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), other 500 level ETEC course, or permission of the instructor.


Term:   Fall, 2004  Credits: 3 hours
Sections: 01S & 41R Format: ITV/Web-enhanced
  01W   On-line
Day(s): Tuesdays/Variable Time: 7:20pm - 10:00pm/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 – 35%:  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 – 35%:  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, business, or other entity subject to approval by the instructor.  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.

Participation/Activity/Quiz – 20%:  All students must be active participants in class activities.  Students may not use computers for non-class activities while class is in session.  The use of computers for playing games, chatting, e-mail, or working on assignments or discussions in other on-line courses is prohibited and will result in a reduction in participation credit.  Students must be in attendance to earn participation credit.  In on-line courses, attendance is equated to the demonstration of an active presence in the virtual course environment.  An active presence may be shown through participation in, and contributions to, synchronous or asynchronous class discussions and the course FAQ forum.  An occasional quiz may also be administered or daily assignment made with the score contributing to participation credit.  Quizzes may cover content included in the textbook or assigned readings, presented/discussed in the live or virtual classroom, or provided through supplemental course resources.

Assignments MUST be submitted by due date. 

Full credit cannot be earned by late or incomplete assignments.

Late submissions may be rejected at the instructor’s discretion. (Due notice will be given prior to the acceptance cutoff.)

Evaluation and Grading


Technology Plan:


A  90-100%

Purpose Statement Activity:


B  80-89%

Technology Grant Proposal:


C  70-79%



D  60-69%



F  59% or less

Class Schedule

A tentative class schedule will be maintained on the class’ public website, accessible via the instructors’ homepage.  It is advised that the refresh/reload button is clicked upon each visit to a class page to ensure that the most recent version of the page is displayed.  The schedule is subject to change throughout the semester to accommodate and adjust for the progress of the class, unforeseen events, etc.  Check for modifications frequently.  This is the student’s responsibility.


Regular class attendance is very important.  Class participation requires that students be present.  Class discussions and group activities that take place during class cannot be made up.  If it is necessary for you to miss a class, it is your responsibility to notify the instructor in advance, to contact class members to find out what occurred in that class, and to make up that work.  Although this is an ITV designated course, it is also considered web-enhanced.  On a number of occasions throughout the semester, work will be done on-line rather than in a regular classroom.  These instances will be announced by the instructor and posted on the course schedule as the specific dates are determined.  Students will be expected to utilize the Ucompass Educator courseware application in the on-line portions of the course.  Active presence, as describe in the Participation section above, applies to web-based sections.

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 conducive 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.  Plagiarism:  Using works created by others without proper citation is not tolerated and may result in expulsion from the course and the graduate program.  Auto-plagiarism:  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. (Also see Student’s Guide Handbook, Policies and Procedures.)

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. (2004) Teaching and learning with technology (2nd ed.).  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. 08/31/2004