Eg 5603 Leadership in Ed Tech Su2014 Nordstrom

EG 5603-Leadership in Educational Technologies Summer 2014 Dr.
Hope Nordstrom
LIPSCOMB UNIVERSITY COLLEGE OF EDUCATION
EG 5603-61 Leadership in Educational TechnologiesSummer 2014
3 credit hoursJune 30-July 31
Professor: Dr. Hope Nordstrom Office Hours: M & W 1-4 pm/Can meet ONLINE by appt.
Office: Ezell 153D Class Meeting: ONLINE
Contact: hope.nordstrom@lipscomb.edu or 615-966-2013
Since you are mostly off-campus, I recommend that you call or email for an appointment. Due to the number of conferences I am
attending or professional development sessions I am conducting this summer, I HIGHLY recommend that you make an appointment
with me first. I can also meet you online using AdobeConnect.

E-mail is the best method to contact me and is checked daily. I will respond within 24 hours.

If you experience trouble with network access or email issues, please contact the Information Technology HelpDesk at 615-966-1777.
You can also create a Help Ticket online. When providing information about the issue you are encountering, please provide as much
information about the system you are on and if possible provide a screenshot of the browser window.

Assignments will be graded in a timely manner usually within a week.

TEXT:
No required text for this course.
Additional reading assignments will be made throughout the semester. These will be placed on Blackboard.
COURSE DESCRIPTION: This course will explore leadership skills and knowledge needed to implement and support educational
technology use. Leaders must know how to acquire technology, plan its effective use, prepare teachers, and assess effectiveness,
including how to assess what is currently in place, what is needed and how best to use it. Funding educational technology, grant
writing, and prioritizing an implementation will be discussed. Also included will be the challenge of staying abreast of new
technologies, assessing teacher use of technology, and utilizing community resources.

COURSE OBJECTIVES: This course is designed to inform future teacher leaders and instructional leaders on the use of emerging
technology and social networking and how these tools can be leveraged for increased learning in the classroom. Students will learn
how to assess available technology, plan for future technology use, and manage policy implications of school-level technological
advancements.
COURSE REQUIREMENTS, ASSIGNMENTS and KEY ASSIGNMENTS, FIELD EXPERIENCES AND PROJECTS with
DUE DATES:
ASSIGNMENT TITLE Type of Assignment (note
if Spiritual Growth, Key,
Portfolio or Field
Experience)
DUE DATE: Percentage of
Grade or Points
Assigned (if
applicable)
Technology Leadership with Trust & Love

Spiritual Growth Embedded within the
course
Included in
discussion grade
Multimedia Vision Representation Course Assignment July 6 100
Leadership-Focused Technology
Presentation
Course Assignment July 13 100
Strategic Plan Analysis Paper Course Assignment July 20 100
Technology Budget Proposal Course Assignment July 27 100
EG 5603-Leadership in Educational Technologies Summer 2014 Dr. Hope Nordstrom
Field Experience
*Interview a district technology supervisor to
determine how the implementation of the
district technology (3-5 hours) or

*Attend Principal UNConference (PUNC-
ON). (3-5 hours)

Field Experience/Course
Assignment (upload
assignment to portfolio;
upload signed field
experience form to
portfolio and record field
experience hours and
demographics on chart in
portfolio)
July 29 100
Discussion Posts/Participation Weekly 500
Total 1,000

SPIRITUAL GROWTH: In all of the Lipscomb College of Education, the integration of faith into the daily practice of the teacher
and the leader is emphasized. In all M.Ed. and Ed.S. core courses, the College is currently using Parker Palmers Courage to Teach
as a vehicle for reflection on the impact of beliefs on classroom practice, relationships with students, and the development of their
faith.
FIELD EXPERIENCES: Each masters level course in the College of Education requires a field experience that is expected to take
five (5) to ten (10) hours (a minimum of 50 hours by graduation). These field experiences must be completed to be successful in the
course and are designed to support the expected program outcomes.
Definition: NCATE defines field experiences as: A variety of early and ongoing field-based opportunities in which candidates may
observe, assist, tutor, instruct, and/or conduct research. Field experiences may occur in off-campus settings such as schools,
community centers, or homeless shelters. Field experiences are defined as authentic workplace based learning experiences. It should
be a way to learn by doing and to practice skills learned in your coursework.
Because the College of Education is committed to equipping our students for diverse experiences, we ask that you complete your field
experiences with schools or districts in varied classifications (low SES, urban, suburban, rural and cross-cultural), and with different
student populations (ELL, Special Education, Advanced). This diversity of experience should be evident on your field experience data
form in LiveText by the time you graduate. A Field Experience Documentation and Data Form is required of each student for each
course. These forms are available in the online LiveText portfolio template.
LIVETEXT PORTFOLIO REQUIREMENTS:
All M.Ed. students are required to have a LiveText electronic portfolio account. A completed LiveText electronic portfolio is a
requirement for graduation from all M.Ed. programs. Information about purchasing LiveText, downloading your portfolio template
and creating your portfolio are found at:
http://education.lipscomb.edu/page.asp?SID=28&Page=9159
Some assignments are considered KEY ASSIGNMENTS. These assignments must be completed satisfactorily to pass the course
and will be assessed in LiveText to demonstrate mastery of your program goals. You are responsible for uploading the assignment to
your LiveText Portfolio after the instructor has graded it. Your final grade will not be posted until this assignment is complete and
uploaded to LiveText.
FIELD EXPERIENCE DOCUMENTATION must also be included in your LiveText portfolio. You are responsible for
completing the chart with data concerning your field experiences before your final grade can be posted. You may do this
immediately after completing the field experience.
COMPREHENSIVE EXAMS:

All students must take a comprehensive exam in the last semester before graduation. (For Education Leadership students, this will be
the SLLA Praxis). For all other students, you will be assigned a case study with a series of questions to answer in a take home essay
format. Please keep material from this course that may be helpful in responding to such a case study question.

GRADING and LATE WORK POLICY:

Grading criteria for all assignments will be communicated at the beginning of the course. If you are experiencing circumstances that
will prevent you from turning in an assignment on time, you should notify the instructor immediately via email, text message, or
phone call. Late work will only be accepted under specific, emergency situations with prior approval from the instructor. Late
work will not receive full credit.

Course Requirements
Grading will be based on the College of Education grading scale. Students will earn a total number of points out of 1000 possible
points. That number will then be converted into the grading scale. (Ex. 935 points total; the calculation would be: 935/10 = 93.5 or a
94%, an A)

Submission of Assignments:
Writing assignments must be submitted in BOTH Blackboard and LiveText. A submission in any other format will be returned to the
student for resubmission. Grade reductions for late submissions will apply.

Written assignments should be submitted no later than 11:59 PM on the due date. The following grade reductions will apply:
10% grade reduction if assignment is one day late
25% grade reduction if assignment is two days late
50% grade reduction if assignment is three days late
No assignments will be accepted more than three days after the due date

If an emergency occurs that causes a late submission (an emergency that can be documented, such as unexpected illness or other major
unplanned life event), please contact me at your earliest opportunity to arrange any late submission. All assignments are due as
assigned unless given specific permission of the instructor to change the due date.

College of Education Grading Scale

A 94-100 B 86-93 C 77-85 F 0-76

Instructors initiate a Notice of Concern Process for students who earn a C or below in any class.

ATTENDANCE POLICY:
Since this is an online class, there are no scheduled class sessions. However, students are expected to show a strong presence on
Blackboard by posting regularly.
COMMUNICATION POLICY:
Students are asked to check their Lipscomb email regularly. Your Lipscomb email may be forwarded to another account, and
instructions to do so are found on the university website. The university is not responsible for information you miss if an email has
been sent to your Lipscomb account.
THE CONCEPTUAL FRAMEWORK OF C.A.R.E:
Lipscombs conceptual framework for the initial and advanced programs is built upon four categories:
Craft of Teaching
Attitudes and Values
Relationships
Essential Knowledge

The first letter of each category provides the theme of Lipscomb's initial and advanced programs: C.A.R.E. The College of Education
believes that this conceptual framework provides the structure within which all educational programs can sustain a high level of
excellence so that its candidates will be of the highest quality. It is shared widely within the university and beyond.

Each student will receive a copy of the C.A.R.E Framework (Advanced). Your LiveText portfolio will reflect ways in which
your program of study fit within this framework.

ACADEMIC INTEGRITY:

In keeping with our identity as a Christian University and our goal to help shape lifelong disciples of Christ, academic integrity will be
taken very seriously in this course. Unless specific permission is given to collaborate on assignments with other students, each
students work shall be his/her own. Cheating on assignments and plagiarizing on written assignments will, depending on the severity
of the case, result in penalties ranging from a significantly reduced grade on the assignment to failing the course. Instances of
cheating or plagiarism may also be reported to appropriate members of the administration, depending on the situation. Decisions in
these matters rest with the instructor. Please refer to Lipscombs Code of Conduct and Academic Integrity Policy.

UNIVERSITY EVALUATIONS AND C.A.R.E ASSESSMENTS:
It is part of your responsibility as a student to participate in university evaluations and C.A.R.E assessments of your course and
faculty. You will receive an email toward the end of the course with instructions on how to complete the university evaluations and
you will receive further instructions concerning how to complete the C.A.R.E. assessments.

STUDENTS REQUIRING ACCOMMODATIONS:
If you require classroom accommodations for a documented disability, please discuss your circumstances with me immediately. If you
are a student with a documented disability who will require accommodations in this course, please register with Kaitlin Shetler,
Director of Disability Services (615-966-6301), for assistance in developing a plan to address your academic needs. The Office of
Disability Services is located in the Academic Success Center, basement of the Beaman Library.
DROPPING THE COURSE: A decision to stop attending class does NOT constitute dropping the course. A drop/add form
(available in the Registrar's Office) must be signed by the teacher and processed in the Registrar's Office before the drop is official.
APA FORMAT:

Formal papers submitted for graduate coursework should follow American Psychological Association (APA) for general guidelines,
in-text citations of materials, avoiding plagiarism, and reference pages from the Publication Manual of the American Psychological
Association, Sixth Edition. Each instructor will be provided a desk copy of APA: The Easy Way!, Second Edition, a simplified guide
that has been updated for the sixth edition (ISBN 0923568964). Students are asked to purchase a copy of this publication. Other
helpful resources for APA guidelines and formatting include the following websites:
http://www.apastyle.org/learn/tutorials/basics-tutorial.aspx
http://www.apastyle.org/learn/faqs/index.aspx
http://owl.english.purdue.edu/owl/resource/560/01/
http://www.vanguard.edu/faculty/ddegelman/index.aspx?doc_id=796

COLLEGE OF EDUCATION WRITING RUBRIC:

The College of Education has a writing rubric for general use with written assignments. Students who have difficulty with graduate
level writing will be asked to do some remediation with the university Writing Studio.
CLASS SCHEDULE DISRUPTION POLICY:
Except in the rarest of instances, Lipscomb University does not cancel classes or close offices. However, should an event (weather-
related or otherwise) occur that requires disruption of the entire Lipscomb University class schedule, students will be notified via
multiple venues including the Lipscomb homepage (www.lipscomb.edu), a text message sent through LU ALERT
(http://lualert.lipscomb.edu), and the Lipscomb Weather Information Line (966-1836). For information on possible snow-related
closures or late starts, students should consult local television stations (2-WKRN, 4-WSMV, 5-WTVF and 6-WZTV, and Channel 9
on campus). Students should look for information regarding Lipscomb University, not David Lipscomb Campus Schools.

C.A.R.E. Outline
Lipscombs Teacher education program is committed to preparing educators who have the following
competencies:

Practices exemplary CRAFT:

1 Develops and refines a personal philosophy of leading, teaching and learning
2 Plans instruction and student learning goals which are aligned to current standards
3 Analyzes and makes strategic instructional decisions based on assessment data and current research
4 Monitors and evaluates all student learning and engagement using multiple assessments
5 Encourages and motivates students to understand and monitor their own assessment data
6 Integrates current technology to enhance the learning environment and outcomes
7 Models and creates opportunities for critical thinking, problem solving, and performance skill
development
8 Organizes and manages the learning environment and resources to assure that all students learn
9 Differentiates instruction to meet the needs of diverse learners and implements inclusive practices
1 Manages significant behavior issues effectively

Possesses professional ATTITUDES AND VALUES:

1 Believes that all children can learn, regardless of gender, ethnicity, or social status, and that s/he can
teach them
2 Is self-reflective and committed to on-going professional development and self-improvement
3 Demonstrates confidence and enthusiasm to teach as a professional
4 Possesses a strong, achievement oriented work ethic
5 Completes assignments, tasks, and duties punctually and responsibly
6 Views teaching as a mission to serve others
7 Demonstrates coping skills, flexibility, a sense of humor, and joy in teaching
8 Responds appropriately to critical feedback
9 Makes decisions informed by high personal and ethical standards

Fosters collaborative RELATIONSHIPS:

1 Demonstrates a respect for and appreciation of cultural diversity and individual differences
2 Provides opportunities for increased cultural awareness for students in the global society
3 Relates to and communicates with all students, parents, and colleagues comfortably and effectively
4 Contributes to the school culture as a collaborative partner in the achievement of common goals
5 Demonstrates professional behavior in all circumstances
6 Listens to and appropriately responds to others
7 Demonstrates care and compassion for others
8 Maximizes communication through the use of appropriate means, including technology
9 Uses ethical standards to inform relationships with others

Demonstrates possession of ESSENTIAL KNOWLEDGE:

1 Possesses deep knowledge of the discipline being taught and its relationship to general knowledge
2 Plans effectively for short term and long term instruction within the discipline
3 Understands current research on effective teaching and learning
4 Knows developmental stages, learning theories, and their impact on teaching and learning
5 Knows where to find answers and resources to enhance teaching, learning, and classroom management
6 Effectively communicates orally and in writing
7 Is technologically literate


EG 5603 Assignment Calendar Summer 2014
Module 1 (June 30-July 6) Course Introduction/Leadership & Vision

READINGS:
Read any articles and watch any videos posted on the Module 1 page located on Blackboard.

DISCUSSION on Blackboard:
Introduction: Using the ChatterPix or ChatterPix Kids app, introduce yourself to your classmates,
and post a picture that represents you when it comes to leadership. Explain how the picture
represents your view of leadership. You will need to export your Chatterpix to YouTube. Then
share the YouTube link here. (DUE: July 6)
RESPONSE 1: Write a response to your most significant learning from the readings and videos in
this module. What difference will this learning make in your professional practice? (DUE: July
4 or 5) Respond to at least two classmates. (DUE: July 6)
Tech Tool of the Week (ChatterPix): As a technology leader, discuss at least three suggestions
on how you might implement the tech tool of the week. It could be specific examples on how
teachers, administrators, or other people might be able to use it. (DUE: July 6)

ASSIGNMENTS:
Multimedia Vision Representation (DUE: July 6)

Module 2 (July 7-13) Productivity and Professional Practice

READINGS:

RESPONSE 2: Todays teachers have a lot on their plate when it comes to their classroom. How
would you as a new technology leader sell your leadership-focused technology presentation to
teachers? How would you deal with the resistant teachers? Be specific in your discussion and be
mindful to approach the discussion from an informed point of view and not just a gut-level
reaction (DUE: July 11) and respond to at least two classmates (DUE: July 13).
Tech Tool of the Week (VoiceThread): As a technology leader, discuss at least three suggestions

ASSIGNMENTS:
Leadership-Focused Technology Presentation (DUE: July 13)

Module 3 (July 14-20) Procedures, Policies, Planning, and Budgeting

READINGS:

RESPONSE 3: Write a response to your most significant learning from the readings and videos in
this module. What difference will this learning make in your professional practice? (DUE: July
18) Respond to at least two classmates. (DUE: July 20)
Tech Tool of the Week (TodaysMeet): As a technology leader, discuss at least three suggestions

ASSIGNMENTS:
Strategic Plan Analysis Paper (DUE: July 20)

Module 4 (July 21-27) Social, Ethical, Legal, and Human Issues

READINGS:

RESPONSE 4: After watching Dr. Weschs talk about our society and how social media and
technology is shaping our relationships. What are your thoughts? How does this affect teaching,
learning, and leading from this perspective? (DUE: July 25) and respond to at least two
classmates (DUE: July 27).
Tech Tool of the Week (Twitter #eg5603): As a technology leader, discuss at least three
suggestions on how you might implement the tech tool of the week. It could be specific examples
on how teachers, administrators, or other people might be able to use it. (DUE: July 27)

ASSIGNMENTS:
Technology Budget Proposal (DUE: July 27)

Module 5 (July 28-31) Putting It All Together

READINGS:

RESPONSE 5: After watching the ISTE keynote presentation, choose two concepts that captured
your interest the most and tell us why it did. (DUE: July 29)
Faith-Focused Response: Complete the Faith-Focused discussion. (DUE: July 29)

ASSIGNMENTS:
Field Experience Reflection and Documentation Forms (DUE: July 29)

ASSIGNMENT DESCRIPTIONS:

Multimedia Vision Representation (100 points) DUE July 6
o Using Animoto, iMovie, or another dynamic media tool, create a presentation that clearly and powerfully communicates your vision for
transformational change related to strategic integration of digital technologies.
o This presentation should last no more that 5 minutes and include graphics, audio, text, and animation or video.
o Submit assignment on both Blackboard and LiveText.
Leadership-Focused Technology Presentation (100 points) DUE July 13
o Using VoiceThread, prepare what you would consider to be a 10-15 minute presentation on a leadership-focused topic. (See ideas below.)
You can create your presentation and upload it into VoiceThread (Internet or the iPad app).
o Create this presentation as if you were presenting it to a school board or those who make technology decisions in your organization.
o The presentation should highlight the important points of the topic.
o Possible topics may include but are not limited to the following: importance of continued technology professional development, pros and
cons of BYOD (bring your own devices), the Connected leader, using mobile devices in the classroom, social media for student learning,
SAMR model, flipped professional development, or digital citizenship.
o Submit assignment URL link on both Blackboard and LiveText.

Strategic Plan Analysis Paper (100 points) DUE July 20
o Locate and examine your school districts strategic plan. Include a summary of the current school/district plan.
o With a focus on 21
st
century skills, the NETS-S and NETS-T, TPACK, SAMR model, and the philosophy of transformational change, cite
specific examples from the plan where these are addressed. Note gaps in the plan related to these ideas.
o Discuss any goals for improving achievement, access, and integration found in the strategic plan.
o Based on this analysis, provide an outline of recommendations to the strategic plan and your rationale for these. Use at least three to five
sources to support your rationale. Use APA formatting. These recommendations can include hardware, software, technology support
personnel, professional development, and other needs.
o If you do not have a district strategic plan, locate one online from another school district for this assignment.

Technology Budget Proposal (100 points) DUE July 27
o Prepare a proposal for spending $250,000 on technology in your institution (school or non-school workplace).
o There should be a three paragraph executive summary including a statement of the problem, the proposed intervention and the way(s) in which
you will determine effectiveness.
o This should be followed by a detailed budget and rationale. (Most technology budget proposals include vendors and costs as well. This would be
a great place to put these items.)

Field Experience (100 total points) DUE July 29
o Field experience is expected to take between five (5) to ten (10) hours. They can be arranged in the current workplace, if possible, but must be
completed to be successful in the course. Your own classroom does not count toward field experience hours.
o Complete and submit assignment on both Blackboard and LiveText of the Field Experience Documentation Form and Observation
reflections.
o You can take a picture of the Field Experience Documentation Form and upload it as a .jpg. Many students take a picture with their phone or
iPad.
o Once you upload the field experience for your grade, you also need to upload the documentation form into your portfolio on LiveText (not
just the assignment section).
o For this course, your Field Experience must include:
Interview the district technology coordinator, someone in IT, or someone who makes major technology decisions for your district,
your school, or your organization. (1-3 hours + 2 for logistics/reflection = 3-5 hours)
Submit a written reflection (1-3 pages) on the interview along with your most significant takeaway from the interview.
Feel free to ask the following questions or create your own questions that you have been wanting to know:
-How did they come into the position?
-Describe a typical day for you.
-What factors play a key role into adding new technologies into the organization/district?
-What are some of the challenges they face?
-What has surprised them the most in their role?
-What do they think will be the most significant technology innovations that will change
education in the next five years?

Attend Principal UNconference (PUNC-ON) hosted by my friend Adam Taylor on Monday, July 21 from 8:30-11:30. (3 hours + 2
for logistics/reflection = 5 hours) Website: http://puncon.wordpress.com/

Submit a written reflection (1-3 pages) about the UNconference.

Discussion Board Responses (500 total points)
o Each week you will be required to read a set of journal articles or watch videos specific to our topic of study for the week. All of the required
articles will be available on Blackboard.
After reading the articles and text or watching the videos, respond to the discussion questions that have been posted on Blackboard.
Be sure to cite the readings in your responses on the discussion board.
For some posts, you will be required to write a response AND respond to 2 or moreof your classmates posts.

GRADING:
Course grades will be based on the following:

Multimedia Vision Representation-100 points
Leadership-Focused Technology Presentation-100 points
Strategic Plan Analysis Paper-100 points
Technology Budget Proposal-100 points
Field Experiences & Reflection-100 points
Discussion Board Responses- 500 points

TOTAL POSSIBLE POINTS - 1000

The grading scale is: A = 94 100 (940+)
B = 86 93 (860-930)
C = 77 85 (770-850)
F = 0 - 76

Eg 5603 Leadership in Ed Tech Su2014 Nordstrom

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