some schools still use a technology plan, so be sure to locate a district in state or out of state with a plan (more on this in the Bb assignment). The end product will be a collaboratively produced report by your group of the selected plan. In your report (as written up in your group Wiki or other source that will be available for input by all members of the group) 1) provide an overview with school/district background information, 2) describe the sections of the plan, 3) discuss strengths and weaknesses, and 4) make suggestions for improvement/s if possible ( words in length). A SafeAssign link will be provided in Bb for one person from the group to submit the Word document (using the guidelines specified for assignment format in the syllabus). After completion of this report you will each upload on Bb an evaluation of participation by group members (100 points for report and 100 points for peer and evidenced group collaboration) More details in Bb on this assignment (to include information on suggestions for group work, the assignment, evaluation of group members, etc.). What s on the Horizon? (100 points) -- DUE: Copy from Calendar In this assignment you will first review the Horizon Report/s (in Blackboard See Course Readings, Sites folder: Trends) for trends of technology use. You may either use the higher education report/s or the K-12 report/s. Pick ONE (not several) of the key areas/trends, summarize briefly, and discuss your views and why this would be exciting to you. Describe how you would go about helping your school make this a reality. Be specific and succinct in your response, not vague and verbose/wordy (an example of making this a reality would be that you may have specific suggestions with a time line and the how for each suggestion). Your report should be approximately 500-1,000 words--2 to 4 pages (using the guidelines specified for assignments in the syllabus header, heading, etc.). This assignment is for something that is not currently being used at your school. If your school is doing everything in a report selected, please contact the INST5390 Spring 2015 updated

8 instructor. Use the most recent report or one of the earlier reports (be sure to check across reports for changes or modifications to a trend selected to possibly do a compare and contrast or at least mention in which reports the trend was located). Be sure to review the rubric before beginning the report. A trend would be the items that specify timelines (look beneath the 'Time to Adoption Horizon:" to locate trends). Be sure to include the APA information for the report/s you used as a Reference Section a DS below the last line of the body (not a separate Reference page). Any in-text citations should also be included for paraphrases as quotes should be minimally used in this report. Course Self-Reflection/Summative Assessment and Discussion Board Form (100 points): Course Reflections and Discussion Board Evaluation Form **Blackboard Reflection Form DUE by 11:59 p.m. Friday, May 1 **Course/Self-Reflection Paper DUE by 11:59 p.m. Monday, May 4 (both needed for points on the Course Reflections 30 point deduction if Discussion Board Evaluation Form not included) Course Self-Reflection/Summative Assessment ( words, 2-3 pages Do Not exceed word or page limit) and complete a Discussion Board Self-Evaluation with summary write up: Students will complete a reflective essay as a self-evaluation of the semester considering both its benefits (to you) and strategies for its application in your professional setting (use the guidelines specified for assignment format in the syllabus). For the reflection in this course you can provide the following: a very brief overview of what you learned from each major assignment or at least your top 3-5 major assignments major assignments are those that were points (at least 1 can be a specific discussion board topic); all things considered for grade-level work, 5 to include/or not a Bb topic = possible A; 4 to include/or not a Bb topic = B; 3 or less to include/or not a Bb topic = possible C or less pick a topic or assignment you got the most out of and explain why (can be incorporated when you expressed your top 3-5 assignments) discuss something you learned from a classmate Formatting Guidelines: Word Document Use a header with your name and the assignment: Bland_Course_SelfReflection Use a heading: First line of body, centered, give a name to the document (can be the same as header or different) Use DS, TNR 12 point or Calibri 11 point font, 1 margins, no need for a title page Proofread for grammar and spelling After you complete the above assessment/at end of the course self-assessment, provide a self-evaluative score and any appropriate comment/s for each of the categories of Blackboard discussions as listed. Use the Discussion Board Self Evaluation form (linked in Bb), as well as the rubric for the discussions and the directions given with the various discussion boards in providing your assessment. Include a comment or comments about each score. This should be very brief and no more than half a page. If you are longer than half a page, you have too much (review and edit to make it one-half page). This is NOT included in the 2-3 page Course Self-Reflection/Summative Assessment above. Quantity of discussion posts: /75 Comments: INST5390 Spring 2015 updated

9 Quality of discussion posts: /75 Comments: Blackboard timely postings: /75 Comments: Clarity: /75 Comments: GRADING: Evaluation of the Course Grades will be figured using the standard scale % = A; 90-81% = B; 80-71% = C; 70-61% = D; 60% and below = F For additional information on the difference in grades, review the document at each of these links: In addition, instructor-created rubrics will be used or combined with these documents to evaluate subjective assignments (cognizant of the criteria in the documents at the above link). Feedback will usually be provided via Blackboard s, grade center, etc. from the instructor and from other students. Up-to-date grades can be found through Blackboard within Tools My Grades or Grades on Menu listing. The student will always have the option to ask for additional feedback if desired. Assignments will be graded and returned one week from due date (excluding late submissions and as noted). A rubric, a rubric with comments, the document with markups, or a write-up with sections of the rubric with comments and points out of possible points will be provided. If for some reason grading will be longer than one week, students will be notified (examples when grading can take longer is faculty emergency, long assignments Initial Digital and Final Digital Libraries, etc.). STRUCTURE OF THE COURSE / STUDENT RESPONSIBILITIES: Teaching method will require students to use the online classroom provided in Blackboard. Folders are labelled by the Week/s for Assignments in the course. The majority of interaction will take place over this medium (Blackboard). It is expected that students will login a few times each day in order to stay informed and participate in class discussions and note any announcements. Standard rules of conduct for netiquette are expected. If needed, please review or a similar site on netiquette. The formatting and use of names for discussion boards are means of creating and maintaining online politeness/netiquette. s sent to the instructor should have an address with the instructor s name. s without an address will not be acknowledged by the instructor s with Hi, Hello, etc. with no name are in this category. As a graduate, senior-level course, students are expected to fully participate in all online activities. Initial dates for discussion boards and times for entries are provided for some assignments. Students are expected to post for assignments prior to or by the due date/time. The earlier the postings for discussion questions will allow students to read ALL initial postings to questions and prepare for a thoughtful response. ALL initial postings are to be read. Bb discussion questions and responses should take place throughout the entire week or as much as possible (a week would be from the time of the initial post up to INST5390 Spring 2015 updated

10 7 days thereafter). However, students can respond longer if a good discussion/conversation is in progress. Begin each response with the student s name Bob, your..; Your posting on. Bob was..; etc. are examples to handle the first name beginning. While students are responsible for posting their response/answer to a particular question or questions, a response is required to at least 1-2 classmates OR as identified in the Discussion Board. At least means the minimum, which means a response to more is desired for the A grade. If you were giving an assignment to your class or a project for work, at least would be what is required to pass (grade of B) or get a good review (3/4), but not excel (grade of A or 4/4 or 3.8/4). Also, a discussion (several postings back and forth between peers) should follow and is not considered a separate/different response. TECHNOLOGY REQUIREMENTS: ASSIGNMENT FORMAT Assignments must be word processed, spell and grammar checked, and adhere to APA guidelines (double spaced, 12 pt font Times New Roman or 11 pt font Calibri, 1 margins, citations in APA format, unless otherwise noted read below for additional details/modifications). Documents shared with classmates should always be in a compatible format so they can view them: Microsoft Word (.docx,.doc or.rtf) or Acrobat (.pdf). If you do not have Microsoft Office consider Google docs as an alternative ( and remember to provide the link and to share; also there is a free download of ZCutePDF Writer. Course material submitted for grading is to be in either Word or PDF format, NOT a Google doc. It is the student s responsibility to name files if similar assignments are across classes, like the end-of-course reflections, and determine a file management system to keep track of documents. Students should be proficient users of the Microsoft Office software applications. A Google doc can be converted to a PDF. So if you do not have the converter or Adobe on your computer, ZCutePDF Writer (noted in previous paragraph) provides a free download. Or search the Internet for a free source for the conversion. Finally, all assignment (unless otherwise noted) should have a header and heading. The header is on all of your assignments is in the following manner LastName_Project. For example, if I were turning in an article review assignment in Microsoft Word it would have the following name: blandz_articlereview or BlandZ_ArticleReview or BlandzArticleReview (lower case and initial cap can be used, but NOT all cap; _ --the underscore marking--can be used as a separator). Always use your last name and first name initial (multiple students often have the same last name or you can check the class roster in Blackboard to determine if such is the case for your class), and the assignment. When the file is named (saved), do not put any spaces in the naming of your document. Unless directed, title pages are NOT used for assignments. The same naming can be used on the USB or hard drive where the document is saved for consistency. Traditional Running Headers/Headings are NOT used in this class; this is a modification for APA as materials are not submitted for publication. AGAIN: PLEASE follow the header information above and always use a heading above the first paragraph of text. While points cannot be made up for late work, students who are persistent in learning should do well in this course. Only original, first time developed materials are to be used in assignments unless specified. If a concept is from a source, that source should be fully and appropriately referenced in the assignment (APA documentation). Other Technology for Class: As noted from assignments, independent Web Hosts will be used, HTML coding, Audacity and LAME with MP3 files, and downloads from Websites as required to review links provided in the class (Flash, Adobe Reader, etc.). The most recent Internet Explorer may not be compatible INST5390 Spring 2015 updated

11 with Firefox or when using Blackboard. Be sure to review the Blackboard computer requirements, the speed test, etc. on the Blackboard Home Page UCM site for compatibility issues (must be accessed with courses.ucmo.edu not ucmo.blackboard.com). BLACKBOARD AND OTHER TECHNOLOGY/ACCESS AND NAVIGATION FOR ONLINE: Information students need concerning Blackboard hardware, software, and plug-ins can be accessed from the Blackboard login page or at For students new to Blackboard, the following tutorial will be a walk through on the process of getting started, beginning with performing a browser check: You will need your UCM username and password to log in to course on Blackboard. If you do not know, or cannot remember your information, please refer to this document: UCM provides Blackboard Technical Support in a variety of ways: Phone: (660) (Hours: M-F 7:30 am - 5:00 pm) bbhelp@ucmo.edu Live Chat can be accessed from the Blackboard login page, when available You can submit an electronic request for Blackboard help on this form: Tutorials and Help information available on the Blackboard login page may be helpful For additional information about assistance with Blackboard and other technology resources, please visit ACCESS AND NAVIGATION FOR ONLINE: As soon as you log into the course, you will see a Course Home page on the Menu and a Welcome, Read First that will provide your orientation to how the class will work and the organization of materials. You will begin by reviewing Bb to become familiar with the layout (Menu items) for this class and follow the directions in the Welcome information view video, review the questions that you should be able to answer after reviewing the syllabus, review and complete Week 1 Activities in the Folder for Assignments from the Menu. Time management is very important for success in the class. Online classes require good reading skills, self-directed study, and a greater time requirement than the face-to-face (ftf) class environment. COMMUNICATION AND SUPPORT: A Blackboard Discussion is set up for questions related to the assignments or the syllabus so that the entire class can read questions posed and the responses. Assignments will require the use of a Journal, beginning assignment Blackboard Announcements (with s) will be used to send up-dates, notifications, etc. s will occasionally be sent to individual students on an as-needed basis Interaction with Instructor: If you believe there is a need for privacy and the individual nature of some questions, do not hesitate to me. I do check regularly. I will usually respond within 24 hours, but often sooner (excluding INST5390 Spring 2015 updated

12 weekends and holidays). Only the UCM account is used for student s. Everyone is encouraged to take a one-day break during the week from the computer and electronic devices, a Digital Sabbath. Be sure to click and include the messages for a trail when a conversation is ongoing on a topic. s to me should have a subject line to include your name, course ID INST#### (course number), a 3-5 word subject, an appropriate Salutation/Address with my name, and closing (when using Bb or responding to a Bb , remove the excess coding related to course and add information as noted): Subject Line/RE: Student APA, INST 5330, Another Contact Mode Hi Dr. Bland: Could I use another mode to contact my group members for this assignment? The mode I will use is cell numbers instead of s. Thanks. Student name (indicate how you would like to be addressed--sue, Ms. Jones--with or without a title) 700# As a reminder, s without an appropriate salutation/address to the instructor will not be acknowledged (this also includes the content such s may be deleted). MAILING LIST Each student is expected to subscribe to the listserv maintained by the department. Important information may be missed by students who are not subscribed. For more information see FACEBOOK You are also invited to join UCM Ed Tech on Facebook: COURSE AND UNIVERSITY PROCEDURES/POLICIES: University Policies and Notices The instructor of this course will follow all UCM policies and procedures that have been designed to contribute to student success. Specific policies and resources are listed at Academic Honesty: Your instructor will enforce UCM s Academic Honesty Policy as described in the Student Calendar/Handbook. Student Conduct: Each student who enrolls at Central Missouri assumes an obligation to abide by the rules and regulations of the University as well as the local, state, and federal laws. A description of student rights and responsibilities is available in the Student Handbook, and online: University Definition of a Credit Hour: A credit hour is an amount of work represented in intended learning outcomes and verified by evidence of student achievement that is an institutionally-established INST5390 Spring 2015 updated

13 equivalency that reasonably approximates not less than: (1) one hour of classroom or direct faculty instruction and a minimum of two hours of out-of-class student work each week for approximately fifteen weeks for one semester hour of credit or the equivalent amount of work over a different amount of time; or (2) at least an equivalent amount of work as required in (1) above of this definition for other activities as established by an institution, including laboratory work, internships, practica, studio work, and other academic work leading toward the award of credit hours. Early Alert: As part of the College of Education and Professional Education commitment to building a positive, student-centered learning community that supports the success of every student, our faculty members participate in the UCM Early Alert Program. ADA: Students with documented disabilities who are seeking academic accommodations should contact the Office of Accessibility Services, Union 222, (V) (TTY) (660) Library Services: Get your library! You may access your library account, the online catalog, and electronic databases from James C. Kirkpatrick Library s website at For research assistance, you may contact the Reference Desk: Phone: (660) reference@libserv.ucmo.edu AIM: JCKLReference RefChat: &sounds=true Course Specific Policies: Honesty in all endeavors is essential to the function of society. Honesty in the classroom among students and between students and faculty is a matter that should concern everyone in the University Community. Papers in this course may be subjected to "SafeAssign" or a similar electronic tool designed to detect plagiarism. Misrepresenting work completed by someone else as your own or claiming a thought or idea without proper documentation is a form of plagiarism. It is imperative that all sources are properly cited in papers/documents/assignments. The university policy clearly addresses the importance of academic honesty. Repercussions of dishonest academic behavior may include a zero on the assignment or instructor recommendation for removal from the course or degree program. Late Work and Assignment Policy (also see Assignment Format): Late work is deemed unacceptable. Therefore, lacking substantial mitigating circumstances (with documentation provided) or unless PRIOR arrangements are made with the instructor, late work will be reduced one letter grade per day late (possible A to B, B to C, C to D) or a 10 percent reduction for each day late (93 to 83, 83 to 73, etc.). No late work will be accepted beyond THREE days after an assignment is due. Even though Blackboard may have a glitch that allows a student to post an assignment beyond the three-day period, work will not be graded once the no-credit timeline has been reached if permission has not been granted by the instructor and documentation provided that is acceptable by the instructor. No, late papers cannot be submitted in a bundle at the end of the semester for grading. Contact, in some format and in some way, should be made with the instructor as soon as possible when a substantial mitigating circumstance happens. Assignments must be submitted early if you know you will be unavailable when something is due (planning a family vacation, wedding, etc.). It is to your benefit to submit assignments earlier rather than at the last minute in case technical problems or other difficulties INST5390 Spring 2015 updated

14 arise. Incomplete grades for the course will NOT be issued upon request. NOTE: If Blackboard is down and it prevents you from posting assignments, please send the assignment as an attachment in an appropriately worded to show it was completed on time, and then post as soon as possible after Blackboard is back up/again operating. Blackboard failures, while rare, are possible and you will not lose points if late for that reason, provided the assignment has been submitted as directed. Please send an to when experiencing problems. Blackboard is the official site for assignments to be documented, not in an to the instructor. Also, determine a backup plan for your personal computer use (public library, school close to where you live, etc.). AS A REMINDER: When courses ucmo.edu is not available, the backup for Blackboard is ucmo.blackboard.com INSTRUCTOR S RIGHT FOR MODIFICATIONS* *The instructor reserves the right to make adjustments to this syllabus under the following stipulations: 1) to better accommodate student learning and 2) in light of new information which changes anticipated learning outcomes or 3) faculty emergency. INST 5390 Assignment and Point Summary (Total Possible Points = 1050) Assignment Points Possible Points Obtained Self-Introductions 50 Online Activities and Participation 300 Leadership Essay 100 Hardware / Software Evaluation 100 LoTI Lesson Plan 100 Group Technology Plan (Group/Individual) 200 Horizon 100 Course Self-Reflection w/discussion Board 100 Total 1050 Communications ( s)** 1-10 points ** s follow directions in the syllabus: Up to 10 Bonus Points INST5390 Spring 2015 updated

15 INST 5390: Educational Technology Leadership COURSE CALENDAR* *Tentative Calendar Subject to Change by Instructor Please contact the instructor immediately if there are errors in the dates with days (both are provided to better offer directions) Initial post is to follow the directions for Discussion/s; Replies/Responses to peers would be to respond to what a peer has written about the question/directions for discussion Week/Date Activities Assignments with Due Dates Group Assignments To Be Determined Week 1 Introductory Activities, Getting August 17 Started A busy first week, but nothing deep *Review Blackboard Setup ASAP, On your own *Introduction Journal with Discussion Board Journal DUE: By 11:59 p.m. Thursday, August 20 ; Discussion Board DUE by 11:59 p.m. Tuesday, August 25 *Course Completion Form DUE: By 11:59 p.m. Thursday, August 20 (this is not an optional assignment) *Lesson Plan Outline and Standards DUE by 11:59 p.m. Monday, August 24 Week 2 August 24 Week 3 August 31 Week 4 September 7 Week 5 September 14 Readings (research articles) and Discussion Board (Week 1 Discussion Board as needed) Leadership Essay (using information from Week 2); Continue Discussion Board from Week 2 (Week 1 as needed); Readings Readings and Discussion Board (Systems) Using Information from Previous Text Chapters and *Read and study text Chapter 4 and Leadership Readings before Discussion Board *Discussion Board with Peers Initial post DUE by 11:59 p.m. Thursday, August 27; Responses can begin after students post but definitely within 36 hours after the initial post due time *Discussions as needed (Continue from Week 1) *Leadership Essay DUE by 11: 59 p.m. Monday, September 7 *Read and study text, Chapters 5-8 *Read and study text, Chapter 10; Review and study information in Bb *Discussion Board with Peers Initial post due by 11:59 p.m. Thursday, September 10; Responses can begin after students post but definitely within 36 hours after the initial post due time *Report on Hardware and Software: An Evaluation Due by 11:59 p.m. Monday, September 21 INST5390 Spring 2015 updated

16 Week 6 September 21 Week 7 September 28 Week 8 October 5 Week 9 October 12 Week 10 October 19 Week 11 October 26 Weeks November 2 (and November 9) Week 14 November16 Readings Readings and Discussion Board (Technology Integration) Lesson Plan Using Information from Week 6 Readings and Discussion Board (Professional Development) Readings/Review and Brainstorming Readings and Discussion Board Readings and Discussion Board (Funding); Group Assignments by this Week hopefully URL for Technology Plan to Review; Group Technology Plan Assignment; Rubric for Peer Evaluation Readings and Discussion Board Text Chapter 9 Readings: Trends Discussion Board *Review and Read Information from Bb on Technology Integration before Discussion Board *Discussion Board with Peers Initial post due by 11:59 p.m. Thursday, February 24; Responses can begin after students post but definitely within 36 hours after the initial post due time *Using LoTI Information Create a Lesson Plan Due by 11:59 p.m. Monday, October 5 *Read text Chapter 11 and Information in Bb on Professional Development *Discussion Board with Peers Initial post due by 11:59 p.m. Thursday, October 8; Responses can begin after students post but definitely within 36 hours after the initial post due time *Brainstorming with Peers Initial Post and Responses TBD *Placement in Tech Plan Groups before Spring Break *Read text Chapter 12 and Information in Bb on Planning / Facilities *Discussion Board with Peers Initial post due by 11:59 p.m. Thursday, October 22; Responses can begin after students post but definitely within 36 hours after the initial post due time *Reading text Chapter 13 and Information in Bb on Funding *Discussion Board with Peers Initial post due by 11:59 p.m. Thursday, October 29; Responses can begin after students post but definitely within 36 hours after the initial post due time *Group Communications by this Week and location of Individual Tech Plan *Group Work on Technology Plan *Group Report on School Technology Plan DUE by 11:59 p.m. Monday, November 16; Peer Review Form DUE by 11:59 Tuesday, November 17 **Other dates posted on Bb for Group and Individual work *Reading text, Chapter 9, Discussion Board, and Horizon Report *Discussion Board with Peers Initial post due by 11:59 p.m. Thursday, November 19; Responses can begin after students post but definitely within 36 hours after the initial post due time INST5390 Spring 2015 updated

17 Weeks 15 and 16 November 30 *Trends Report on Horizon Report DUE by 11:59 Monday, November 23 or a Flex date of 11:59 p.m. Monday, November 30 (because)e of the holiday, before or after the holiday my suggestion would be to get it done and ENJOY the holiday break) HAVE A GREAT-FUL HOLIDAY BREAK (November 23-27) Reflections *Review Discussion Board Form and consideration of your work this term before beginning Reflection Assignments *Blackboard Reflection Form DUE by 11:59 p.m. Thursday, December 2 *Course/Self-Reflection Paper DUE by 11:59 p.m. Tuesday, December 8 **The course calendar serves as a guide. However, there may be modifications to the calendar as deemed necessary by the instructor. Always check your assignments within the Blackboard course site. Again, please notify the instructor of any Ooops INST5390 Spring 2015 updated