Ed.D. in Leadership for Learning
Concentration: Instructional Technology

The focus of the Instructional Technology concentration is to deepen and broaden the knowledge and skills of candidates in this area of study. The Instructional Technology concentration prepares elementary, secondary and middle grades teachers to be leaders in the use of technology for standards-based instruction and assessment. Instructional Technology emerges from the concept of teacher leadership as its primary emphasis is to support the development of teachers in their efforts to use emerging technologies to increase student achievement. The program of study will prepare teachers to model best practices in the use of instructional technologies and to provide high-quality professional learning experiences for other educators. This course of study is designed to meet the Georgia Professional Standards Commission (GPSC) standards for receipt of a T -6 (EdS) and a T-7 (EdD) certificate.

The concentration is aligned to the Technology Facilitation standards developed by National Council of Accreditation of Teacher Education (NCATE) and the International Society for Technology in Education (ISTE). These standards are designed to help candidates "exhibit knowledge, skills, and dispositions equipping them to teach technology applications; demonstrate effective use of technology to support student learning of content; and provide professional development, mentoring, and basic technical assistance for other teachers who require support in their efforts to apply technology to support student learning" (ISTE/NCATE, 2002).

Candidates will address these performance standards in the context of collaborative inquiry with peers and faculty during class discussions and course assignments. Course assignments will focus on promoting teacher leadership through the development of high-quality, technology-based curriculum resources and facilitating the effective uses of technology for standards-based instruction and assessment of student learning. Candidates will continue their study of distributed leadership and the distinct responsibilities of the eight roles of school leaders as they manifest in the context of supporting an instructional technology program in a school/district. Assignments will also build candidates' understanding of how to lead, design and implement high-quality professional learning for educators and to navigate the change process connected with introducing a technological innovation into a learning environment. Courses will also require candidates to interact with a broader community of researchers and practitioners through the review of published literature in the field and the participation in professional learning organizations.


COMMON CORE COURSES IN DISTRIBUTED LEADERSHIP
TOTAL: 27 Semester Hours
EDL 8000 Foundations in Leadership for Learning
EDUC 8100 Advanced Study of Learning
EDUC 8300 Intercultural Communication and Global Learning
EDRS 8000 Applied Quantitative & Qualitative Research
EDL 8100 Critical Issues in School Transformation
EDRS 8900 Applied Field Research
EDRS 9100 Advanced Qualitative Research Methods
EDRS 9200 Advanced Quantitative Research Methods
EDUC 9800 Doctoral Seminar

INSTRUCTIONAL TECHNOLOGY CORE COURSES
TOTAL: 15 Semester Hours
ITEC 8400 Instructional Design and Technology
ITEC 8410 Technology, Professional Learning, and Change
ITEC 8420 Evaluating K-12 Instructional Technologies
ITEC 8430 Technology and Student Assessment
ITEC 8440 Planning and Implementing Instructional Technology Programs

INSTRUCTIONAL TECHNOLOGY ELECTIVES
TOTAL: 12 Semester Hours from the following
ITEC 9400 Research and Theory in Instructional/Educational Technology
ITEC 9410 Instructional Leadership and Technology Facilitation
ITEC 9420 Evaluating Professional Learning and Technology Implementation
ITEC 9430 Designing and Facilitating Online Learning
ITEC 9300 Critical Issues for Student Learning: (Topic)
ITEC 9350 Doctoral Directed Study in Instructional Technology

GUIDED ELECTIVES
TOTAL: 12 Semester Hours
Candidates will use guided electives to expand their breadth of their course work and expertise beyond that specialty area of their concentration or to delve deeply into timely critical issues through in-depth scholarship in directed study or special topics courses for the purpose of increasing their leadership potential and career opportunities in schools. Candidates may use guided electives to broaden their knowledge of goals by selecting international and multicultural opportunities for study or to seek additional endorsements and deepen their expertise in high need areas such as ESOL and reading. Candidates may select these hours with the approval for their concentration advisor and Ed.D. coordinator.

DISSERTATION
TOTAL: 9 Semester Hours
The Dissertation will follow commonly accepted standards in doctorial education for structure, format, sophistication, and creative contribution, within a field-based problem-solving focus on significant applied research that improves schools and student learning through planned and sustainable change. The prospectus as well as the final product of the candidate's dissertation research will be defended and judged in relation to the program's 8 Performance Outcomes, many of which should have been advanced substantially by the dissertation experience. The Ed.D. dissertation is expected to make a creative contribution to advancing the practice of educators and the applied professional literature of the field of education.

TOTAL: 75 SEMESTER HOURS

For more information you may contact
the Office of Graduate Programs in Education at
770-423-6043 or send us an email.
We are located in Kennesaw Hall Room 3026.

For additional information on certification, please e-mail Kelli Oxford koxford@kennesaw.edu, Certification officer in the Teacher Education Advisement Center at KSU.