MEDT 8462 N01 Fall 2014

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Leading and Managing Instructional Technology Programs MEDT 8461

Semester/Year Fall 2014

Time/Location Online (Mixed Synchronous & Asynchronous Format)

Instructor Professor Danilo M. Baylen

Office Location Education Annex 152
Department of Educational Technology & Foundations
University of West Georgia, 1601 Maple Street, Carrollton, GA 30118

Office Hours Tuesday and Thursday 12:00 5:00 PM
By appointment using phone or web conferencing application

Online Hours By appointment using phone or web conferencing application
Tuesday to Thursday between 9:30 to 12:00 PM

Telephone Direct Line: (678) 839-6130
Department Line: (678) 839-5259

Email Use D2L email first before this university account: dbaylen@westga.edu

Online Support Course Learning Management System (D2L)
http://westga.view.usg.edu

D2L UWG Online Help
http://uwgonline.westga.edu/students.php

D2L 24-Hour Help
https://d2lhelp.view.usg.edu

UWG Distance Learning
http://uwgonline.westga.edu

Distance Learning Library Services
http://libguides.westga.edu/content.php?pid=194430

Resources for Distance & Off-campus Students
http://libguides.westga.edu/content.php?pid=194459

Course Site (Organic Syllabus)
*** This is always the most updated version of the course syllabus.
http://leadingit.weebly.com/


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Information Technology Services (ITS)
Supports MyUWG, email, Banweb, & Campus Internet Connectivity
(678) 839-6587 / servicedesk@westga.edu

Student Information Technology Services (SITS)
Free service to UWG students to help in finding solutions to
software and/or hardware problems with personal computers.
(678) 839-5067 / sits@westga.edu

Ingram Library
(678) 839-6495 / https://www.westga.edu/library/

Accessibility Services
(678) 839-6428 / ccd@westga.edu

COURSE DESCRIPTION

This course provides an overview of the procedures in planning, designing, developing,
implementing and managing instructional technology programs in schools. Emphasized are
leadership skills, managing people and resources, effective training techniques, program
development, funding, and trends and issues associated with school uses of instructional
technology.

COE Vision
The College of Education at the University of West Georgia will be recognized for Leading a
New World of Learning, with relevant and innovative programs that contribute to educational
improvement and the betterment of society.

COE Mission
Locally connected and globally relevant, the Mission of the College of Education is to prepare
graduates for meaningful careers in diverse settings. Spanning undergraduate through doctoral
study, we are committed to depth of knowledge and excellence in teaching, professional practice,
and applied research.

The vision and mission of the College of Education at UWG forms the basis on which programs,
courses, experiences, and outcomes are created. National and state standards (ISTE, AECT,
ALA, AASL, etc.) are incorporated as criteria against which candidates are measured. This
courses objectives, activities, and assignments are related directly to the appropriate standards,
as identified below.

APPROACHES TO INSTRUCTION

The pedagogical methods used to teach this course will include lecture, discussion, small and large
group work, journal articles, handouts, learning management system technology, webconferencing
technology applications, and when appropriate and available guest speakers. To an extent, the class
will be taught using interactive approaches. Students are expected to be well prepared for online
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meetings and have read the assigned readings. They are should be ready to ask questions on any
assigned material that they do not understand.

Each major assignment contributes to the development of the next one. This form of scaffolding
strategy ensures that students have the appropriate foundations in acquiring and retaining the
appropriate knowledge and skills in order to meet the stated course objectives.

This course will be delivered approximately 100% online. This requires the online equivalent of
2,250 minutes of instruction (seat-time) and an additional 4,500 minutes of supporting activities.

As such, students will be required to complete the following online activities during this course:

Activity
Number of
Session
# of
Minutes
Instructional
Equivalent to
Seat Time
Additional Hours
Participating in Online
Discussion Sessions
6

60 minutes

360 minutes

720

Completing Project 1 120 minutes 120 minutes 240
Completing Project 2 120 minutes 120 minutes 240
Completing Project 3 120 minutes 120 minutes 240
Completing Project 4 120 minutes 120 minutes 240
Completing Project 5 120 minutes 120 minutes 240
Completing
Assessment Activities

75 minutes

150 minutes

300
Completing All
Exercises
6

30 minutes

180 minutes

360
Completing a
Presentation

60 minutes

60 minutes

120
Participating in Virtual
Classroom Sessions
6

150 minutes

900 minutes

0
Professionalism (See
note below)



Additionally, it is anticipated that students will need to work independently for twice the number
minutes listed above to complete the online activities.

Students are expected to develop skills in managing multi-platform delivery applications. Given
this, students will access the course site for content, and the Learning Management System for
pass-word protected submission, online discussions, and assessment including feedback on
assignment completion. Most of the course content will be access through a faculty-developed
course site except for specific resources under the fair use guidelines. Finally, students will
access the library database to identify research literature to support class discussions and
assignments.
MEDT 8462 N01 Fall 2014
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NOTE: For this course, the professor will deduct a maximum of 10 points for unprofessionalism
in the classroom that includes belligerent or uncooperative behaviors, plagiarism, tardiness in
discussion participation and assignments/exercises submission, and non-collaborative or non-
responsive behaviors in group work contexts.

COURSE OBJECTIVES

Students will:

1. Provide leadership to the schools to facilitate the successful infusion of technology
(Adaptive, Collaborative, Knowledgeable, Reflective)

2. Identify and promote awareness of the importance and the role of instructional technology
in the teaching/ learning process (Decisive, Leading, Adaptive, Proactive, Reflective)

3. Discuss state and federal laws and programs as they relate to school instructional
technology programs and their funding (Decisive, Leading, Adaptive, Collaborative);

4. Identify professional organizations and publications that focus on instructional technology,
administration, and media (Adaptive, Collaborative, Proactive, Reflective);

5. Describe and discuss effective instructional technology management and supervision
techniques in educational settings (Decisive, Leading, Adaptive, Culturally Sensitive,
Empathetic);

6. Develop a proposal and budget for technology funding (Decisive, Leading, Adaptive,
Collaborative, Culturally Sensitive, Knowledgeable, Proactive, Reflective).

INSTRUCTIONAL RESOURCES

Required Text(s)

Reeves, D . B. (2009). Leading change in your school: How to conquer myths, build
commitment, and get results. Alexandria, VA: ASCD.
Levine, B. B., & Schrum, L. (2012). Leading technology-rich schools: Award-winning
models for success. New York, NY: Teachers College Press.

Required Online APA Resource

Purdue Online Writing Lab (OWL). Retrieved from https://owl.english.purdue.edu/owl/

Supplementary Text(s)

American Psychological Association. Publication manual of the American Psychological
Association (6th Ed.)

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Several digital resources will be provided by your professor.

Required Instructional Resource

TK20 Subscription -- These are available at the University Bookstore or at
http://westga.tk20.com/campustoolshighered/start.do
If you have purchased a subscription previously, DO NOT re-subscribe. For more
information about this resource, see http://www.westga.edu/coe/index_550.php. For
assistance, please email tk20@westga.edu.

Other Resources

Flash or thumb drive (at least 1 GB)
Office 2007 (it is your responsibility to let the instructor know if you dont have access to it
at home or your workplace)
High Speed Internet Access
Software Applications (Word, Excel, PowerPoint, Audacity, Moviemaker)
Headset (Microphone with Headphone)
Webcam
Scanner

References

Barr, R., & Parrett, W. (1997). How to create alternative, magnet, and charter schools that
work. Bloomington, IN: National Educational Service. (ED419266)
Beck, C., & Schornack, G. (1998). Understanding educational change: A systems model
approach. Paper presented at the Second North American Conference on the Learning
Paradigm, San Diego, CA. (ED420906)
Donlevy, J., & Donlevy, T. (1997). Teachers, technology, and training: Perspectives on
education and school reform-a focus on the sociological perspective. International Journal of
Instructional Media, 24(1), 1-14. (EJ569032)
Educational Research Service. (1998). Comprehensive models for school improvement:
Finding the right match and making it work. Arlington, VA: Author. (ED422632)
Fullan, M., & Stiegelbauer, S. (1991). The new meaning of educational change. New York,
NY: Teachers College Press. (ED354588)
Gaff, J. (1999). General education: The changing agenda; The academy in transition.
Washington, DC: Association of American Colleges and Universities. (ED430438)
Marsh, D. (1999). Preparing our schools for the 21st century: 1999 ASCD yearbook.
Alexandria, VA: Association for Supervision and Curriculum Development. (ED427414)
Myers, C., & Simpson, D. (1997). Re-creating schools: Places where everyone learns and
likes it. Thousand Oaks, CA: Corwin Press, Inc. (ED418498)
Nicholls, G. (1997). Collaborative change in education. Sterling, VA: Stylus Publishing, Inc.
(ED408932)
Olson, L. (1998). Models for reform. American Educator, 22(3), 18-19. (EJ578727)
Sakofs, M. (1998). Painting and Christopher Columbus: A story about metaphors for school
change. Journal of Experiential Education, 21(2), 108-111. (EJ580360)
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Stanford, B. (1998). Charting school change: Improving the odds for successful school
reform. Thousand Oaks, CA: Corwin Press, Inc. (ED418497)
Talley, S., & Martinez, D. (1998). Tools for schools: School reform models supported by the
National Institute on the Education of At-Risk Students. Washington, DC: National Institute
on the Education of At-Risk Students. (ED418174)
Wallace, B., & Braunger, J. (1998). Teacher stories of curriculum change. Portland, OR:
Northwest Regional Educational Lab. (ED424205)
LEARNING ACTIVITIES

The table below outlines the various instructional activities that will support student learning in
this course.

Project Title
Completion
Accountability
Project 1 (Course Objectives 1, 2, 3, 4, 5) Individual
Project 2 (Course Objectives 1, 2, 3, 4, 5, 6) Individual
Project 3 (Course Objectives 1, 2, 3, 4, 5, 6) Individual
Project 4 (Course Objectives 1, 2, 3, 4, 5, 6) Individual
Project 5 (Course Objectives 1, 2, 3, 4, 5, 6) Individual
Online Discussion (1-6) (Course Objectives 1, 2, 3, 4, 5) Individual
Assessments (Course Objectives 1, 2, 3, 4, 5, 6) Individual
Interactive Exercises including Virtual Classroom Feedback
(Course Objectives 1, 2, 3, 4, 5)
Individual

ASSESSMENT OF LEARNING

Evaluation Procedures

Item Actual Points Earned Assessment Tools Weight Final Points
Project 1 100
Rubric based on
Instructions

Project 2 100
Rubric based on
Instructions

Project 3 100
Rubric based on
Instructions
30%
(P1+P2+P3)
90
Project 4 100
Rubric based on
Instructions

Project 5 100
Rubric based on
Instructions
30%
(P4+P5)
60
Online Discussion 1-6 120
Rubric based on
Instructions
20% 24
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Assessments 100
Rubric based on
Instructions
10% 10
Interactive Exercises
including Virtual
Classroom Feedback
100
Completion
Rubric based on
Instructions
10% 10
TOTAL 194

Grading
Actual Points Earned X Weight (%) = Final Points

= Percentage Points
194

The percentage point equivalent to a letter grade is shown below:
A + A A - B + B B - C + C C - F
98 -
100%
95 -
97%
92 -
94%
88 -
91%
84 -
87%
80 -
83%
76 -
79%
71 -
75%
66 -
70%
Below
66%

COURSE SCHEDULE

You can access the course schedule at this URL -- http://leadingit.weebly.com/timelines.html -- to
guide you in managing our course. Remember that this course schedule may change given
unpredictable circumstances beyond your professor's control.

COURSE POLICIES

Academic Honesty

All work completed in this course must be original work developed this semester. Students are
expected to adhere to the highest standards of academic honesty. Plagiarism occurs when a
student uses or purchases ghostwritten papers. It also occurs when a student utilizes ideas or
information obtained from another person without giving credit to that person.

All paper components of a project will be submitted to Turnitin.com for similarity index check.
If plagiarism or another act of academic dishonesty occurs, it will be dealt with in accordance
with the academic misconduct policy as stated in the latest Student Handbook and the Graduate
Catalog.

Virtual Classroom Attendance & Active Participation

Students are highly encouraged to attend and participate in the scheduled Virtual Classroom
sessions. Participation points can be earned once the end-of-session surveys are completed
within the timeline. Virtual Classroom surveys will be available and accessible the day after the
completed virtual session.


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Accessibility

All students are provided with equal access to classes and materials, regardless of special needs,
temporary or permanent disability, special needs related to pregnancy, etc. If you have any
special learning needs, particularly (but not limited to) needs defined under the Americans with
Disabilities Act, and require specific accommodations, please do not hesitate to make those
known, either yourself or through the Coordinator of Accessibility Services.

Students with documented special needs may expect accommodation in relation to classroom
accessibility, modification of testing, special test administration, etc. For more information,
please contact Accessibility Services at the University of West Georgia:
http://www.westga.edu/studentDev/index_8884.php.

Any student with a disability documented through Student Services is encouraged to contact the
instructor right away so that appropriate accommodations may be arranged. In addition, certain
accommodations (which will be discussed in class) are available to all students, within
constraints of time and space.

Extra Credit

At this time, no extra credit will be given out in this course for the term.

Late Work

For projects, exercises and assessments, late submission will NOT be accepted. Further, if an
assignment is NOT posted in the designated submission area, then it is considered a late
submission.

There is no make up for missed online discussions. The first two initial postings need to be
completed within the set timeline, i.e., the first five days of the online discussion. If this is not
followed, then no points will be awarded for the whole discussion.

Finally, be aware that you will be able to see your peers postings once you have made your own
initial posting.

Professional Conduct

Students are expected to behave professionally in communicating, collaborating, and consulting
with other students and the professor. Any behavior that is perceived to be disrespectful and
unprofessional will be dealt with accordingly based on rules and policies pertaining to
appropriate student conduct at this university.

Student Email Policy

The official email policy is contained in the link to the Common Language for Course Syllabi
located on the Provosts website. University of West Georgia students are provided a MyUWG
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email account, which is the official means of communication between the University and
student. It is the students responsibility to check this email account for important University
related information. Once the semester starts, all course-related communication should be sent
through the email feature of the learning management system (D2L).

UWG Cares

If you or someone you know is in a distressing situation, support is available at
http://www.westga.edu/UWGCares/ The website contains access to helpful resources and phone
numbers related to emergency or crisis situations and safety concerns, medical concerns,
multicultural, psychological and personal issues and interpersonal conflict.

Course-Specific Deductions

Not following submission protocol
Not following writing protocol
Completing the first one or two initial postings after the first five days of the start of
discussion
Incorrect in-text citation using APA format
More than three quotes from other sources as part of an in-text citation (only 3 quotes are
allowed) in your paper assignments unless specified otherwise by your professor
Copying multiple sentences or paragraph and representing it as a quote and accompanied by
an APA citation
Incorrect reference citation using APA format
Submission in an incorrect place or drop box