EDUC 529:
Emerging Technologies for Transformational School Leaders
Fall 2016
Instructor:
FAX:
CELL:
Email:
Rodney Thompson, Ph.D.
843/953-8408 (School of Education)
843-834-0828
[email protected]
Credit Hours: 3
Class Meetings: Monday @ 5:30
Beaufort County = Wednesday @ 5:30
Location: Capers 310
Beaufort County = Battery Creek High (D 117)
Office Hours:
Monday 2:30 – 5:30 (Capers 325-D)
Tuesday 9:00 – 1:00 (Capers 325-D)
Wednesday 4:30 – 5:30 @ Beaufort
Others by appointment: Just Ask!
PREREQUISITES: See admission requirements for the Citadel Graduate College
http://www.citadel.edu/root/graduatecollege the School of Education http://www.citadel.edu/education
and CGC 2012-2013 Catalog, pages 44-46.
REQUIRED:
LiveText Registration: (Available at campus book store or on-line) One-time registration fee is good for
all classes in your program of study. If you are already using LiveText, you do not need to register again.
(Register by Oct. 1, 2016)
CitLearn Blackboard: http://www.citadel.edu/root/citlearn
Student CitLearn accounts are created when new students are admitted to The Citadel. The
student should receive instructions via email. Also, if they have access to Lesesne Gateway, this
information is available on the Student tab under the My Courses section.
The student can log in for the first time with the following:
username: CWID (8 digit campus wide ID number)
default password: Pass + last 4 digits of SSN
If the student encounters any issues, contact the Help Center for assistance.
ELCC Standards available on-line
http://www.emich.edu/ncpeaprofessors/News%20NCPEA%20Website/ELCC%20BUILDING%20LEVEL%20STA
NDARDS-2.pdf
On-line resources: Other online resources available on Blackboard Web Links
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Smart Brief on Ed Tech https://www.smartbrief.com/edtech/index.jsp
Tech & Learning http://www.mytnlmag.com
Education World's Administrator's Desk Newsletter
http://www.educationworld.com/help/index.shtml
Kentucky Academy of Technology Education http://kate.murraystate.edu/
ASCD Smart Brief
CEC Smart Brief
South Carolina Department of Education
American Association of School Administrators
National Association of Elementary School Principals
National Association of Secondary School Principals
National Association of State Boards of Education
STUDENT INFORMATION:
This course is part of the educational leadership program and is intended for students who seek a M.Ed. in
Educational Leadership (Elementary or Secondary Administration); students who have a master’s degree
and wish an administrative certification-only program of study; and students in the Ed.S. Program who
have not completed this requirement.
CLASS EXPECTATIONS/PARTICIPATION/ATTENDANCE REQUIREMENTS
Participating in online course assignments requires a great deal of self-motivation and organization. You
must log in early and often and it is important that you schedule dates/times so that you will not fall
behind or miss a deadline. Students are expected to participate positively in CitLearn discussion board,
activities and assignments. It is imperative that ALL discussions and assignments are submitted by each
due date. I highly recommend that you log into CitLearn 3-4 days per week and respond to discussion
questions early so that you can be an active participant. If you wait until the last day to post or reply, you
will not get the most out of the information. When a Collaboration session is scheduled, I hope you will
carve out time to join in on the rich discussions and idea sharing. Attendance and participation for
scheduled class meetings is required
You are required to complete an interactive presentation, and present to our class using at a date TBD. It
is important that you start working on this presentation during the first week of class so that you will
allow enough time to complete all sections as outlined on the Rubric provided.
**Cell Phones should not be out during class unless part of the instructional activity
Assignments:
Journal Review: Summary and Analysis (1)–Review a pertinent professional journal article on
technology models/initiatives that may be appropriate for supporting technology infusion). Write a
summary and analysis formatted in APA Style, 6th edition that contains: a title page, summary and
analysis. Citation of journal article and other references should be posted on the last page (See posted
examples). Completed assignments should be posted on CitLearn prior to the due date. This activity is
worth 5 Points. This assignment provides evidence for ELCC 2.4, 3.1, 3.2.
Guest Speaker Reflection (5) (Candidates must complete 4)
I have invited several speakers to visit our class and share information about important emerging
technology topics. Each student will write a 150-200 reflection relating to the topic of the guest speaker.
Reflections are to be posted on CitLearn. This activity is worth 20 Points. (5 Points Each). This
assignment provides evidence for ELCC 2.4, 3.5.
DUE DATE: One week after presentation prior to 5:30.
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CitLearn Discussion Board (5): Review the assigned discussion topics as listed in the syllabus: Post
your comments in regards to the topic during the week the discussion board is open on that topic (Your
individual post is worth 2 points). Read all posts and respond to a minimum of 3 other post (unless
stated otherwise) during the week that discussion topic is open. In order to receive any credit, Replies
must be substantive and relevant to the corresponding answer. Effective replies offer some
reflection upon the specific ideas in the answers posted by others. No credit will be given for
replies that simply state things like the following: I agree, nice job, well done, and the like, i.e., if
a particular reply could apply to any answer, anywhere, then it is inadequate. The reply should
have information that relates to the particular answer to which it pertains. Each reply receives
either a 0 or 1 point for a total of 3 points, so there are usually 1 point to be earned in each
Discussion. Chapter Topic Replies cannot be submitted late for credit. You will be asked to
discuss/demonstrate discussion topics in class. This assignment is worth points 25 (5 Points Each).
This assignment provides evidence for ELCC 1.3, 2.4, 3.2, 5.1, 6.3.
Website Review: Review PK-12 School Website and complete forms for school selected. Upload
completed forms to CitLearn on the assignment page. For talking points during class presentation, prepare
to discuss strengths and weaknesses of selected website. Template provided on CitLearn assignment
page. This assignment is worth 5 Points. This assignment provides evidence for ELCC 4.3, 4.4.
Review the ISTE Standards for School Administrators: Review the ISTE Standards for School
Administrators (Section labeled ISTE Standards) and post review on LiveText Portfolio and post on
CitLearn assignment page for ED 529. This assignment is worth 10 Points. This assignment provides
evidence for ELCC 2.4.
Note: The assignment should be included in your LiveText Administrative Professional Portfolio as an artifact under the proper
standard.
Infusing Technology into the Learning the Process Assessment (Activity):
Part 1: Candidates are to review a selected school’s current strategic plan as submitted to the SCDE.
A. Select a performance goal already identified in the student achievement section.
B. After a student achievement performance goal is selected, with a 50k budget, candidates are to develop a
strategy and necessary actions steps utilizing emerging technologies to help the school close the
achievement gap in the selected performance goal. Candidates should use the SCDE template for Strategic
Planning to assist with the activity.
http://ed.sc.gov/scdoe/assets/File/SchoolPlanTemplate.pdf
(See P. 20 & 21 of template)
Part 2: Candidates are to respond to the following statements: 200-300 word per statement
**Statements are located on the LiveText assignment page.
 Describe how current best practices using an emerging technology (research based strategies) were
determined to create and implement plans to achieve school goals. (ELCC 1.2))
 Describe the process for assessing and modifying the plan annually in order to make adjustments to the
action steps (ELCC 1.4)
 Describe how you would utilize collaborative strategies to plan professional development activities that
focus on improving student outcomes (ELCC 2.3)
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Describe how selected technology improves classroom instruction student achievement, and continuous
school improvement (ECCC 2.4)
Note: The assignment should be included in your LiveText Administrative Professional Portfolio as an artifact under the proper
standard.
Infusing Technology into the Learning the Process Assessment (Presentation):
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Prepare a persuasive, electronic presentation of the “Infusing Emerging Technologies into the Learning
Process” activity to the “governing body” (Sample Target Audience: superintendent, curriculum director,
and board members) and deliver it to the class. The presentation will be assessed in five areas: (a)
convincing logic relevant to the target audience, (b) technical quality, (c) organization (d) content, and (e)
effective communication skills (display). The PowerPoint (PPT) presentation to be posted on the
Assignment Page of CitLearn. Presentations are due by 11:30 Pm of the assigned date. The
presentation should summarize the Strategic Planning Activity assigned to you. The PPT must
“stand on its own” since you will not present it face to face, so ensure that the slides
communicate effectively without excessive use of text. If you have the technical capacity to
include your own accompanying audio presentation or visual aids with your PPT you are
encouraged to do so; however, it is not required. Approximately 6 to 8 PPT slides should be
adequate, but you are welcome to use more. This assignment along is worth 10 Points. This
assignment provides evidence for ELCC 4.1, 4.2.
Note: The assignment should be included in your LiveText Administrative Professional Portfolio as an artifact under the proper
standard.
ASSESSMENT PROCESS
Grades for EDUC529 are based on a variety of assignments. The relative weights used for calculating the course
grade are as follows:
Assignment
Percent
Journal Article or Case Study Review
10%
Website Review
5%
Guest Speaker Reflection
20%
LiveText Discussion Board
25%
Review the ISTE Standards for School Administrators
10%
Infusing Emerging Technologies Into the Learning Process (Activity)
20%
Infusing Emerging Technologies Into the Learning Process
10%
(Presentation)
Total
100%
Per the CPGS handbook, "only letter grades are given to evaluate a student's progress. No numeric symbol or
percentage is fixed or assigned to the equivalent of any grade."
Final grading is based on the following scale (Plus minimum attendance requirement--see policy):
A = 90 - 100 %
C+ = 77 - 79%
B+ = 87 - 89%
C = 70 - 76%
B = 80 - 86%
F = 69 or below
COURSE DESCRIPTION:
This course is designed for practicing and prospective educational administrators. The course presents the current
state-of-the-art technology in using computers in such areas as record keeping, pupil scheduling, energy
conservation, data collection and analysis, and the evaluation of programs as well as educational technology used to
increase student achievement.
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CONCEPTUAL BASE: Developing Principled Educational Leaders for P-20 Schools
The Citadel’s Professional Education Unit prepares principled educational leaders to be knowledgeable,
reflective, and ethical professionals. Candidates completing our programs are committed to ensuring that all
students succeed in a learner-centered environment.
The Citadel’s Professional Education Unit is committed to the simultaneous transformation of the preparation of
educational leaders and of the places where they work. Specifically, The Citadel’s Professional Education Unit
seeks to develop principled educational leaders who:
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have mastered their subject matter and are skilled in using it to foster student learning;
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know the self who educates (Parker J. Palmer) and integrate this self-knowledge with content knowledge,
knowledge of students, and in the context of becoming professional change agents committed to using this
knowledge and skill to ensure that all students succeed in a learner-centered environment; and
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exemplify the highest ethical standards by modeling respect for all human beings and valuing diversity as
an essential component of an effective learner-centered environment.
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The Citadel’s Professional Educational Unit is on the march, transforming itself into a Center of Excellence
for the preparation of principled educational leaders. Through our initial programs for teacher candidates
for P-12 schools and our advanced programs for professional educators in P-20 schools, The Citadel’s
Professional Education Unit transforms cadets and graduate students into principled educational leaders
capable of and committed to transforming our schools into learning communities where all children and
youth succeed.
The Citadel’s Professional Education Unit has identified 15 performance indicators for candidates to
demonstrate that they are principled educational leaders who are
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Knowledgeable Principled Educational Leaders…
1.
2.
3.
4.
5.
Have mastered the subject matter of their field of professional study and practice;
Utilize the knowledge gained from developmental and learning theories to establish and implement an
educational program that is varied, creative, and nurturing;
Model instructional and leadership theories of best practice;
Integrate appropriate technology to enhance learning;
Demonstrate a commitment to lifelong learning;
Reflective Principled Educational Leaders…
6.
Develop and describe their philosophy of education and reflect upon its impact in the teaching and learning
environment;
7. Develop and manage meaningful educational experiences that address the needs of all learners with respect
for their individual and cultural experiences;
8. Construct, foster, and maintain a learner-centered environment in which all learners contribute and are
actively engaged;
9. Apply their understanding of both context and research to plan, structure, facilitate and monitor effective
teaching and learning in the context of continual assessment;
10. Reexamine their practice by reflectively and critically asking questions and seeking answers;
Ethical Principled Educational Leaders…
11. Demonstrate commitment to a safe, supportive, learning environment;
12. Embrace and adhere to appropriate professional codes of ethics;
13. Value diversity and exhibit a caring, fair, and respectful attitude and respect toward all cultures;
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14. Establish rapport with students, families, colleagues, and communities;
15. Meet obligations on time, dress professionally, and use language appropriately.
Disability Disclosure
If you need accommodations because of a disability, please inform me immediately. Please see me privately, either
after class or in my office. To initiate accommodation, students must register with the Office of Access Services,
Instruction and Support (OASIS) located in room 105 Thompson Hall or call 953-1820 to set up an appointment.
This office is responsible for reviewing documentation provided by students requesting academic accommodation
and for accommodation in cooperation with students and instructors as needed and consistent with course
requirements.
Honor Statement
As a professional educator, integrity is an expectation. Students of The School of Education at The Citadel
are expected to meet the standards set forth in the Citadel Code. Available at:
http://citadel.edu/r3/honor/manual.shtml
Cheating and plagiarism violations will be reported and a failing grade will be assigned for the work in
question. This class will follow The Citadel Honor Manual regarding plagiarism: "Plagiarism is the act of using
someone else's words or ideas as your own without giving proper credit to the sources:
 When you quote another's words exactly you must use quotation marks and a footnote (or an indication in
your paragraph) to tell exactly where the words came from, down to the page number(s). When you mix
another's words and ideas with your own in one or more sentences, partially quoting the source exactly and
partially substituting your own words, you must put quotation marks around the words you quote and not
around your own. Then you cite the source, down to the page number(s).
 When you paraphrase another's words or ideas, that is, when you substitute your words for another's words,
but keep their idea(s), you do not use quotation marks, but you must cite the source, down to the page
number(s).
 When you use only another's idea(s), knowing that they are the other's ideas, you must cite the source of
that idea or those ideas, down to the page number(s).
 Citing the source means giving, as a minimum, the author, the title of the book, and the page number. (The
Citadel Honor Manual)
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