Texas
A&M University-Commerce
Department
of Secondary and Higher Education
Course Description
An examination of the theories,
practices, and competencies required for effective administration of
educational technology programs.
Examines supervision and organization of 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: | Summer II, 2006 (065) | Credits: | 3
hours |
| Sections: | 01W | Format: | On-line |
| 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/ |
| On-line URL: |
http://online.tamuc.org/ |
|
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.).
For Library Certification students only
(optional):
American Library Association (1988)
Information
power: Building partnerships for
learning.
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. develop and evaluate a technology plan(s).
5. identify sources of funding for technology.
6. practice strategies for defining and
clarifying the focus of grant applications.
7. develop and evaluate a technology grant proposal(s).
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.
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 – 15%: 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, 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 – 25%: All students must be active participants in class activities. 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 Q&A forum. Activities such as quizzes and chapter Q&A assignments may also be administered. 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. Q&A activities include the submission of questions, with appropriate answers, and text location and may be derived from assigned readings or other materials. Specifics of these activities will be provided as needed.
Assignments MUST be submitted by due date. It is critical that assignments be submitted in a timely manner so that peer review activities can be completed and projects finalized.
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.)
|
Technology
Plan: |
30% |
A 90-100% |
|
Purpose
Statement Activity: |
15% |
B 80-89% |
|
Technology
Grant Proposal: |
30% |
C 70-79% |
|
Participation/Activity/Quiz: |
25% |
D 60-69% |
|
|
|
F 59% or less |
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.
As this is an on-line class with no regularly
scheduled meeting, following the initial face-to-face orientation meeting, attendance is
equated to regular active participation and appropriate progress toward timely
project completion.
Students
are expected to utilize the eCollege
courseware application as the primary course environment.
Students requesting accommodations for disabilities must go through the Academic Support Committee. For more information, please contact Disability Resources & Services, Halladay Student Services Bldg., Room 303D, Frank Perez 903-886-5835 or Phyllis Fink 903-886-5150
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).
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.)
Kemp, J.E. (1994) Planning,
producing, and using instructional technologies (7th
ed.).
Lever-Duffy, J., McDonald, J. B., &
Mizell, A. P. (2004) Teaching
and learning with technology (2nd
ed.).
Male, M. (2003)
Technology for inclusion – meeting the special needs of all students (4th
ed.).
Picciano, A. G. (2002) Educational
leadership and planning for technology (3rd ed.).
Roblyer, M. D. (2003)
Integrating educational technology into teaching (3rd
ed.).
Tomei, L. A. (2002)
The technology façade – overcoming barriers to effective instructional
technology.
Rev.