Course Syllabus

The information contained on this page is designed to give students a representative example of material covered in the course. Any information related to course assignments, dates, or course materials is illustrative only. For a definitive list of materials, please check the online catalog 3-4 weeks before the course start date.

EDTEC 462 Coordinating Technology Use in Education (3): Skills and knowledge needed to direct the use of learning technologies in educational settings. Prerequisite: EDTEC 448

Overview

Technology coordinators wear many hats. They are called on to identify and meet technology needs, to advise and develop technology-related policy, and to lead the district in important directions. Technology coordinators determine which technologies will meet learning and administrative needs; acquire and install them; educate and train district personnel in the use of these technologies in their own curricula; and evaluate the effectiveness of the district's use of technologies.

This course deals with the most daunting aspects of the technology coordinator's role—the activities that require study and reflection and for which interaction with others enhances the learning experiences. Most would-be technology coordinators are drawn to this new role because of their interest in and knowledge of new and exciting learning technologies, but they lack experience in the tough issues, which have been gathered here to form this course:

Leadership
Laws and Regulations
Professional Development and Integration
Technology Planning and Budgeting

The course involves students in online activities related to these topics, including reading, e-mail conversations, wiki and blog usage as well as other Web2 applications, chats, development of papers and projects using individual effort as well as collaboration with peer, and peer review of papers and projects.

There are five major "deliverables" for this course:

A position paper on leadership, both traditional and collaborative.
The development of a comprehensive technology plan conceived in committee
The development of an effective staff development plan
The development of an effective in-service training program on a technology-related topic.
The development of 3 lessons with and for fellow educators in the district.

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Course Objectives

Students will be able to:

Define "educational leadership."
Discuss the characteristics and attributes of an effective educational leader.
List and describe the existing and pending laws related to the use of technologies in schools.
Discuss technology-related policies popular in public schools.
Develop a coherent district-level technology plan.
Develop a comprehensive, accurate technology budget based on the technology plan.
Develop a comprehensive staff development plan.
Plan, prepare, and execute professional development programs and integration of technology in teachers’ curricula.

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Required Course Materials

Most World Campus courses require that students purchase materials (e.g., textbooks, specific software, etc.). To learn about how to order materials, please see the Course Materials page. You should check LionPATH approximately 3–4 weeks before the course begins for a list of required materials.

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Library Resources

Many of the University Libraries resources can be utilized from a distance. Through the Libraries website, you can

access magazine, journal, and newspaper articles online using library databases;
borrow materials and have them delivered to your doorstep—or even your desktop;
get research help via email, chat, or phone using the Ask a Librarian service; and
much more.

You must have an active Penn State Access Account to take full advantage of the Libraries' resources and service. The Off-Campus Users page has additional information about these free services.

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Technical Requirements

Technical Requirements
Operating System	Windows Vista, Windows 7, Windows 8; Mac OS X 10.5 or higher Windows 8 support excludes the tablet only RT version
Processor	2 GHz or higher
Memory	1 GB of RAM
Hard Drive Space	20 GB free disk space
Browser	We recommend the latest ANGEL-supported version of Firefox or Internet Explorer. To determine if your browser fits this criterion, and for advice on downloading a supported version, please refer to the following ITS knowledge base article: Supported Browsers and Recommended Computers. Note: Cookies, Java, and JavaScript must be enabled. Pop-up blockers should be configured to permit new windows from Penn State websites. Due to nonstandard handling of CSS, JavaScript and caching, older versions of Internet Explorer (such as IE 6 or earlier) do not work with our courses.
Plug-ins	Adobe Reader [Download from Adobe] Flash Player (v7.0 or later) [Download from Adobe]
Additional Software	Microsoft Office (2007 or later)
Internet Connection	Broadband (cable or DSL) connection required
Printer	Access to graphics-capable printer
DVD-ROM	Required
Sound Card, Microphone, and Speakers	Required
Monitor	Capable of at least 1024 x 768 resolution

If you need technical assistance at any point during the course, please contact the Service Desk.

For registration, advising, disability services, help with materials, exams, general problem solving, visit World Campus Student Services!

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Course Requirements

Students will be evaluated on their ability to direct technology use in school settings. The overall performance in the course will be determined based on the following weights (110 possible points)

Position paper that focuses on the topic of educational leadership (20 pts.)
As you move through the course, you will be asked to read Web sites and text sections and then post your thoughts about the readings to one of the electronic "fora" (discussion forums). You will then read what others have posted, talk with them about what they said, and improve your original positions. In this two- to three-page position paper, you'll develop your thinking about important aspects of leadership as it relates to leading a school or district toward effective use of technology.
Development of an inservice program (20 pts.)
An effective technology coordinator is often called on to train others. For this reason, the Pennsylvania Department of Education requires that the ITS candidate demonstrate the ability to develop and deliver effective training to practicing teachers. Students in this course will select a topic identified as needed by teachers, and will develop and deliver a training session of at least 45 minutes in duration. Evidence submitted will include the audiovisual materials used during the session (handouts, PowerPoint presentations, overhead transparencies, etc.) and evaluation forms from participants stating that the session met its objectives.
The development of an effective technology plan (20 pts.)
Students in this course will create an effective technology plan, including the following elements:
- Plan Preparation
- Mission & Vision
- Analysis of Current Status
- Identify Strategic Goals & objectives
- Build Major Initiatives and Create Action Steps
- Technology Solution Design and Action Plans
- Human Resources and Support Management and Development Action Plans
- Fiscal Analysis and Budget
- EVALUATION STRATEGIES
Staff Development Plan (20 pts.)

An effective staff development plan is necessary in any school district to determine where a district is located in SD and also where the district is and will be going in the near future. Students will be expected to develop such a plan for their particular district as a prelude to their inservice program assignment.
Integration of Technology into the Curriculum (20 pts.)
Students are expected to assist at least three teachers in their district in the use of technology in one of their units from their curriculum. The student will assist the teacher in the development of such a lesson but will not be expected to teach it for the classroom teacher. The teacher is expected to present the lesson.
Other class assignments and class participation (10 pts.)
Students will be expected to participate in all online discussions, and to provide effective feedback on other students' work as well as take part in the collaborative process with fellow students. The professor will award up to 20 points for participation in these areas.

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Course Schedule

Note: If you are planning to graduate this semester, please communicate your intent to graduate to your instructor. This will alert your instructor to the need to submit your final grade in time to meet the published graduation deadlines. For more information about graduation policies and deadlines, please refer to Graduation at the Chaiken Center for Student Success.

Unit 00: Introduction and Initial Activities
*Assignments:*	Complete the steps outlined in this lesson.

Unit 1: Leadership and the Technology Coordinator
*Assignments:*	Read identified Web sites and text pages. Participate in an online discussion on leadership in education. Interview an effective educational leader and post the results of this interview to an online forum. Read and react to the postings of two other students READINGS Web sites on educational leadership (see lessons) Individual readings assigned during discussions

Unit 2: Laws, Regulations, and the Technology Coordinator
*Assignments:*	Read Web sites (see lessons and follow discussion leads) Discussion of the TEACH Act expanding into video, audio, software, and materials downloaded from the Internet Internet discussion including censorship, filters and the need for them Define IUP (Internet Use Policies) and discuss why each is necessary

Unit 3: Staff Development: A Key Aspect of the Technology Specialist's Role
*Assignments:*	Investigate technology-staffing patterns in school districts comparable to student's own. Investigate and compare the practices of your districts using technologies effectively, to understand inventory management and maintenance procedures. Report the findings of this investigation to the class in the form of a Web page or forum posting. Review the findings of other course participants. READINGS Web sites (see lessons)

Unit 3: Staff Development: A Key Aspect of the Technology Specialist's Role

Assignments:

Investigate technology-staffing patterns in school districts comparable to student's own.
Investigate and compare the practices of your districts using technologies effectively, to understand inventory management and maintenance procedures.
Report the findings of this investigation to the class in the form of a Web page or forum posting.
Review the findings of other course participants.
READINGS
- Web sites (see lessons)

Unit 4: Planning for Technology (done in committee of classmates starting in Unit 2 to allow time for completion)
*Assignments:*	Read identified text sections and three examples of good school district technology plans. Identify the components of effective technology plans. In a committee along with classmates develop a comprehensive technology plan for a hypothetical school district provided by the instructor. Critique and revise technology plan. Complete the End-of-Course Survey.

Course Wrap-Up and Debriefing
*Assignments:*	Wrap-up of committee activity on Technology Plan Make up and revision of assignments Question and review sessions Participate in online discussions

Formal instruction will end on the last day of class. Provided that you have an active Penn State Access Account user ID and password, you will continue to be able to access the course materials for one year, starting from the end date of the academic semester in which the course was offered (with the exception of library reserves and other external resources that may have a shorter archival period). After one year, you might be able to access the course based on the policies of the program or department offering the course material, up to a maximum of three years from the end date of the academic semester in which the course was offered. For more information, please review the University Course Archival Policy.

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Grading

You will be evaluated based on the quality of your participation in each of the activities above. The following grading scale will be used to determine the satisfactory completion of the course:

A (Excellent)	Indicates exceptional achievement.
B (Good)	Indicates extensive achievement.
C (Satisfactory)	Indicates acceptable achievement.
D (Poor)	Indicates only minimal achievement.
F (Failure)	Indicates inadequate achievement necessitating a repetition of the course in order to secure credit.

The grades of A, B, C, and D are assigned the following grade-point equivalents by Penn State:

Grade	Grade Point Average
A	4.00
A-	3.67
B+	3.33
B	3.0
B-	2.67
C+	2.33
C	2.00
D	1.00
F	0

Please refer to the University Grading Policy for Undergraduate Courses for additional information about University grading policies. If, for reasons beyond the student's control, a student is prevented from completing a course within the prescribed time, the grade in that course may be deferred with the concurrence of the instructor. The symbol DF appears on the student's transcript until the course has been completed. Non-emergency permission for filing a deferred grade must be requested by the student before the beginning of the final examination period. In an emergency situation, an instructor can approve a deferred grade after the final exam period has started. Under emergency conditions during which the instructor is unavailable, authorization is required from one of the following: the dean of the college in which the candidate is enrolled; the executive director of the Division of Undergraduate Studies if the student is enrolled in that division or is a provisional student; or the campus chancellor of the student's associated Penn State campus.

For additional information please refer to the Deferring a Grade page.

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Academic Integrity

According to Penn State policy G-9: Academic Integrity , an academic integrity violation is “an intentional, unintentional, or attempted violation of course or assessment policies to gain an academic advantage or to advantage or disadvantage another student academically.” Unless your instructor tells you otherwise, you must complete all course work entirely on your own, using only sources that have been permitted by your instructor, and you may not assist other students with papers, quizzes, exams, or other assessments. If your instructor allows you to use ideas, images, or word phrases created by another person (e.g., from Course Hero or Chegg) or by generative technology, such as ChatGPT, you must identify their source. You may not submit false or fabricated information, use the same academic work for credit in multiple courses, or share instructional content. Students with questions about academic integrity should ask their instructor before submitting work.

Students facing allegations of academic misconduct may not drop/withdraw from the affected course unless they are cleared of wrongdoing (see G-9: Academic Integrity ). Attempted drops will be prevented or reversed, and students will be expected to complete course work and meet course deadlines. Students who are found responsible for academic integrity violations face academic outcomes, which can be severe, and put themselves at jeopardy for other outcomes which may include ineligibility for Dean’s List, pass/fail elections, and grade forgiveness. Students may also face consequences from their home/major program and/or The Schreyer Honors College.

How Academic Integrity Violations Are Handled
World Campus students are expected to act with civility and personal integrity; respect other students' dignity, rights, and property; and help create and maintain an environment in which all can succeed through the fruits of their own efforts. An environment of academic integrity is requisite to respect for oneself and others, as well as a civil community.

In cases where academic integrity is questioned, the Policy on Academic Integrity indicates that procedure requires an instructor to inform the student of the allegation. Procedures allow a student to accept or contest a charge. If a student chooses to contest a charge, the case will then be managed by the respective college or campus Academic Integrity Committee. If that committee recommends an administrative sanction (Formal Warning, Conduct Probation, Suspension, Expulsion), the claim will be referred to the Office of Student Accountability and Conflict Response.

All Penn State colleges abide by this Penn State policy, but review procedures may vary by college when academic dishonesty is suspected. Information about Penn State's academic integrity policy and college review procedures is included in the information that students receive upon enrolling in a course. To obtain that information in advance of enrolling in a course, please contact us by going to the Contacts & Help page .

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Accommodating Disabilities

Penn State welcomes students with disabilities into the University’s educational programs. Every Penn State campus has an office for students with disabilities, including World Campus. The Disabilities and Accommodations section of the Chaiken Center for Student Success website provides World Campus students with information regarding how to request accommodations, documentation guidelines and eligibility, and appeals and complaints. For additional information, please visit the University's Student Disability Resources website.

In order to receive consideration for reasonable accommodations, you must contact the appropriate disability services office at the campus where you are officially enrolled, participate in an intake interview, and provide documentation. If the documentation supports your request for reasonable accommodations, your campus's disability services office will provide you with an accommodation letter. Please share this letter with your instructors and discuss the accommodations with them as early in your courses as possible. You must follow this process for every semester that you request accommodations.

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Course Policies

Assignment Policies

Be sure to include the following information in all of the assignments that you submit:

Course name and number

Your PSU ID number
Your name, and
Your surface-mail address (include street, city, state, postal/zip code, and country).

Please keep a copy of all your work. We cannot assume responsibility for lost items.

Late Policy

Assignments are due on the date posted in the course. If you have a situation that prevents you from submitting your assignment on time, you should contact your instructor before the due date has passed. Unless previous arrangements have been made, work will not be accepted after grades have been posted for an assignment.

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Additional Policies

For information about additional policies regarding Penn State Access Accounts; credit by examination; course tuition, fees, and refund schedules; and drops and withdrawals, please see the World Campus Student Center website.

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Disclaimer: Please note that the specifics of this Course Syllabus are subject to change, and you will be responsible for abiding by any such changes. Your instructor will notify you of any changes.