SETON HALL UNIVERSITY
COLLEGE OF EDUCATION AND HUMAN SERVICES
Department of Education Leadership, Management and Policy
   
Course Title:
 


Professor:
 
 

Education Leadership, Management and Policy for Technology 
ELMP 7100/8768 NA
 

John W. Collins, Jr., Ed.D. 
Department of Education Leadership, Management and Policy 
Office: (973) 275-2823 
Email: collinjo@shu.edu 
 
Office Hours:
Monday & Wednesday 1:00 - 4:00p.m. or by appointment. 
Textbook:

Brooks-Young, S. (2002). Making Technology Standards Work for You: A Guide for School Administrators. Eugene, OR: International Society for Technology in Education.

 
Catalog Description:

Intermediate graduate course on education leadership, management, and policy issues regarding technology in a myriad of educational settings. Topics include information literacy, connected learning communities, curriculum integration, staff development, sustainment of infrastructure and planning for the future.  Class will have opportunities to work directly with different programs in campus microcomputer labs. Students typical hold graduate majors in education leadership (K-12 and Higher Education), bilingual education (K-12), school psychology (K-12), and nursing (K-12 and Higher Education).

 
Course Objectives:
Students typically enter this course with varying degrees of technology knowledge and application proficiency.  Everyone is expected to continually self-reflect on the ways computers and technology can improve our practice as education administrators.  The focus of the course is to review or learn the fundamentals of leadership, management and policy for technology, maximize applications, and synthesize everything into our daily activities.  

By design, this course will develop the following six thinking skills: 

      • knowledge
      • comprehension
      • application
      • analysis
      • synthesis 
      • evaluation, using the terminology, hands-on, and references provided throughout this course.

The learning outcomes will be individualized growth in computers and their use in educational administration.

Students are expected to become proficient with the use of the technology to communicate with their respective learning communities in meeting their educational administration duties and responsibilities.  Specific outcomes listed below are aligned with program objectives within the department, NCATE accreditation standards as outlined by ISTE, and the ISLLC standards for school leaders.  Skills and competencies include: 

    • Demonstrate skill in the application of technologies for educational administration.

    • Knowledge and understanding of:

      • 1. information sources, data collection, and data analysis strategies. (NCATE 2.2 [District] Assessed within portfolio)
      2. the role of technology in promoting student learning and professional growth. (NCATE 2.2 [Building&District] Assessed within portfolio)
      3. current technologies that support educational administration functions.
      4. professional code of ethics in using technology for research. (NCATE 5.1, 5.2, 5.3 [Building&District] Assessed within all coursework, against professional ethical norms - esp. 10 Commandments of Computer Ethics)

    • Process and engage in activities that use:


      • 1. technologies that are adapted in teaching and learning. (NCATE 2.4 for PD [District] Assessed within portfolio)
      2. emerging trends. (NCATE 4.1 [Building&District] Assessed within portfolio)

    • Demonstrate capacity to assess the strengths and weaknesses of information.

    • Effective communication. (NCATE 3.2 [Building] Assessed with portfolio)
Course Evaluation:
 
Percentage of Grade
 
  • Self-reflections posted in a personal journal
10%
 
  • In-class teamwork and hands-on use of microcomputers
20%
 
  • Midterm Assessment
20%
 
  • Comprehensive Portfolio
    • (Consisting):
    • Journal
    • Internet Resources
    • Personal Home Page
    • Curriculum Plan (or other plan as agreed upon with professor)
50%
Disabilities Act Disclosure

 

 Under the Americans with Disabilities Act and Section 504 of the Civil Rights Restoration Act, students at Seton Hall University who have a disability may be eligible for accommodations in this course. Should a student require such accommodations, he or she MUST self-identify at the Office for Disability Services (DSS) Room 67, Duffy Hall, provide documentation of said disability, and work with DSS to develop a plan for accommodation. The contact person is Mrs. Linda Walter at (973) 313-6003.
Additional Recommended Readings:
 
  Cuban, L. (2003). Oversold and overused: Computers in the Classroom. Cambridge, MA: Harvard University Press.

Cunningham, C. (Academic Ed.) (1997). Perspectives:Instructional technology for techers. Chicago: Coursewise Publishing, Inc. 

Davis, D. & Meyer, C. (1998).  BLUR: the speed of change in the connected economy. Reading, MA: Addison-Wesley, Inc. 

Eisele, J.  (1990).  Educational technology: A planning and resource guide supporting curriculum.  New York: Garland. 

Evans, R. (1996). The human side of school change. San Francisco: Jossey-Bass Inc. 

Fuller, F. (2002). Computers: Exploring Concepts, with Introduction to Computers CD-ROM, v1.0.. St. Paul, MN: EMC Paradigm Publishing, Inc.

Gates, B.  (1996).  The road ahead (2nd ed.).  New York: Penguin Books. 

Glennan, T.  (1996).  Fostering the use of technology: Elements of a national strategy.  Santa Monica, CA: RAND. 

Grabe, M. & Grabe, C. (2000). Integrating the Internet for Meaningful Learning. New York: Houghton Mifflin Co.

Hackbarth, S.  (1996).  The educational technology handbook: A comprehensive guide.  Englewood Cliffs, NJ: Educational Technology Publications. 

International Society for Technology in Education.  (1995). Learning and leading with technology: The ITSE journal of educational technology practice and policy.  Eugene, OR: International Society for Technology in Education. 

Jonassen, D. (2000).  Computers as mindtools for schools (2d. ed.). Upper Saddle River, NJ: Merrill of Prentice Hall, Inc. 

Jones, B.  & Others.  (1994).  Designing learning and technology for educational reform.  Washington, DC: Office of Educational Research and Improvement.  (ERIC Document Reproduction Service No.  ED 378 940). 

Kearsley, G.  & Lynch, W.  (1994).  Educational technology: Leadership perspectives.   Englewood Cliffs, NJ: Educational Technology Publications. 

LeBaron, J. & Collier, C.(eds.) (2001). Technology in its place: Successful technology Infusion in schools. San Francisco: Jossey-Bass Inc. 

Lockard, J & Abrams, P. (2001) Computers for Twenty-First educators (5th ed.). New York: Addison Wesley Longman.

Maddux, C., Johnson, D., & Willis, J. (2001). Educational computing: Learning with tomorrow's technologies (3rd ed.). Boston, MA: Allyn and Bacon.

Maran, R. (1999). Office 2000 simplified. Foster City, CA: IDG Books Worldwide, Inc.

Means, B., Penuel, W., Padilla, C. & Penuel, B. (2002). The connected school: Technology and learning in high school. San Francisco: Jossey-Bass Inc. 

Picciano, A. (1998).  Educational leadership and planning for technology (2d ed.). Upper Saddle River, NJ: Merrill of Prentice Hall, Inc. 

Robler, M. & Edwards, J. (2003).  Integrating educational technology into teaching (3d ed).  Upper Saddle River, NJ: Merrill of Prentice Hall, Inc. 

Schlechty, P.  (1990).  Schools for the 21st Century: Leadership imperatives for educational reform. San Francisco: Jossey-Bass Inc. 

Schlechty, P.  (1997).  Inventing better schools: An action plan for educational reform.  San Francisco: Jossey-Bass Inc. 

Sergiovanni, Thomas J.  (1996).  Leadership for the schoolhouse.  San Francisco: Jossey-Bass Inc. 

Shepherd, Robert D. (1998). Introduction to computers and technology. St. Paul, MN: EMC Paradigm Publishing, Inc.  Available [On-Line] http://www.emcp.com/intro_pc/icthomepage.htm

Schwartz, J. & Beichner, R. (1999) Essentials of educational technology. Boston, MA: Allyn and Bacon.

Tapscott, D. (1998).  Growing up digital. New York: McGraw-Hill. 

Thompson, A.  (1996).  Educational technology: A review of the research.  Washington,  DC: Association for Educational Communications and Technology. 

Vosniadou, S., De Corte, E., & Mandl, H.  (1994).  Technology-based learning environments: Psychological and educational foundations.  New York: Springer.