MEDT 6462



3 Semester Hours

Semester/Year: Summer 2001

Monday and Wednesday 2:40 – 5:50 p.m.

204 Education Center (This class is predominantly on-line)

Instructor: Dr. Barbara K. Mc Kenzie

Office Location: 152 Education Annex

Office Hours: Monday and Wednesday 11:10 – 1:10 p.m. (In class 8:00 – 11:00 a.m.) and Tuesday and Thursday 11:40 – 2:40 p.m and by appointment

Telephone: (678) 839-6558- Office; (678) 839-6558 – Department; and (770) 830-0560 – Home

Distance Education Office – (678) 839-6248

E-mail: and

Distance Support:

Fax: (678) 839-6153


This course provides an overview of the procedures in planning, administering, and evaluating instructional technology programs in schools. Emphasized are: leadership skills, managing people and resources, effective training techniques, and trends and issues associated with school uses of instructional technology. This course meets at least 70% of the time via WebCT - a two-way interactive on-line course system.


Through this course, students will demonstrate progress in the achievement of two NBPTS propositions that form the conceptual framework for advanced preparation programs in the College of Education. This course will enable the student to begin the development of a portfolio that could be submitted for National Board Certification.

Proposition 1. Recognize the individual differences of students and plan intervention accordingly. Students will gain further insight into effective technology planning and intervention measures for all learners by doing case studies, exploring the literature and research findings in this area, making class presentations in selected technology equity issues of concern and interacting with experts in information technology.

Proposition 3. Create, enrich, and alter the organizational structures over which they have control. This course will help students administer effective technology programs in ways that help enrich the total learning environments of all school personnel including students, teachers, administrators, and staff members. Students will conduct research in selected technology areas, read up to date literature in the field and develop manuals with current information and technology procedures specific to their leadership position in the school.


Students will:

1. explore the nature of instructional technology and forces that impact its effective integration in training settings, especially schools (P.J. Brody, 1995; C. Gonzales & M.D, Roblyer, 1996; M.M. Mauer & G.S. Davidson, 1998; P. Saettler, 1990; M. Roblyer, J. Edwards, & M. Havriluk, 1997; A.G. Picciano, 1998; President’s Committee, 1997; Tinker, 1998);

2. examine a variety of techniques used for planning, implementing, and formatively and summatively evaluating the effectiveness of technology training programs in the schools and training environments (M.D.Roblyer & J. Edwards2000; Maurer & Davidson, 1998; A.G. Picciano, 1998);

3. increase awareness of technological resources available in schools, their contribution to the teaching and learning process, and how to evaluate their overall effectiveness (M.D. Roblyer & J. Edwards 2000; M.M. Maurer & G.S. Davidson, 1998; A.G. Picciano, 1998);

4. examine the role of communication theories and theories of learning and instruction in relation to effective use of instructional technologies in learning environments (R. Heinich, M. Molenda, J.D. Russell, 1993; M.M. Maurer and G.S. Davidson, 1998; A.G. Picciano, 1998);

5. examine Georgia and federal laws and programs as they relate to school instructional technology programs and their funding (recent State of Georgia publications; P.J. Brody, 1995; M.D. Roblyer,& J. Edwards 2000);

6. become familiar with professional organizations and publications that focus on instructional technology, administration, and media (Knapp and Glenn, 1996; M.D. Roblyer & J. Edwards, 2000.

7. examine managerial roles and effectiveness practices as related to instructional technology management in an educational setting (Education Council for Technology in Learning, 1998; P.J. Brody, 1995; M.M. Maurer and G.S. Davidson, 1998; and Picciano, 1998; C.M. Simpson, 1997); and

8. identify elements of interpersonal and group relations, strategies for effective communication, and techniques for motivating and supervising personnel (P.J. Brody, 1995; M.M. Maurer and G.S. Davidson, 1998; A.G. Picciano, 1998).


Required Text: Picciano, A. (1998). Educational leadership and planning for technology. Columbus,Ohio: Prentice Hall.

Distance Learning Student Success Handbook. State University of West Georgia Distance Education (If you have taken 2 WebCT classes that were predominantly on-line and are experienced in the on-line learning environment using WebCT 3.5 you do not have to purchase this book)


Brody, P. (1995). Technology planning and management handbook. Englewood Cliffs, NJ: Educational Technology Publications.

Carpenter, C. (1996). Online ethics: What's a teacher to do? Learning and leading with technology, 23(6), 40-41, 60.

Education Council for Technology in Learning. (1998). Donated computers in K-12 education. Learning and leading with technology, 25(5), 52-56.

Fredman, A. (1990). Yes, I can. Action projects to resolve equity issues in educational computing. Eugene, OR: International Society for Technology in Education.

Gonzales, C., and Roblyer, M. D. (1996). Rhetoric and reality: Technology's role in restructuring education. Learning and leading with technology, 24(3), 11-15.

Heinich, R., Molenda, M, and Russell, J.D. (1993). Instructional media and the the technologies of instruction (4th ed.) New York: NY: Macmillan Publishing Company.

Jordan, A. (1996). Back from the dead: Rescuing computers from the morgue. Learning and leading with technology, 24(2), 61-62.

Knapp, L., and Glenn, A. (1996). Restructuring schools with technology. Boston, MA: Allyn and Bacon.

Maurer, M., and Davidson, G. (1998). Leadership in instructional technology. Columbus, OH: Prentice Hall.

Miller-Lachman, L. (1994). Bytes and bias: Eliminating cultural stereotypes from educational software. School library journal, 40(11), 26-30.

National Study of School Evaluation (1996). Technology - indicators of quality information technology systems in K-12 schools. Schaumburg, IL: National Study of School Evaluation.

Picciano, A.C. (1994). Educational leadership and planning for technology. (2nd ed.) Columbus, OH: Prentice Hall.

President’s Committee of Advisors on Science and Technology, Panel on Educational Technology. (1997, March). Report to the President on the use of technology to strengthen K-12 education in the United States. Washington, D. C.: Executive Office of the President.

Roblyer, M. D. and Edwards, J. (2000). Integrating educational technology into teaching. Columbus, OH: Prentice Hall.

Saettler, P. (1990). The evolution of american educational technology. Englewood, CO: Libraries Unlimited, Inc.

Simpson, C. M. (1997). Copyright for schools: A practical guide (2nd. ed.). Worthington, Ohio: Linworth Publishing, Inc.

Tinker, R. (1998, Winter). Teaching and learning in the knowledge society. The Concord Consortium Newsletter, pp. 1-2, 14.

Van Dam, J. (1994). Redesigning schools for 21st century technologies. Technology and learning, 14(4), 54—58, 60—61.

Wilson, J. (1991). Computer laboratory workstation dimensions: Scaling down for elementary school children. Computers in the schools, 8(4), 41- 48.

On-line resources - self help sites for media specialists and technology coordinators instruction and communication technology information electronic discussion group focused on issues of teaching, learning, technology and educational change - League for Innovation in the Community College journey inside the computer is an educational program includes a classroom kits and a number of online resources identifying scholarly professional journals and general magazines – a guide professional development for effective technology use tech planning

http://www.ncrel,org/tandl/k12infra/k12infra.htm networking infrastructure guide technology grant information

http://www.ed.gove/Technology/challenge challenge grants guidebook from graduates at Mississippi State Univ. grant writing information special needs student’s resources Georgia Association of Instructional Technology International Society for Technology Education webtech school grants across the nation lesson plans and teaching tools with technology funds offered by Coca-Cola Foundation special needs site with information on leading edge technology IT planning information - Successful Tech Coordinator technology planning writing a school level technology plan writing a district level technology plan computer technology for students with disabilities

http://www.pen.k12.vaus/VDOE/technology integrating technology into the curriculum special children with disabilities digital divide issues in technology InTech framework for Georgia Association of Educational Communication and Technology Tech Services Department Learning & Leading magazine Meridian magazine - online learn new techniques in creating, maintaining, and enhancing web sites Converge magazine federal government’s technology programs and links to sources of grant moneys. technology training network security systems effective technology training



1. Attendance and participation.

Each student is expected to attend all face-to-face classes, actively participate on-line, be prepared for each class by doing assigned readings in advance, and have the appropriate materials required for class activities. If students have a valid reason for missing class, they are to call the instructor in advance so that appropriate plans can be made for them to obtain the information presented in class. Unexcused absences will lower a student’s cumulative point total. One absence is permitted without a grade penalty. The second absence will result in 5 points being subtracted from the student’s cumulative point total. Late assignments for which there is no legitimate reason will be assessed a 10% penalty. If technical problems, beyond the student’s control, develop when sending materials develop special considerations will be made.

The minimum requirement for student on-line participation on the bulletin board is 20 times evenly distributed throughout the semester. This includes course assignments, asking and/or responding to questions, sharing materials, and communicating with the class.

2. Research Paper and PowerPoint Presentation #1 (On an IT Administration Issue)

This project involves researching a selected topic in IT administration that relates to your particular position and (1) creating a research paper, (2) obtaining references and putting them APA format, and (3) creating a PowerPoint presentation to share your findings with the class.

Specific Requirements are:

1. Complete this assignment as an individual OR with one other person in class. If you do this with another person you must add to the list of references.

2. Select a topic of interest from the list provided by the instructor or come up with another topic that is of greater interest to you and immediately let Dr. McKenzie know of your choice so this can be posted.

3. Research your topic by reading publications in print and/ or on-line, interviewing experts on the topic, and/ or searching the Internet for current information.

4. Locate at least five current references/resources (within the past 5 years) in print or on-line sources for your report and put them in APA format. (If working with another individual locate 8 references).

5. Prepare a research report that is a minimum of 2 1/2 word-processed pages that summarizes your findings.

6. Prepare an 8-10 minute PowerPoint presentation sharing your research findings. The presentation must have (a) minimum of 8 slides, (b) minimum of 2 graphics (c) transitions, and (d) builds in it. (Refer to the PowerPoint guide distributed by the instructor from In-Tech and ask your instructor for assistance if needed).

7. E-mail the instructor a summary of the value of this assignment to you as a professional no later than the day before the presentation.

8. Submit your PowerPoint presentation as an attachment to the main BB in WebCT at least one day before your presentation so the class can access it. Instructions on how to send attachments are in the Distance Handbook.

3. Research and PowerPoint Presentation on IT Topic

The second research project involves researching a topic in instructional technology that relates to your position and summarizing your findings by using multimedia (PowerPoint and two other types of media of the students’ choice). The student may do this project individually or with one other person in class.

Specific Requirements are:

1. Select one of the topics from the list provided by your instructor that is of interest to you that will enhance your professional instructional technology skills and knowledge in your position. Inform the instructor of your choice so this can be posted.

2. Research your topic by reading publications, interviewing experts, going on-line, etc. and put your references/resources in APA format.

3. Prepare a 10- 15-minute presentation sharing your research findings on your topic using multimedia. This will include a PowerPoint presentation and 2 other selected types of media (i.e., overheads, video, photographs, posters, realia, handouts, flipcharts, slides, etc.)

4. The PowerPoint Presentations must meet the following criteria: (a) consist of a minimum of 15 slides, (b) minimum of 3 graphics with one being a digital photograph taken and imported by the student, (c) builds, (d) transitions, and (e) sound in a selected sections.

5. E-mail the instructor a summary of the value of this assignment to you as a professional no later than the day before the presentation.

6. Submit your PowerPoint presentation as an attachment to the main BB in WebCT at least one day before your presentation so the class can access it. Instructions on how to send attachments are in the Distance Handbook.

7. If two students submit the project, each student in the group is to turn in an evaluation of their partners input in the assignment and a grade. This is to be confidential.

8. IT Manual

Each student will prepare a manual that summarizes IT administration information from class as well as information on selected policies and procedures that will be useful to the students’ position in the school. This manual is an individual effort but students may work together on the procedures section when applicable. Since students come from different departments and have different job expectations, the requirements will vary on this assignment. Each student must choose procedures he/she will focus on according to the student’s leadership position in the school. The requirements for the manual are:

General Requirements

· To be complete as an individual project

· To be placed in a format that is useful to the student (notebook, folders, etc.)

· To include a table of contents and page numbers making it easy to access information when needed

· To include a reference section for print and non-print resources

Part I of the Manual

· An introductory paragraph of the school for which the handbook is being prepared and the position you see yourself in. (If you are not currently employed then write this for the school or professional setting you would like to be employed by). Indicate the grade levels, enrollment, socioeconomic make-up, special programs or emphasis in the school’s curriculum, number of faculty, and other demographics that may be of value to the reader.

· Your schools’ mission statement and goals

· All class presentations and reports on IT topics arranged in an organized manner that suits the student’s needs

· All distributed class materials and notes

Part II of the Manual – Procedures Section

· (The student selects from the list 5 of those procedures that are the most relevant and useful to his/her school needs and begins to write them or retrieve them from available resources in the school or other schools. The procedures are intended to be brief instructions (one to two pages) on how to do the procedure for the specific school system. The student, based on knowledge of the school system and interviewing people in the school, can write the procedure or speak with others in surrounding school systems to see if they have such procedures in place and use their procedures as models. Perhaps the procedure is already in place and does not have to be written but merely copied and placed in the handbook.

· It is suggested that that students start working on writing procedures early in the semester and not wait until the end. Teamwork is suggested. This will be a valuable document once completed.

· The procedures section (Select from the following topics)

1. Administrative Technology Procedures in the Schools (more than one can be included here such IEP procedures etc.)** Principals must include this procedure

2. Assessing Overall IT Year end Program Performance

3. Assessing Technology Coordinators/Technology Trainers

4. Budget Procedures (Planning and Monitoring Tech Budgets)

5. Copyright Procedures in the School

6. Fundraising Procedures for Technology

7. Grant writing Procedures in the School (**Highly recommended that Technology Specialists include this in their manual)

8. Inventory Procedures for Technology in the School

9. Network Administration and Management Procedures in the School

10. Personnel Procedures (Instructional Technologists working with Media Specialists, or Instructional Technologists working with Teachers, or Technology Coordinators working with Teachers, etc.)

11. Supervision of Technology Staff Procedures

12. Strategic Planning Procedures (**Highly recommended that Principals include this procedure in their manual)

13. Technology IEP Procedures in the Schools

14. Technology Planning Procedures in the School

15. Technology Promotion Procedures in the School (with students, teachers, administrators and staff members)

16. Technology Integration Procedures in the School

17. Training and Staff Development Procedures in the School (including In-Tech, in-service training)**Technology Specialists must include this procedure

18. Scheduling and Checking out of Equipment Procedures

**The student may add other procedures to the list that may not appear here.

9. Tests

Students will complete one exam in the course. This will be given on-line and consist of a variety of test items assessing each student’s ability to identify and apply concepts presented in class. Students preferring to take the test with paper and pencil at the instructor’s office may do so. Please inform the instructor in advance of your intent to take the exam at the university.

Evaluation Procedures:

Students will be assessed as follows. These closely adhere to the course objectives on page one.

1. Attendance and Participation………………………………15%


On-line Participation …..10%

2. Research paper and Power Point Presentation #1 ……..25%

3. Research and Multimedia Presentation…………………. 25%

4. IT Manual…………………………………………………….20%

5. Test..……………………………………………………….…15%

Grading Policy:

The following grading scale will be applied in this class:

A = 92-100%, B = 82-91%, C = 72-81%, F = 71% and below

Academic Honesty:

Students are expected to adhere to the highest standards of academic honesty. Plagiarism occurs when a student uses or purchases ghostwritten papers. It also occurs when a student utilizes ideas or information obtained from another person without giving credit to that person. If plagiarism or another act of academic dishonesty occurs, it will be dealt with in accordance with the academic misconduct policy as stated in the Uncatalog, Undergraduate Catalog, and the Graduate Catalog

Tentative Course Schedule

· Classes with an "F" listed after the date are on-line classes and will not meet face to face on campus. · Classes with "F/OL" after the date mean that the student must attend the face to face hands-on technology class unless they comp out by taking a test in advance and are excused by the instructor. This must be done by noon the day before the lab class.


June 11 – F - Class Introduction

June 13 – F/OL – (Dependent on student completing a proficiency assignment in advance of class demonstrating mastery of the skills to be covered) Technology Training/ Educational Technology Standards & Goals / Technology Resources

June 18 – Technology / Technology Leadership/Time Management

June 20 – Technology Planning/ Technology, Learning, and Equity Issues/ Ethics and Technology

June 25 – F/OL (Dependent on student completing a proficiency assignment in advance of the class demonstrating mastery of the multimedia skills to be covered) Computer Applications in Instruction/ Multimedia in Education

June 27 – Data Communications and the Internet/ Hardware & Software Selection & Evaluation

July 2 – Staff Development/ In-Tech/ Grantwriting

July 4 – Holiday

July 9 – F - Guest speakers* - Administrative Technology with Mr. Curt Cearley/ State funding with Dr. David Hulsey/ Technology Ethics, Equity & Social Issues

July 11 – Technology Evaluation/ Computer Facilities/ Financial Planning

July 16 – F - Research Presentation #1 / IT Trends/ Future

July 18 - Technology Trends and the Future/ On-Line Exam (over materials from June 11 – July 16th. )

July 23 – F - Research Presentations #2 – ¼ of the class/ Course Evaluations

Effective Technology Leaders (Administrators/Technologists)

July 25 - F – Research Presentations #2 – 3/4 of the class/ Turn in Manuals,