Instructional Technology

| Program Description | Program of Study | Course Descriptions | Transfer Credits| Admission Application |

PROGRAM DESCRIPTION

Educational Technology Training Center -- 770-499-3262

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.

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PROGRAM OF STUDY

DOCTOR OF EDUCATION IN LEADERSHIP FOR LEARNING
INSTRUCTIONAL TECHNOLOGY

COMMON CORE COURSES IN DISTRIBUTED LEADERSHIP
TOTAL: 27 Semester Hours
EDL 8000 Foundations of Distributed 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

Ed.S. IN INSTRUCTIONAL TECHNOLOGY
COURSE DESCRIPTIONS

ITEC 8400 Instructional Design and Technology
This course is designed to prepare candidates to apply theories, research and best practices to the facilitation of instructional programs that integrate 21st century skills and promote relevant, authentic, and meaningful learning for all students. This course prepares candidates to design, evaluate and promote appropriate learning opportunities that apply technology-enhanced instructional strategies to maximize student learning.

ITEC 8410 Technology, Professional Learning, and Change
This course is designed to prepare instructional leaders who are knowledgeable in the design and implementation of professional learning programs within a school/district. This course is grounded in research and focused on effective practices that promote continuous learning and development to increase student achievement. Topics include: assessing professional learning needs, designing effective reflection and learning experiences, facilitating and presenting skills, mentoring, and evaluation. This course will also examine the design and development of effective online professional learning programs.

ITEC 8420 Evaluating K-12 Instructional Technologies
This course addresses processes for evaluating the potential of existing and emerging K-12 technology products for recommended purchase. The course also addresses evaluating the implementation of technologies in K-12 classrooms and the impact of those implementations on learning.

ITEC 8430 Technology and Student Assessment
This course emphasizes the use of technology in assessing student learning using a variety of assessment techniques in the classroom. Technology will be used to collect and analyze data, interpret results, and communicate findings to improve instructional practice and maximize student learning. In addition, candidates will evaluate the appropriate use of technology for teaching and learning.

ITEC 8440 Planning and Implementing Instructional Technology Programs
This course is designed to prepare candidates to facilitate the development of a shared vision for the comprehensive integration of technology and focus on policies, procedures, and budgeting that will foster an environment and culture conducive to the realization of the vision. This course is also designed to assist candidates with the planning and facilitation of the technology infrastructure within a school.

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.

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. program director.

EDUCATIONAL SPECIALIST DEGREE: 33 SEMESTER HOURS
DOCTOR OF EDUCATION DEGREE: 42 SEMESTER HOURS
TOTAL: 75 SEMESTER HOURS

Spring 2007 Cohort | Spring 2008 Cohort

Spring 2007 Cohort

Semester 1 - Spring 07
EDL 8000 Foundations of Distributed Leadership for Learning (3)
ITEC 8400 Instructional Design and Technology (3)

Semester 2 - Summer 07
EDUC 8100 Advanced Study of Learning (3)
EDUC 8300 Intercultural Communication and Global Learning (3)
ITEC 8410 Technology, Professional Learning and Change (3)

Semester 3 - Fall 07
EDRS 8000 Applied Quantitative & Qualitative Research (3)
EDL 8100 Critical Issues in School Transformation (3)

Semester 4 - Spring 08
EDRS 8900 Applied Field Research (3)
ITEC 8420 Evaluating K-12 Technologies

Semester 5 - Summer 08
ITEC 8430 Technology and Student Assessment (3)
ITEC 8440 Planning and Implementing Instructional Technology Programs (3)

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EDS Degree is Awarded
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Semester 6 - Fall 08
EDRS 9100 Advanced Qualitative Research Methods (3)
ITEC 9400 Research and Theory in Instructional/Educational Technology (3)

Semester 7 - Spring 09
EDRS 9200 Advanced Quantitative Research Methods (3)
ITEC 9410 Instructional Leadership and Technology Facilitation (3)

Semester 8 - Summer 09
ITEC 9420 Evaluating Professional Learning and Technology Implementation (3)
*Guided Elective

Semester 9 - Fall 09
EDUC 9800 Doctoral Seminar (3)
ITEC 9430 Designing and Facilitating Online Learning (3)

Semester 10 - Spring 10
ITEC 9900 Dissertation (3)
*Guided Elective

Semester 11 - Summer 10
ITEC 9900 Dissertation (3)
*Guided Elective

Semester 12 - Fall 10
ITEC 9900 Dissertation (3)
*Guided Elective

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Spring 2008 Cohort

Semester 1 - Spring 08
EDL 8000 Foundations of Distributed Leadership for Learning (3)
ITEC 8420 Evaluating K-12 Technologies (3)

Semester 2 - Summer 08
EDUC 8100 Advanced Study of Learning (3)
EDUC 8300 Intercultural Communication and Global Learning (3)
ITEC 8430 Technology and Student Assessment (3)

Semester 3 - Fall 08
EDRS 8000 Applied Quantitative & Qualitative Research (3)
EDL 8100 Critical Issues in School Transformation (3)

Semester 4 - Spring 09
EDRS 8900 Applied Field Research (3)
ITEC 8400 Instructional Design and Technology (3)

Semester 5 - Summer 09
ITEC 8410 Technology, Professional Learning and Change (3)
ITEC 8440 Planning and Implementing Instructional Technology Programs (3)

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EDS Degree is Awarded
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Semester 6 - Fall 09
EDRS 9100 Advanced Qualitative Research Methods (3)
ITEC 9430 Designing and Facilitating Online Learning (3)

Semester 7 - Spring 10
EDRS 9200 Advanced Quantitative Research Methods (3)
ITEC 9400 Research and Theory in Instructional/Educational Technology (3)

Semester 8 - Summer 10
ITEC 9410 Instructional Leadership and Technology Facilitation (3)
*Guided Elective

Semester 9 - Fall 10
EDUC 9800 Doctoral Seminar (3)
ITEC 9420 Evaluating Professional Learning and Technology Implementation (3)

Semester 10 - Spring 11
ITEC 9900 Dissertation (3)
*Guided Elective

Semester 11 - Summer 11
ITEC 9900 Dissertation (3)
*Guided Elective

Semester 12 - Fall 11
ITEC 9900 Dissertation (3)
*Guided Elective

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*12 hours of Guided Electives must be taken before the end of the program. Suggestions are listed below as to when they could be taken, but the decision is up to the candidate.

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COURSE DESCRIPTIONS

ITEC 9400 Research and Theory in Instructional/Educational Technology
Candidates will explore landmark research findings and theoretical perspectives that have shaped the instructional uses of technology for the last two decades. Candidates will also review current research and explore the questions that are influencing current inquiry in the instructional applications of technology.

ITEC 9410 Instructional Leadership and Technology Facilitation
This course will assist candidates in connecting their technology facilitation efforts to broader instructional issues such as academic achievement; best practices; national/state content/ technology literacy standards; socio/economic issues; and private sector interests. The course will provide case studies of effective integration of technology into other high-profile instructional initiatives. The need for teachers and other instructional leaders to become informed advocates of instructional technology initiatives will also be addressed.

ITEC 9420 Evaluating Professional Learning and Technology Implementation
In this course, candidates will review the theoretical principles and practices that are best suited to high-quality evaluations of professional learning programs promoting the effective use of technology. As a culminating project, students will develop and implement an evaluation plan related to a specific K-12 professional learning or instructional program.

ITEC 9430 Designing and Facilitating Online Learning
This course provides an overview of theories and research currently guiding most online learning programs and assists students in applying these principles to design and develop high-quality online learning experiences for educators and/or students. Unique challenges facing virtual learning, including assessment and facilitator support for distance learners, are also addressed.

ITEC 9300 Critical Issues for Student Learning: (Topic) (1-3 hours credit, repeatable) A doctoral seminar focused on analysis and problem solving of a current topic of vital concern relevant to teaching, leading, and student learning in K-12 classrooms and schools.

ITEC 9350 Doctoral Directed Study (1-9 hours, repeatable) Individualized and independent scholarly investigation and research of an important topic involving teaching, leading and student learning in K-12 classrooms and schools. The focus, content and expectations for this study will be formally established by the doctoral student and the supervising professor.

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CERTIFICATION

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

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.

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