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www.stfrancis.edu · College of Education · Regional Educational Academy for Leadership

Managing Educational Technology Services
EEND-681 | MSED 699

  • Template 2016
  • Section TMPL
  • 3 Credits
  • 07/22/2015 to 07/22/2115
  • Modified 07/29/2019

Mission Statement


As a Catholic university rooted in the liberal arts, we are a welcoming community of learners challenged by Franciscan values and charism, engaged in a continuous pursuit of knowledge, faith, wisdom, and justice, and ever mindful of a tradition that emphasizes reverence for creation, compassion and peacemaking. We strive for academic excellence in all programs, preparing women and men to contribute to the world through service and leadership. 

Description

Candidates will learn about selecting, installing, managing and maintaining educational technology services for individuals, classrooms, and schools. They will research and make hardware/software recommendations for computing devices, applications, software libraries, network configurations, web technologies and emerging technologies. In support of an instructional technology reform project, candidates will assume the role of an implementation leader developing a project plan and securing necessary human, funding and technology resources to ensure success.

Objectives

College of Education Mission

The mission of the College of Education is to prepare competent and caring educators who understand students, serve the community and develop professionally to become ethical decision-makers and leaders.

Understanding Students

Candidates will develop an understanding regarding providing educational technology resources and services to the 21st century classroom to support technology- enhanced instruction.

Serving the Community

Candidates will have opportunities to explore the value of developing ethical, inclusive, adaptive and safe learning communities within their own classrooms, schools, districts and the world at large. They will develop skills and strategies to provide the technological resources and services to support effective teaching and learning.

Finding Our Professional Selves

Candidates will develop an understanding of the legal requirements and professional standards for teaching with technology and leading educational technology services.

Outcomes

Access to standards referenced in this section can be found HERE

By the conclusion of the course, each participant will be able to do the following:

1. Evaluate technology hardware and software resources using best practices, and state and national standards. (ISTE Teacher all; NBPTS 1, 3, 5; ISBE all of 2, 6, 7, 11)

a. Relates technology (i.e., hardware and software) resource selections to national standards.
b. Relates technology (i.e., hardware and software) resource selections to state standards.
c. Interprets state standards for technology (i.e., hardware and software) selection.
d. Interprets national standards for technology (i.e., hardware and software) selection.
e. Describe the attributes of technology resources.

2. Analyze social, equitable, ethical, and legal standards and codes of conduct for the responsible use of technology across organizations. (ISTE Teacher 4a, 4b, 4c; NBPTS 1, 3, 4; ISBE 1O, 7G)

a. Examines social standards for the responsible use of technology across organizations.
b. Identifies social codes of conduct for the responsible use of technology across organizations.
c. Examines legal standards for the responsible use of technology across organizations.
d. Identifies legal standards for the responsible use of technology across organizations.
e. Relates standards/code of ethics to the responsible use of technology across organizations.
f. Relates standards/codes of equity to the responsible use of technology across organizations.

3. Plan an institutional technology plan. (ISTE Teacher 1b, 2g, 3a, 3b, 3c; NBPTS 1, 3, 5; ISBE 2A, 2F, 2G, 2H, 2I, 5F, 6 all, 7A, 7B, 7E, 7G, 11A, 11C, 11F, 12F)

a. Devises a technology disposal protocol that reflects accepted practices.
b. Devises a professional development plan to address scope of an institutional technology plan.
c. Devises a professional development plan to address identified needs within an institutional technology plan.
d. Develops a hardware maintenance protocol (i.e., testing, repairing, replacing, and securing hardware) to minimize performance issues in classroom, administrative, and assistive technologies.
e. Develops a software maintenance protocol (i.e., installing, upgrading, replacing, and securing software) to minimize performance issues in classroom, administrative, and assistive technologies.
f. Devises a communication plan to report issues related to technology maintenance, security, and operability.
g. Devises an auditing plan for software resources.
h. Devises an auditing plan for hardware resources.
i. Develops a budget for an institutional technology plan.

4. Assess institutional readiness for instructional reform projects. (ISTE Teacher 2, 3a; NBPTS 1, 3, 4, 5; ISBE 2C, 10F, 11 all, 12E)

a. Evaluates institutional technology budgets for instructional reform projects.
b. Evaluates personnel training (i.e., curricular and technology) needs for instructional reform projects.
c. Interprets institutional goals for instructional reform projects.
d. Assesses ongoing support (i.e., technical and instructional) needs for instructional reform projects.
e. Assesses personal buy-in for instructional reform projects.

5. Create multimedia presentations that incorporate interactive features. (ISTE Teacher 3a, 5a, 5c; NBTPS 4, 5; ISBE 5D)

a. Devises multimedia presentations with interface elements (i.e., links, buttons, shapes, images, user-controlled audio, user-controlled video, and graphics) that facilitate navigation.
b. Devises multimedia presentations with interface elements (i.e., links, buttons, shapes, images, user-controlled audio, user-controlled video, and graphics) that display information.
c. Constructs multimedia presentations that incorporate interface elements in a comprehensible structure.
d. Constructs multimedia presentations with operable interface elements.

6. Design a network plan proposal. (ISTE Teacher 3a; NBPTS 1, 3; ISBE 5F, 6 all, 7A, 7B 12F)

a. Devise a protocol for wireless network access.
b. Plan a wireless network infrastructure.
c. Plan a wired network infrastructure.
d. Devise a plan of continuous improvement for network infrastructure.
e. Devise a plan for expansion of network infrastructure.

 

Materials

Brooks-Young, S.  (2016) ISTE Standards for Students: A practical guide for learning with technology

Assignments

Weekly Discussions – Discussions and Reflections
Candidates will respond to weekly discussions and reflection prompts.

  • Objectives: 1-6
  • Standards: ISTE Teacher – all; NBTS 1,3,4,5; ISBE 2,5D,5F,6,7,10F,11,12E,12F

Assignment One – Paper
Candidates will examine social, equitable, ethical, and legal standards in the field of educational technology leadership and write a paper describing potential challenges or concerns regarding their practice.

  • Objective: 2
  • Standards: ISTE Teacher 4a,4b,4c; NBPTS 1,3,4; ISBE 1O,7G

Assignment Two – PowerPoint Presentation
Candidates will design a 21st Century classroom proposal that supports teacher implementation of the ISTE standards.

  • Objectives: 1,2,3,5,6
  • Standards: ISTE Teacher – all; NBTS 1,3,4,5; ISBE 2,5D,5F,6,7,10,11,12F

Assignment Three – Create an Assessment
Candidates will create a technology reform readiness assessment.

  • Objective: 4
  • Standards: ISTE Teacher 2,3a; NBPTS 1,3,4,5; ISBE 2C,10F,11,12E

Assignment Four – Update Institutional Technology Plan
Governance area: The Child Internet Protection Act (CIPA)
Technology Plan: Software and Information Maintenance & Security, and Network Infrastructure

  • Objectives: 1,2,3,6
  • Standards: ISTE Teacher – all; NBPTS 1,3,4,5; ISBE 2,5F,6,7,10,11,12F

Assignment Five – Update Institutional Technology Plan
Governance area: Digital Divide, Copyright, and Fair Use
Technology Plan: Professional Development and Technical Support

  • Objectives: 1-3
  • Standards: ISTE Teacher – all; NBPTS 1,3,4,5; ISBE 2,5F,6,7,10,11,12F


Assignment Six – Update Institutional Technology Plan
Governance area: Individuals with Disabilities Education Act (IDEA)
Technology Plan: Hardware Maintenance

  • Objectives: 1-3
  • Standards: ISTE Teacher – all; NBPTS 1,3,4,5; ISBE 2,5F,6,7,10,11,12F

Assignment Seven – Update Institutional Technology Plan
Governance area: Family Educational Rights and Privacy Act (FERPA)
Technology Plan: Tech Procurement and Disposal, and Budget & Auditing

  • Objectives: 1-3
  • Standards: ISTE Teacher – all; NBPTS 1,3,4,5; ISBE 2,5F,6,7,10,11,12F


Assignment Eight – Update Institutional Technology Plan
Governance area: English as Second Language (ESL) Support
Technology Plan: Communication Plan

  • Objectives: 2,3
  • Standards: ISTE Teacher – all; NBPTS 1,3,4,5; ISBE 2,5F,6,7,10,11,12F

Assignment Nine – Institutional Technology Plan and Office Mix Presentation
Candidates will submit finalized Institutional Technology Plan along with an interactive presentation of the plan.

  • Objectives; 3,5
  • Standards: ISTE 1b,2g,3a-c,5a,5c;NBPTS 1,3,4,5; ISBE 2A,2F-I,5D,5F,6,7A-B,7E,7G,11A,C,F,12F

Course Policies

Policies for the College of Education at University of St. Francis

CLICK HERE for policies, including but not limited to:

  • Method of Instruction
  • Expectations of Candidates
  • Online Courses
  • Attendance Policies for Site-Based and Online Courses
  • Minimum Standards for Writing

Course Evaluations | IDEA Surveys

USF has elected to participate in the AQIP Program which requires a focus on continuous quality improvement as part of our Higher Learning Commission accreditation. The information learned during the IDEA Course Evaluations is an important part of maintaining quality and continuous improvement in courses, and it is the University’s expectation that students will thoughtfully participate in this evaluation process.

Institutional Policies

Students should use the USF portal as the first resource for guidance and support on items such as student complaints, safety, security and transportation questions, contact information for various USF departments, student support services such as counseling and academic resources. Information on these resources can be found in the “For Students” section of the USF portal.

A complete listing of university policies and procedures can be found in the University of St. Francis Course Catalog and Student Handbook. For the most current version of the catalog, please visit http://stfrancis.edu/academics/university-catalog

Academic Integrity

Academic integrity requires that all academic work be wholly the product of an identified individual or individuals. Collaboration is only acceptable when it is explicitly acknowledged. Ethical conduct is the obligation of every member of the University community, and breaches of academic integrity constitute serious offenses. Since a lack of integrity hinders the student’s academic development, it cannot be tolerated under any circumstances. Violations include but are not limited to: cheating, fabrication, facilitating academic dishonesty, plagiarism, and denying others access to information or material. See the USF Catalog for further clarification and information on grievance procedures.

Services and Accommodations for Students with Disabilities (ADA)

The University strives to be in compliance with the Americans with Disabilities Act (ADA) and the ADA Amendments Act (ADAAA). A student who requires special accommodations or arrangements due to a disability should contact the Office of Disability Services. This contact preferably should occur no later than the first week of classes. Early contact before the semester starts is encouraged to allow sufficient time to provide accommodations. Extra time is needed for some types of accommodations such as sign language interpreters or special text formatting. Should a need arrive after the start of a semester; the student is encouraged to contact the Office of Disability Services as soon as possible. Note that accommodations are not retroactive. Each case will be reviewed on an individual basis to determine reasonable and appropriate accommodations.

USF is committed to ensuring the full participation of all students in its programs, regardless of the course format. If you have a documented disability and need a reasonable accommodation to participate in a course, complete course requirements, or benefit from the University’s programs or services, please contact the Office of Disability Services at 815-740-3631 or [email protected] . The Office of Disability Services is in the Academic Resource Center (ARC) and is located on the second floor of the LaVerne and Dorothy Brown Library in room L214. Consultations are welcome, please contact the Office of Disability Services for an appointment.

Technology Support

  1. The Department of Academic Technology (DAT) administers the learning management system Canvas. If you are experiencing any difficulty using Canvas or need technical assistance, you have several options to receive support, including:
  1. 24x7 Live Canvas Support. If you experience technical difficulties or have a question about Canvas, you can receive support 24 hours a day 7 days a week through the Canvas help menu. From the help menu, select Chat with Canvas Support for a “live” text-based click-to-chat session,
  2. select Report a Problem to send an email support request, or speak to someone directly by using the toll-free number listed under the Canvas Support Hotline.

NOTE: Responses to Canvas’ email-based Report a Problem request system will go to your USF stfrancis.edu email account, NOT your personal email.

2. Online Self-Service Help Resources. A student user guide and other resources for solving issues related to Canvas can be found at http://learnitnow.stfrancis.edu

3. Telephone Support from DAT. You can also phone the Department of Academic Technology for personal help at (815) 740-5080 or (866) 337-1497 (toll-free) between 8 a.m. and 4 p.m. Central Standard Time, Monday through Friday.

For any technical support issues that are not related to Canvas, please contact the USF Technology Support Center (TSC). You can reach them via:

Notice of Copyright

This course may contain copyrighted materials that are intended to support the learning experiences of students currently enrolled in the course. No student may retain or further disseminate any copyrighted materials, in their entirety or any portion thereof, under penalty of law.

Academic Support Services

The Academic Resource Center (ARC) located in Room L214 in the Library (815-740-5060) offers various types of academic services.  Online and distance learning students can contact ARC for appropriate resources.  ARC serves students who need tutoring in many areas of study including writing and math.  Library services include a number of online services and full text databases.  Call the Library at 815-740-5041 for additional information.  If you need academic-related resources or assistance, please contact the Academic Resource Center.

Additional Items

Course References

Association for Computing Machinery (ACM). Code of Ethics and Professional Conduct. Retrieved from http://www.acm.org/about/code-of-ethics?searchterm=ethics

Association of Information Technology Professionals (AITP). Code of Ethics & Standards of Conduct. Retrieved from https://www.aitp.org/?page=EthicsConduct

Computing Technology Industry Association’s (CompTIA). CompTIA A+ Certification Exam Resources. Retrieved from http://www.proprofs.com/certification/comptia/a-plus/index.shtml

Consortium for School Networking (CoSN). Framework of Essential Skills. Retrieved from http://www.cosn.org/framework-essential-skills

Federal Communications Commission. Children's Internet Protection Act (CIPA). Retrieved from https://www.fcc.gov/guides/childrens-internet-protection-act

Illinois General Assembly. Illinois Compiled Statue on Internet Safety Education Curriculum Retrieved from http://www.ilga.gov/legislation/ilcs/ilcs4.asp?ActID=1005&ChapterID=17&SeqStart=156500000&SeqEnd=163300000

Illinois Vision 20/20. Policy brief. Retrieved from http://illinoisvision2020.org/

Microsoft. How to make your first Mix. Retrieved from https://mix.office.com/

Miller, Herman. Research: Case Studies. Retrieved from http://www.hermanmiller.com/research/case-studies.html

Miller, Herman. Rethinking the Classroom: Spaces Designed for Active and Engaged Learning and Teaching”.  Retrieved from http://www.hermanmiller.com/research/solution-essays/rethinking-the-classroom.html

Tavani, Herman T. (2011) Ethics and Technology. Danvers, MA: John Wiley & Sons, Inc., 2011. Print.

University of St. Francis. Accessible Campus Communities Empowering Students for Success (ACCESS). Retrieved from http://access.stfrancis.edu/course-review-process/

U.S. Copyright Office. Website. Retrieved from http://copyright.gov/

U.S. Department of Education. Laws and Guidance. Retrieved from http://www2.ed.gov/policy/landing.jhtml?src=pn

U.S. Department of Education Office of Special Education Programs. Understanding Accessibility in Digital Learning Materials: Simply Said. Retrieved from http://www.ctdinstitute.org/library/2015-07-14/understanding-accessibility-digital-learning-materials-simply-said