Texas A&M University-Commerce

Department of Secondary and Higher Education

ETEC 579 – Administration of
Educational Technology Programs



Course Description

An examination of the theories, practices, and competencies required for effective administration of educational technology programs.  Examines (supervision of organizational) media and equipment holdings.  Covers management techniques as they apply to learning resources in educational, business, and industrial settings.

Prerequisite:  ETEC 524 (Theories and Strategies of Computer Utilization) or permission of the instructor.


Term:              Fall 2003                    Credits:          3 hours

Section:          01W                            Format:           On-line (Web-based)

Day(s):            Variable                     Time:              Variable


Instructor:  Dr. Jason Lee Davis

Office:             Education North – Room 114

Phone:            903-886-5598                       FAX:               903-886-5603

E-mail:            Jason.Davis@tamuc.edu

URL:               http://faculty.tamuc.edu/jdavis/

Office hours:  See website for current instructor schedule.  Other times by appointment.


ON-LINE TEXT: (access via TAMU-C Library Website)

Schmidt, William D., Rieck, Donald A., Vlcek, Charles W.  Managing media services [computer file]: theory and practice. (2nd ed.). Englewood, CO: Libraries Unlimited, 2000.


For Library Certification students only (optional):  American Library Association (1988) Information power:  Building partnerships for learning. Chicago, IL: Author.

Course Goals and Objectives

            During this course the learner will…


1.      distinguish between the different types of computer networks.

2.      identify basic networking components, topologies, and protocols.

3.      plan and design a networking environment and computer lab facility.

4.      evaluate and develop a technology plan.

5.      identify sources of funding for technology.

6.      practice strategies for defining and clarifying the focus of grant applications.

7.      develop a technology grant proposal.

8.      critically evaluate case studies from an administrative perspective.

9.      become familiar with program administration.

10. become familiar with information literacy standards for student learning.

11. become familiar with school library services, standards, and guidelines.

Requirements and Assignments

Technology Plan – 30%:  Each Student must create a complete written Technology Plan.  Any citations made must be in accordance with APA 5 style.  Also, see “Scholarly Expectations” below.

Grant Purpose Statement Activity – 10%:  Each student must write a purpose statement identifying the intended goal of their grant application.  Each student will provide feedback on other students’ statements to help clarify and focus the wording and apparent intent of the purpose statement.  The format and details of this activity will be forthcoming.

Technology Grant Proposal – 30%:  Each student must create a complete written pre-proposal for an unsolicited grant.  The general purpose of this grant pre-proposal will be to provide for the creation of a technology facility at a school district or business.  A potential grant funding entity must be identified.  The final product must be a work of sufficient quality to submit to the entity for funding consideration.  The details of the proposal project will be forthcoming.  Any citations made must be in accordance with APA 5 style.  Also, see “Scholarly Expectations” below.

Quizzes – 20%:  A number of quizzes will be administered on-line during the course of the semester.  The quizzes will cover material included in the course text and other information presented or considered in the class.  Each student will be responsible for referencing the text to complete the quizzes.  Each quiz will have its own individual submission deadline.  No quiz submission will be accepted past its individual deadline.

Frequently Asked Questions (FAQ) list – 10%:  This list is established to serve as the on-line equivalent of class discussion.  Students are accountable to participate in the FAQ just as in a traditional classroom.  Postings should contribute to a positive environment in our learning community.  Any questions regarding class activities and “how to” questions should be posted to the FAQ rather than addressed directly to the instructor.  Students are expected to monitor postings to this list and post answers to questions as “replies” to original message.  Initial question and comment postings should contain a content appropriate title.  (DO NOT use titles such as Question #1, Comment #3, etc.)  No one will be without questions at some point in the semester and now one should be without answers all semester.  Therefore, each student is expected to contribute a minimum of 10 original postings to include BOTH questions AND answers to other students’ questions.  Questions must be original, specific, and clearly posed, and responses must be original, well thought out, informative, and helpful to receive full credit.  Student participation is unlimited; however, a minimum of 10 postings per student is required.  If you know the answer to a question, post a reply.  Don’t withhold your knowledge.  The instructor will monitor the FAQ and if a satisfactory answer is not provided by other students with a reasonable time, the instructor will contribute.  Students will be given first opportunity to earn response credit.  Credits will not be earned by submitting calls for assistance to the instructor prior to posting a request to the FAQ.  Questions may also be posed by the instructor to allow students to address particular issues.  Participation MUST be spread throughout the semester.  FAQ postings during last month will receive half credit.

Assignments MUST be submitted by due date.  Late submissions may be rejected at the instructor’s discretion.

Full credit cannot be earned by late or incomplete assignments.

Evaluation and Grading


Technology Plan:


A  90-100%

Purpose Statement Activity:


B  80-89%

Technology Grant Proposal:


C  70-79%



D  60-69%

FAQ list:


F  59% or less


As this is an on-line class with no regularly scheduled meeting, following the initial face-to-face meeting, attendance is equated to regular active participation and appropriate progress toward timely project completion.

Accommodations for Disabilities

Students requesting accommodations for disabilities must go through the Academic Support Committee.  For more information, please contact the Director of Disability Resources & Services, Halladay Student Services Bldg., Room 303D, 903-886-5835.

Student Conduct

All students enrolled at the University shall follow the tenets of common decency and acceptable behavior conductive to a positive learning environment (see Student’s Guide Handbook, Policies and Procedures, Conduct).

Scholarly Expectations

All works submitted for credit must be original works created by the scholar uniquely for the class.  It is considered inappropriate and unethical, particularly at the graduate level, to make duplicate submissions of a single work for credit in multiple classes, unless specifically requested by the instructor.  Work submitted at the Graduate level is expected to demonstrate higher order thinking skills and be of significantly higher quality than work produced at the undergraduate level.  Writings must exhibit correct form, style, and grammar and demonstrate the student’s ability to communicate clearly and effectively in the English language. 

Additional References


Kemp, J.E. (1994) Planning, producing, and using instructional technologies (7th ed.).  New York, NY: HarperCollins College.


Lever-Duffy, J.,  McDonald, J. B., & Mizell, A. P. (2003) Teaching and learning with technology.  Boston, MA: Allyn & Bacon.


Male, M. (2003) Technology for inclusion – meeting the special needs of all students (4th ed.).  Boston, MA: Allyn & Bacon.


Picciano, A. G.  (2002) Educational leadership and planning for technology (3rd ed.). Upper Saddle River, NJ: Merrill/Prentice Hall.


Roblyer, M. D. (2003) Integrating educational technology into teaching (3rd ed.). Upper Saddle River, NJ: Merrill/Prentice Hall.


Tomei, L. A. (2002) The technology façade – overcoming barriers to effective instructional technology.  Boston, MA: Allyn & Bacon.


Rev. 08/26/2003