Leadership and Technology

LEADTech: Syllabus

"LEADTech has been an awesome professional development opportunities. The online learning experiences through collaboration with other professionals, feedback within and across the state,professional development opportunities that are job related and meaningful, resources that are already defined and at your fingertips, and outstanding support system, locally, and statewide, make this a high quality professional development activity."

Sabrah Kingham,

Assistant Principal,

Fairview Elementary,

Calcasieu Parish                                         

 

 

The program curriculum consists of multiple elements (some required, some elective) provided in a variety of formats and made available to participants as a "menu of choices." A participant who successfully completes the program will satisfy the requirements described in the following section. Completion of the program is expected to take approximately 12 months. Core program elements include:

 

 

 

 

 

 

Syllabus:

 

 

Target Audience

Louisiana Administrators, Superintendents, Central Office Supervisors

 

Length of Course

8-week online course

 

Prerequisite

Interest in improving technology integration in your school/district

 

Course Design

This course is designed to support school administrators in understanding and utilizing technology to impact overall instructional leadership and school improvement.  In this course, participants will examine the importance and role of instructional technology in the 21st century school, the instructional technology competencies needed by educational leaders, strategies to build and sustain the effective use of educational technologies, and how to use these strategies to become a more effective instructional leader.

 

Course Goals

Participants will:

1.      Communicate the importance of instructional technology to staff, students, and the extended learning community.

2.      Identify and develop administrative competencies in the area of instructional technology.

3.      Identify and develop strategies that build and sustain the effective integration of technology to support school improvement and achievement of growth targets.

4.      Demonstrate an awareness of various tools available for assessing a school’s technology readiness and implementation.

5.      Complete a personal school/district technology status assessment.

6.      Identify specific reasons and strategies to employ instructional technology in support of teaching and learning.

7.      Cite current research that examines the use of technology in the educational setting.

8.      Recognize specific Louisiana educational initiatives that target and utilize instructional technologies and support school improvement.

9.      Engage in positive and reflective dialogues with classmates regarding the role of instructional technology in creating a vision, teaching and learning, school management, school improvement, professional development, school and community relations, and professional ethics.

 

 

Course Requirements

·        Read assigned materials and online resources.

·        Participate in online discussions of session topics.

·        Begin a portfolio.

·        Complete a PowerPoint presentation.

·        Complete the end-of-course project, either a Portfolio Spotlight or written essay.

 

Specific guidelines and rubrics for evaluation of the discussion board postings, the portfolio, the PowerPoint presentation, and the Portfolio Spotlight are given at the opening session.

 

Grading and Course Evaluation

The primary emphasis of the course is on readings, discussion, and the completion of authentic, applied activities. Participants are expected to complete assigned readings, contribute to class discussions, and complete assigned projects.  Each activity will be assigned a point value and grades will be assigned on the basis of accumulated points.  All assignments are due on or before midnight of the due date indicated by the course facilitator.  (For late assignments, 1 point will be deducted for each day past the due date.)

 

 

  

 

 

Technology Requirements

 

·        A multimedia-capable computer with CD-ROM; 32 MB of RAM (minimum), 64 MB preferred, with Adobe Acrobat Reader and Real Player installed (both can be downloaded free from the Internet)

·        Internet connectivity and access; working e-mail address

·        Office 2000 software

 

 

Course Content

 

Unit One: A Vision for Technology

·        What does it look like when technology is effectively implemented into a learning environment?

·        What can one do as an instructional leader to create and maintain a student-centered vision for educational technology instruction, one that will focus on school and district improvement?

·        Where is your school/district now in relation to your vision for instructional technology? What are strengths of your school/district? What are its weaknesses?

·        What are the leadership issues involved in moving your school/district toward that vision?

 

Unit Two: Defining Oneself as a Technology-Using Instructional Leader

·        What is the role of the educational leader in the technology integration process?

·        How do I model the use of technology to effectively lead and manage professional work and school/district operations?

·        Am I supportive of the technology initiatives in my school/district/state?

·        How do I demonstrate knowledge of the technology applications used in promoting student learning?

·        Do I include others (e.g. faculty and staff) in decision-making regarding technology issues?

 

Unit Three: Planning for Instructional Technology

·        Why is it necessary for a school system to establish a plan before actually attempting to integrate technology into its existing curriculum?

·        What are some key components that should be included in an effective technology plan?

·        Who should be involved in the planning process?

·        Why is a technology plan needed before a school can apply for funding?

·         What components guide the state’s plan for educational technology?

 

Unit Four: Engaging and Leading Teachers

·        How are teachers implementing technology?

·        What specific Louisiana educational initiatives support Louisiana teachers in their efforts to effectively integrate technology in the curriculum?

·        How can educational leaders best support professional development?

 

Unit Five: Engaging and Leading Students

·         How can you use technology to expand learning opportunities for ALL students?

·         Is there equity among your students with regard to technological access at school and at

home?

·         What options do educators have when assessing student learning?

·         How does it look when flexible alternatives are used effectively?

 

Unit Six: Involving the Community

·        What specific ways can schools and communities work together to bring the effective use of technology into the classroom?

·        What particular issues related to technology integration might be of concern to the broader school community, including parents and civic leaders?

·        What does research indicate in regards to the correlation between student achievement and technology integration?

 

Unit Seven: Providing the “Stuff”

·        What resources are available to help move my school forward with technology for teaching and learning?

·        What avenues are available for me to acquire hardware, software and connectivity?

·        Is there a need to provide technical assistance to maintain the ‘stuff’?

 

Unit Eight: Taking Action … A Work in Progress

·        How have I grown as an educational technology instructional leader?

·        What actions can I take to continue to lead and grow with my staff towards effectively implementing technology into our curriculum?

 

 

Unit Structure

 

Every unit follows a very similar structure. 

 

Overview

The unit begins with a brief overview which identifies the focus of the particular unit and which presents a series of guiding questions.  The guiding questions are rhetorical in nature and are intended to focus your thoughts as you complete the unit readings and activities.

 

Readings

Each unit (with the exception of the last) includes a reading selection from the McKenzie text, How Teachers Learn Technology Best.  Most units also include an online reading assignment.   In some units, optional reading assignments are provided for those individuals seeking additional content information.

 

Activities

In the first seven units, an exploration activity utilizing the Principal Connections CD-ROM is assigned.  In addition to the Principal Connections activity, most units include a second authentic learning activity.  The last unit includes an end-of-course project.  Participants complete a Portfolio Spotlight assignment or a written essay.

 

Discussion

The Discussion Board serves as our primary classroom.  In every unit, participants are required to submit a thoughtful posting on the Discussion Board forum for the particular unit being studied.  In addition, in each unit, participants respond to a minimum of three classmates’ postings.

 

Looking Ahead … and Supplemental Resources

Throughout the course, participants are encouraged to work on the development of their professional development portfolios, to post questions or topics for discussion in the Break Room, and post favorite educational web sites in the Break Room.